Chapter One

1.0 Introduction

Today's constantly evolving and competitive circumstances, along with rapid global changes,

urge organizations to dedicate themselves to entrepreneurial pursuits as a means of survival and

growth. In the present day, entrepreneurship is widely recognized as a crucial instrument for

organizational development since entrepreneurial-minded individuals can establish the

foundations for success (Akgün et al., 2019).

Henrekson & Sanandaji, (2020) defined entrepreneurship as the act of bringing something new

and innovative, different from what is conventionally done, based on identifying unfulfilled

needs or opportunities. It can manifest in various forms, including business entrepreneurship,

intra- entrepreneurship, and social entrepreneurship.

Entrepreneurship in healthcare is increasingly recognized as a catalyst for innovation and

improved service delivery. As future healthcare providers, student nurses hold significant

potential to influence the nursing profession through entrepreneurial initiatives. (World Health

Organization, 2019). However, the prevalence of entrepreneurial activities among this

demographic remains underexplored, particularly in the context of College of Nursing Obafemi,

Awolowo, Teaching, Hospital Complex Ile Ife.

This study aims to investigate the prevalence of entrepreneurship among student nurses,

examining their interests, motivations, and the barriers they face. Understanding these factors is

crucial, as fostering entrepreneurial skills can enhance problem-solving capabilities and

adaptability in an evolving healthcare landscape.

The significance of this research lies in its potential to inform educational strategies and policy-

making. By identifying the entrepreneurial inclinations of student nurses, stakeholders can better

support their development, thereby contributing to a more innovative and responsive healthcare

system. This study will also explore how socio-economic factors and educational resources

impact entrepreneurial intentions, providing a comprehensive overview of the landscape of

entrepreneurship within nursing education.

Ultimately, this research seeks to bridge the gap between nursing practice and entrepreneurship,

advocating for an integrated approach that empowers student nurses to embrace entrepreneurial

ventures as part of their professional journey.

1.1 Background of the Study

Entrepreneurship makes a significant contribution to national economies in maintaining

prosperity, creating new job opportunities and reducing unemployment. Like many professions

in the health sector, nursing initiative is encouraged all over the world due to its contributions to

individual and community health. Entrepreneurship has the potential to increase the visibility of

the profession and create new spaces for nurses. Being innovative and entrepreneurial in the

nursing profession, improving health services and patient safety, is seen as a prerequisite for

achieving excellence in the health sector. As a matter of fact, the concept of entrepreneurship in

nursing is associated with personal and professional characteristics such as autonomy,

independence, flexibility, innovation, proactivity, self-confidence and responsibility.(Periahn,

Senel Techin, 2022).

Entrepreneurship has gained recognition as a vital component in various fields, including

healthcare. For nursing students, entrepreneurial skills can enhance career opportunities and
foster innovative healthcare solutions. This study explores the prevalence of entrepreneurship

among student nurses at College of nursing Sciences, OAUTHC, examining their readiness to

engage in entrepreneurial ventures.

In Nigeria, the healthcare system is often constrained by limited resources and infrastructure,

creating opportunities for entrepreneurial initiatives that can enhance service delivery and patient

care. Despite this potential, there is limited research on the entrepreneurial mindset among

nursing students, particularly at institutions like OAUTHC Ile Ife.

Previous studies indicate that entrepreneurial activities can lead to improved healthcare outcomes

and foster a culture of innovation. However, many student nurses may lack the necessary training,

mentorship, or resources to pursue entrepreneurial endeavors. Understanding the prevalence of

entrepreneurship among these students can highlight their interests and motivations, as well as

the barriers they encounter.

By exploring these dynamics, this study aims to provide insights into how educational

institutions can better support student nurses in developing entrepreneurial skills, ultimately

contributing to a more robust and adaptable healthcare system in Nigerian.

1.2 Statement of the Problem

Despite the increasing importance of entrepreneurship in healthcare, there is limited

understanding of how nursing students perceive and engage in entrepreneurial activities. This

study seeks to fill this gap by examining the prevalence and factors affecting entrepreneurship

among nursing students at OAUTHC.

1.3 Objectives of the Study

i. To assess the level of awareness of entrepreneurship among student nurses.

ii. To evaluate the interest of student nurses in entrepreneurial activities.

iii. To identify factors that influence entrepreneurial intentions among student nurses.

1.4 Research Hypothesis

There is a significant positive relationship between the entrepreneurial mindset and the

willingness to engage in entrepreneurial activities among student nurses at OAUTHC Ile Ife.

1.5 Research Questions

What is the level of awareness of entrepreneurship among student nurses at OAUTHC?

How interested are student nurses in pursuing entrepreneurial activities?

What factors influence the entrepreneurial intentions of student nurses?

1.6 Significance of the Study

The findings of this research will provide insights for nursing educators, policymakers, and

stakeholders in the healthcare sector regarding the integration of entrepreneurship into nursing

education, potentially leading to improved employability and innovation.

1.7 Scope of Study

Population: Student nurses enrolled in the nursing program at OAUTHC Ile Ife.

Geographical Scope: The study will be conducted at OAUTHC Ile Ife, Nigeria.
Thematic Scope: The study will focus on the prevalence of entrepreneurship, entrepreneurial

mindset, motivations, barriers, and willingness to engage in entrepreneurial activities among

student nurses.

Methodological Scope: The study will employ a cross-sectional survey design, using

questionnaires to collect data from student nurses.

1.8 Operational Definitions

Entrepreneurship: The process of designing, launching, and running a new business or

initiative, particularly in the healthcare sector. In this study, it refers to student nurses'

willingness to engage in entrepreneurial activities, such as developing innovative healthcare

solutions or starting a business.

Entrepreneurial Mindset: A set of attitudes, skills, and behaviors that enable individuals to

identify and pursue entrepreneurial opportunities. In this study, it will be measured using a

validated scale that assesses student nurses' entrepreneurial orientation, creativity, and risk-

taking propensity.

Prevalence of Entrepreneurship: The extent to which student nurses at OAUTHC Ile Ife

exhibit entrepreneurial behaviors, intentions, or activities. It will be measured by the proportion

of student nurses who report engaging in entrepreneurial activities or expressing a willingness to

do so.

Student Nurses: Individuals enrolled in the nursing program at OAUTHC Ile Ife, including

those in various stages of their training (e.g., pre-clinical, clinical, or internship phases).
Willingness to Engage in Entrepreneurial Activities: The degree to which student nurses are

prepared to participate in entrepreneurial initiatives or develop innovative solutions in healthcare.

It will be assessed through self-reported measures on a survey questionnaire.

Innovation : Developing new product or services or business process that are different from

what already exists.

Risk-Taking : Assuming the potential for business or financial loss or in the pursuit of the

entrepreneurial goals.

Vision and leadership: Having a claear vision for the venture and the ability to inspire and guild

individual or team to achieve the goal.

Value creation: Ability to create something of worth either goods, services or a new way of

doing things, that benefit customer or society.

 Chapter Two

2.0 Literature Review

Entrepreneurship in nursing transcends traditional roles, merging healthcare delivery with

innovation and enterprise. At its core are four key constructs:

Entrepreneurial Intention: Refers to the willingness of nursing students to start or own ventures,

such as clinics or mobile health services. Empirical studies show that nursing students, despite

rigorous clinical training, exhibit strong readiness toward entrepreneurship (Onuorah et al., 2023),

demonstrating that entrepreneurial mindset is compatible with clinical identity.

Self‑Efficacy and Perceived Behavioral Control: Rooted in Ajzen's Theory of Planned Behavior

(TPB), perceived behavioral control reflects confidence in overcoming barriers like clinical

workload, financial constraints, or regulatory systems. Nursing research confirms that students

with higher entrepreneurial self‑efficacy report stronger intentions to engage in entrepreneurial

activities (Dovepress, 2019).

Social and Institutional Support: Support mechanisms—from family encouragement to curricula

that embed entrepreneurship—help shape students’ willingness to pursue enterprise. Nigerian

studies reveal that students with supportive families and entrepreneurship knowledge exhibit

elevated entrepreneurial intentions (Egberi, 2024).

Contextual Barriers and Enablers: While intention levels are generally high, practical barriers—

such as limited hands‑on training, inadequate incubators, lack of mentorship, and institutional

inertia—constrain action (AjOL, 2021; PubMed, 2021). These barriers contribute to the
“intention–action gap,” a recognized phenomenon where strong intentions don’t translate into

venture creation.

2.1 Definitions and Theoretical Foundations of Entrepreneurship in Nursing

Entrepreneurship, in general terms, is the process of identifying opportunities, mobilizing

resources, taking risks, and innovating to create value. In the healthcare and nursing context,

entrepreneurship involves applying these principles to improve patient care, introduce new health

services, or create businesses that address gaps in healthcare delivery.

In nursing, entrepreneurship is not only about owning a business, but also about initiating change,

solving problems creatively, and developing solutions that enhance health outcomes. Nurse

entrepreneurs may:

Start private practices, wellness clinics, or home care agencies

Create health-related products or educational platforms

Develop mobile health apps or community outreach programs

Serve as independent consultants or case managers

The core idea is that entrepreneurial nurses leverage their clinical expertise with business and

leadership skills to innovate within or outside the healthcare system.

This concept links closely with the Triple Aim in healthcare: improving patient experience,

enhancing population health, and reducing cost—nurses who innovate towards these aims are

entrepreneurial in nature.
2.11 Differences Between General Entrepreneurship and Nursing-Specific

Entrepreneurship

Table 1

Aspect General Entrepreneurship Nursing-Specific

Entrepreneurship

Primary Focus Profit generation and market Patient care improvement,

success health outcomes and services

delivery

Background skills Business management and Clinical care, nursing process,

finance patient advocacy

stakeholders Investors, customers and Patient, health institution,

market families and community

Product/ services Consumer goods, tech solution Health education, wellness

coaching and nursing

consultancy

Professional regulation General business law Subject to health care nursing

codes

Motivation Financial independence and Social in impact, patient

innovation wellbeing, system

improvement
Nursing entrepreneurship is mission-driven rather than purely profit-driven. It combines clinical

judgment with entrepreneurial insight to address unique health needs. Unlike general

entrepreneurs, nurse entrepreneurs must adhere to strict ethical standards and regulatory

frameworks while offering innovative solutions.

Examples of nurse-specific ventures include:

A nurse-led telehealth startup for maternal care in rural areas

A registered nurse offering geriatric home care and fall prevention services

A nurse educator building an online platform for NCLEX training

Theoretical Foundations Supporting Nurse Entrepreneurship

Schumpeter’s Innovation Theory: Nurses as innovators who create new combinations in care

delivery.

Human Capital Theory: Nurses’ education and experience as capital for enterprise success.

Social Entrepreneurship Theory: Explains how nurses seek social change through business

models.

Transformational Leadership Theory: Many nurse entrepreneurs exhibit transformational

leadership by inspiring others and driving systemic change.

.
2.2 Historical Evolution of Nursing Entrepreneurship

Entrepreneurial Characteristics and Competencies in Nurses

Traits such as Innovation, Leadership, Autonomy, and Risk-Taking

Entrepreneurial nurses are distinguished by a unique blend of personal attributes and professional

capabilities that enable them to identify problems, create solutions, and initiate change in

healthcare. Key traits include:

Innovation: The ability to develop creative and effective solutions for patient care or healthcare

delivery. This could mean creating a new health app, designing a wellness program, or

improving workflow in clinical practice.

Leadership: Entrepreneurial nurses exhibit leadership by influencing others, managing teams,

and driving change. They take initiative, motivate others, and assume responsibility for the

outcome of their ventures.

Autonomy: Nurse entrepreneurs value independence and often operate outside the constraints of

institutional employment. They make decisions confidently and manage resources responsibly in

clinical or business settings.

Risk-taking: Entrepreneurship inherently involves uncertainty. Nurse entrepreneurs are willing

to take calculated risks, whether financial, professional, or reputational, to bring their ideas to life.

Resilience and adaptability: These traits help nurse entrepreneurs overcome setbacks,

regulatory challenges, or market resistance.

2.3 Competency Models Required for Nurse Entrepreneurs

Competency in entrepreneurship combines nursing knowledge with business acumen and

systems thinking. Key competencies include:

Business and financial literacy: Understanding of marketing, budgeting, health economics, and

funding strategies.

Strategic planning and project management: Ability to set goals, design services, evaluate

outcomes, and scale operations.

Health systems knowledge: Insight into healthcare policies, insurance systems, patient needs,

and service delivery structures.

Communication and negotiation skills: Essential for client relationships, stakeholder

engagement, and collaborative ventures.

Ethical decision-making: Entrepreneurial nurses must uphold nursing values while managing

the commercial aspects of their practice.

These competencies can be found in frameworks such as the Nurse Entrepreneur Competency

Model (NECM), which highlights core entrepreneurial behaviors specific to nursing.

2.4 The Role of Nursing Education in Fostering Entrepreneurship

2.41. Integration of Entrepreneurship in Nursing Curricula

In recent years, nursing education has begun to recognize the importance of preparing students

for non-traditional roles. Many academic institutions now integrate entrepreneurship as part of

nursing curricula through:

Dedicated courses on health innovation and business skills

Modules on nursing leadership, creative thinking, and health system redesign

Case studies highlighting nurse-led business successes

This prepares students not only for clinical roles but also for entrepreneurial pathways in

community health, consultancy, digital health, and private practice.

Impact of Training Programs, Workshops, and Mentorship

2.42 Beyond the classroom, practical exposure plays a vital role in developing entrepreneurial

skills

Training workshops equip nursing students with foundational business tools such as writing

business plans, pitching to investors, or managing projects.

Mentorship programs link aspiring nurse entrepreneurs with experienced professionals who

provide guidance, motivation, and real-world insight into launching and managing ventures.

Entrepreneurship incubators in some universities or healthcare organizations offer seed funding,

networking opportunities, and business development support for nurse-led innovations.

Studies show that students exposed to entrepreneurial training demonstrate higher self-

confidence, stronger intention to innovate, and improved problem-solving abilities.

2.5 Barriers and Challenges Facing Nurse Entrepreneurs

Despite their potential, many nurse entrepreneurs face considerable barriers:

Financial barriers: Access to startup capital, business loans, or grants is often limited,

especially for nurses transitioning from salaried roles.

Cultural resistance: Traditional views within nursing prioritize service and obedience over

enterprise and autonomy, which may discourage entrepreneurial aspirations.

Institutional resistance: Some healthcare institutions may view nurse entrepreneurship as a

threat to organizational structure or hierarchy.

Regulatory constraints: Nurses must navigate licensing laws, scope-of-practice limitations, and

healthcare business regulations that vary by region or country.

Gender Biases and Professional Limitations

Gender biases: As a female-dominated profession, nursing faces systemic gender inequalities

that limit access to leadership, funding, and recognition in entrepreneurial spaces.

Professional identity conflict: Some nurses struggle to balance the caregiving ethos of the

profession with the profit motives associated with business.

Lack of support structures: Limited access to mentorship, business networks, and

entrepreneurial communities in nursing further hampers growth.

2.51 Opportunities for Nurse Entrepreneurs in Healthcare Systems

The shift in healthcare systems from hospital-centered care to community- and patient-centered

care has created multiple entrepreneurial opportunities for nurses. Key areas include:
Home Healthcare: With increasing demand for post-acute care and chronic illness management

at home, nurses can establish home care agencies offering wound care, IV therapy, elderly care,

and palliative services.

Private Practice: In countries where nurse practitioners have prescribing rights (e.g., the U.S.,

Canada), nurses run independent clinics focusing on primary care, maternal health, and disease

screening.

Telehealth Services: Tele-nursing is growing rapidly. Nurses provide remote consultations,

health coaching, and follow-up care, using platforms like Zoom, WhatsApp, or dedicated apps.

Consultancy: Nurse consultants work independently or with hospitals, advising on infection

control, staff training, legal cases, quality improvement, or public health interventions.

Wellness and Lifestyle Coaching: Nurses are uniquely positioned to provide services such as

nutrition advice, smoking cessation programs, stress management, and personalized wellness

planning.

2.52 Innovations in Community and Preventive Health Services

Nurses are at the forefront of community health entrepreneurship, designing culturally

appropriate and affordable health interventions.

Examples:

Mobile immunization clinics for underserved populations.

Maternal and child health programs in rural areas.

School-based mental health services led by nurse therapists.

Mobile health vans offering BP, diabetes, and HIV screenings.

These ventures not only reduce hospital burden but also improve health equity, especially in low-

resource settings.

2.53 Global Perspectives and Case Studies of Nurse Entrepreneurship

Developed Countries: In the U.S., Canada, U.K., and Australia, nurse practitioners often enjoy

regulatory autonomy, enabling private practice and innovation in service delivery. Access to

funding, training, and professional support systems also boosts entrepreneurship.

Developing Countries: Nurses in countries like Nigeria, India, and Kenya face more constraints,

such as regulatory limits, poor access to credit, and professional stigma. However, they

demonstrate resilience by leading community health outreach, mobile clinics, and micro-health

enterprises with minimal resources.

Real-Life Examples of Successful Nurse-Led Ventures

Barbara Stilwell (UK): Launched nursing initiatives focused on policy, gender, and equity in

global health leadership.

Lynda Benton (USA): Founded a nurse-led consultancy on maternal care innovation in

underserved communities.

Nurse-led midwife clinics in Ghana: Deliver prenatal care and reduce maternal mortality in

remote villages.

Dr. Nkemdilim Ojeh (Nigeria): A nurse entrepreneur offering home care services for the

elderly and chronically ill in Lagos.

2.54 The Impact of Nurse Entrepreneurship on Patient Care and Healthcare Delivery.

Quality of Care: Entrepreneurial nurses personalize services, maintain high safety standards,

and often exceed patient satisfaction metrics.

Accessibility: Nurse-led mobile units and telehealth platforms extend care to hard-to-reach

populations, including rural dwellers and the home-bound.

Cost-Effectiveness: Studies show that nurse practitioners provide comparable care at lower

costs, reducing hospital readmissions and unnecessary emergency visits.

Role in Healthcare Innovation and Public Health Outreach

Nurses design solutions that:

Close gaps in maternal and child health,

Promote vaccination and sanitation education,

Deliver chronic illness monitoring and self-care education,

Introduce technology tools to monitor and support patients remotely.

Through entrepreneurship, nurses contribute to UN Sustainable Development Goals (e.g., SDG 3:

Good Health and Well-being) and act as catalysts for systemic innovation.

Government Policies and Institutional Support for Nurse Entrepreneurs

Legal Frameworks and Professional Regulations

Nurse entrepreneurship is highly influenced by national laws and professional scopes:

In the U.S., many states grant full practice authority to nurse practitioners, allowing them to own

practices.

In Nigeria and many African countries, nursing laws may limit autonomy, preventing nurses

from prescribing or operating independently.

Bureaucratic licensing, tax policies, and health regulations can either enable or hinder nurse-led

businesses.

2.55 Role of Nursing Councils, Associations, and Grants

Supportive institutions play a vital role in promoting nurse entrepreneurship:

Nursing councils can update practice acts to allow entrepreneurial roles.

Nursing associations (e.g., International Council of Nurses, American Nurses Association)

advocate for policy reforms, offer entrepreneurship toolkits, and organize business training.

Grants and microfinance for nurse-led startups are growing, especially in global health programs

backed by WHO, USAID, and NGOs. The synergy between policy reform and institutional

support is essential for building a culture of innovation in nursing.

2.56 Entrepreneurship Intentions Among Nursing Students in Nigeria

Entrepreneurial intention refers to a student’s conscious plan or desire to start a business venture

or engage in entrepreneurial activity in the future. Among nursing students in Nigeria, these

intentions are increasingly recognized as an important aspect of workforce development—

especially as the healthcare environment becomes more competitive, and jobs in public service

remain limited.
Attitudes

Many Nigerian nursing students are beginning to view entrepreneurship as a viable career

alternative to traditional hospital roles.

Positive attitudes are often linked to the desire for independence, financial freedom, and

impactful service delivery—especially in underserved areas.

Motivations

Job insecurity in the formal health sector and limited government employment push students to

consider private practice or health-related ventures.

Students are inspired by successful nurse entrepreneurs, online health influencers, or private

clinic owners.Some are motivated by a passion to serve the community or improve gaps in

maternal, child, and public health services.

Readiness

Although interest may be high, actual readiness is often limited by lack of training in business

skills, limited access to mentorship, and minimal exposure to entrepreneurship content in the

nursing curriculum.

Where entrepreneurship modules exist in nursing schools (usually as electives or part of general

education), they rarely focus on healthcare-specific business models, which affects preparedness.

2.56 Predictors and Deterrents of Entrepreneurial Interest

Predictors (Positive Influences)

Entrepreneurship education: Students exposed to relevant coursework or workshops are more

likely to consider entrepreneurship.

Family background: Students from business-oriented or self-employed families often express

stronger entrepreneurial intent.

Access to digital platforms: Social media, telehealth tools, and mobile apps make

entrepreneurship feel more accessible.

Self-efficacy and confidence: Belief in one’s ability to manage both clinical and business

responsibilities increases intention.

Deterrents (Negative Influences)

Lack of capital: Financial constraints and poor access to credit facilities limit ambition.

Inadequate mentorship: The absence of role models or entrepreneurial mentors in nursing

weakens follow-through.

Cultural perceptions: Entrepreneurship may be seen as a “non-traditional” or unstable path,

especially among older professionals or families.

Regulatory limitations: Nigerian laws currently do not allow independent nurse prescribing or

full practice authority, limiting the scope of entrepreneurial practice.

Fear of failure: With little safety net, many students fear the risk involved in starting a health

business. While entrepreneurial interest among nursing students in Nigeria is growing, actual

readiness is hampered by systemic barriers such as poor educational support, financial

limitations, and restrictive laws. Tackling these issues through targeted education, mentorship,
policy reform, and institutional backing could turn intentions into sustainable innovations in

healthcare.

2.6 Conceptual Review

Conceptual landscape positions entrepreneurship in nursing education as an interplay of

psychological constructs (intention, self‑efficacy), external influences (support, infrastructure),

and practical constraints (training, resources). Understanding these variables is essential to

designing interventions that transform entrepreneurial interest into action, particularly in the

Nigerian context, where the need for nurse-led innovations is urgent (John & Ofi, 2021).

Balancing clinical competence with entrepreneurial skill is now a crucial objective for nursing

programs seeking to empower students with full-spectrum healthcare solutions.

2.7 Theoretical Review

The theoretical foundation for this study is Ajzen’s Theory of Planned Behavior (TPB), one of

the most widely applied psychological models used to predict intention-driven behaviors,

including entrepreneurship. The TPB postulates that human actions are guided by three primary

factors: attitude toward the behavior, subjective norms, and perceived behavioral control

(Ajzen,2021). These constructs directly inform an individual's intention to perform a given

behavior—in this case, entrepreneurship—and the perceived ease or difficulty of doing so.

Applied to the context of nursing students, TPB helps explain how individual beliefs and

environmental influences contribute to entrepreneurial decision-making. A positive attitude

toward entrepreneurship—for instance, viewing it as a means of professional independence or

financial empowerment—can increase entrepreneurial intention. Subjective norms, such as

family expectations, peer influence, or mentorship from lecturers, also shape students’ openness
to non-traditional career pathways (Duru, 2021). Most crucially, perceived behavioral control,

which mirrors self-efficacy, reflects a student's belief in their ability to succeed as an

entrepreneur despite challenges.

Several studies support the relevance of TPB in nursing entrepreneurship. For example, a study

in Iran by Shahnazi et al. (2018) found that nursing students’ entrepreneurial intentions were

significantly predicted by all three TPB components. Similarly, Nigerian-based studies by Egberi

(2024) and Onuorah et al. (2023) confirmed that behavioral control and social support were the

most significant predictors of entrepreneurial aspiration among healthcare students.Therefore,

TPB serves not only as a lens for interpreting intention formation but also as a diagnostic tool to

identify which elements require reinforcement. Nursing educators and policymakers can target

these variables—e.g., by boosting self-efficacy through skill-based workshops or altering norms

through entrepreneurial role models—to foster a generation of entrepreneurial nurses prepared to

lead health innovations in Nigeria.

2.8 Empirical Review

A growing body of empirical research explores the intersection between entrepreneurship and

nursing education, especially in contexts like Nigeria where healthcare systems face both

workforce shortages and innovation deficits. However, while there is robust literature on general

student entrepreneurship, studies specific to nursing students remain relatively scarce. Still,

insights from available work suggest a consistent pattern: high entrepreneurial intention, low

entrepreneurial engagement.

For instance, Onuorah et al. (2023) conducted a study among nursing students in Edo State,

Nigeria, evaluating the implementation of entrepreneurship training in nursing schools. The

study found that over 80% of respondents reported strong interest in entrepreneurship, especially

in health consultancy and mobile clinic services. However, actual entrepreneurial activity was

limited due to lack of institutional support, mentorship, and capital.

A similar pattern emerged in a study by Adelowo and Ilevbare (2017), which surveyed

undergraduate students across Nigerian universities. While only 32% had started or attempted a

business, more than 90% showed favorable entrepreneurial attitudes. Within the nursing context,

John and Ofi (2021) reported that students recognized entrepreneurship as a viable post-

graduation option but cited time constraints, curriculum overload, and lack of role models as

major barriers.

Global literature aligns with these findings. Dovepress (2019) showed that self-efficacy and

entrepreneurial education positively influence entrepreneurial intention among nursing students.

Meanwhile, a PubMed study (2021) found that nurse entrepreneurs often emerge from

environments where autonomy, innovation, and interdisciplinary learning are emphasized.

Additionally, BMC Nursing (2025) reported that students exposed to structured entrepreneurship

education had higher levels of creative thinking, business planning ability, and risk tolerance.

Empirical evidence supports the notion that entrepreneurial potential exists among nursing

students in Nigeria, but systemic andoo1oo1 educational barriers prevent realization. Addressing

these gaps through curriculum reform, mentorship, and experiential learning is essential for

fostering a culture of nurse-led entrepreneurship.

 Chapter Three

3.0 Methodology

3.1 This chapter addressed the method and approaches that was used while conducting the

research. The research design, research setting, target population, sample size and sampling

techniques, instrument for data collection, Validity of the instrument, method of data collection,

method of data analysis and ethical consideration

3.2 Research Design: This study adopted a descriptive cross-sectional research design to

evaluate the prevalence and determinants of entrepreneurship among nursing students. The

design was chosen because it allows the researcher to assess variables such as intention, current

engagement, and perceived barriers at a single point in time across a large population. Both

quantitative and qualitative methods were incorporated to enable triangulation of findings. The

quantitative arm involved structured questionnaires with closed-ended questions, while the

qualitative aspect employed semi-structured interviews to gain deeper insights into the students’

motivations and challenges.

3.3 Setting – Geographical Location and Characteristics

The study will conducted across three tertiary nursing institutions in south Obafemi Awolowo

University Teaching Hospitals Complex (OAUTHC) in Ile-Ife, Osun State; University of Osun

State and School of Nursing Sciences. Obafemi Awolowo University These institutions were

selected to represent a mix of federal and state-owned schools with varying levels of

infrastructural development and student populations. The area is predominantly Yoruba-speaking

and urbanized, with a high concentration of healthcare institutions and commercial activities.

The population is mainly made up of young adults aged 18 to 40, with a high level of educational
ambition and growing interest in entrepreneurship, especially as a means of income

supplementation during schooling. The selected schools have integrated entrepreneurship as a

general studies course, although practical implementation remains limited.

3.4 Target Population

The target population for this study consists of all student nurses enrolled in the School of

Nursing, School of Midwifery, and Department of Nursing Science at Obafemi Awolowo

University Teaching Hospitals Complex (OAUTHC), Ile-Ife. These include students across all

academic levels, from 200 to 400 level, and including post basic nursing.

3.5 Population and Sample size

The target population will include all student nurses at OAUTHC. A sample size of 300 students

will be selected using stratified random sampling.

Sampling (Size and Formula)

The sample size was determined using Yamane’s formula

N
𝑛=
1 + N(e)

Where:

n = sample size

N = total population

e = level of precision (0.05)

n=
( . )

n=

= 171 approximately.
.

Finally, the sample size will be 171 student nurses

Thus, students will be selected as the sample size.

3.6 Sampling Technique

Method:

A stratified random sampling technique will be used to ensure fair representation from all levels

and departments. Each stratum (e.g., 100, 200, 300, and 400 levels) was proportionally

represented based on its population size.

Description:

Within each stratum, students were randomly selected using a balloting method to ensure

randomness and reduce selection bias.

Inclusion Criteria:

Must be a registered student nurse in OAUTHC.

Must have spent at least one academic session in the institution.

Must be willing to participate in the study.

3.6 Instrument for Data Collection

The primary instrument for data collection will a structured, self-administered questionnaire.

Type: Closed-ended and Likert-scale questions.

Nature: Divided into four sections:

Section A: Demographic information

Section B: Exposure to entrepreneurship

Section C: Interest in entrepreneurship

Section D: Factors influencing entrepreneurship

Number of Items: 25 items in total

3.7 Validity of Instrument and Reliability of Instrument

The questionnaire underwent face and content validity review by three experts in nursing

research and entrepreneurship studies. Adjustments were made based on their feedback to ensure

items reflected the research objectives accurately.

3.8 Pilot study A pilot study will be conducted with 15 student nurses from a nearby

institution. Using Cronbach’s Alpha, the internal consistency of the instrument was calculated at

0.82, indicating high reliability.

3.9 Method of Data Collection

The questionnaire will be sent through social media across many different student nurses group

research assistants will be present to guide and clarify questions

3.10 Method of Data Analysis

Data were analyzed using the Statistical Package for Social Sciences (SPSS v25).

Descriptive statistics (frequency, mean, percentages) were used to summarize data.

Inferential statistics (Chi-square test) were used to test relationships between variables (e.g.,

level of study and entrepreneurial interest).

3.11 Ethical Considerations

Ethical approval will be obtained from the OAUTHC Ethics Review Committee. Participants

signed informed consent forms before participation.

Anonymity, confidentiality, and voluntary participation will be ensured.