Correlation Between Availability of Counselling Laboratories and Clinical Competence on Counselling Education Curriculum Development and Research Integration among Public Universities in Nigeria

Abstract

The escalating mental health challenges, economic instability, and security crises in Nigeria necessitated a robust guidance and counselling framework within the higher education sector. However, the efficacy of counselling services was directly contingent upon the quality of counsellor education. This study conducted a critical needs assessment of counselling education in Nigerian universities to evaluate the alignment between the National Universities Commission (NUC) Benchmark Minimum Academic Standards (BMAS) and contemporary global best practices. Anchored on Stufflebeam’s CIPP (Context, Input, Process, Product) Evaluation Model, the study adopted a descriptive survey research design. Data were collected from a stratified sample of 360 respondents across six federal universities representing Nigeria’s geopolitical zones. A self-structured, validated instrument titled “Counselling Education Needs Assessment Questionnaire (CENAQ)” was utilised. Findings from 30 distinct indicators revealed a significant disparity between theoretical training and clinical application. Specifically, 78.5% of respondents indicated insufficient exposure to digital counselling technologies, and widespread deficits were noted in 8 out of 10 key infrastructural facilities. Hypothesis testing confirmed a significant difference in curriculum perception between educators and practitioners (t = 4.82, p < .05) and a positive correlation between laboratory availability and student clinical competence (r = 0.68, p < .05). The study concluded that the curriculum was heavily weighted towards pedagogical theory at the expense of clinical competency. Recommendations included the institutionalization of a mandatory six-month clinical residency and the integration of cyber-psychology as a core course.