Master of Science in Nursing Education

Institutional Factors Associated With Preparedness of Nurse Managers in Mentorship Role: A Case Of Kenyatta National Hospital, Kenya

2025-03-22T06:07:45Z

Institutional Factors Associated With Preparedness of Nurse Managers in Mentorship Role: A Case Of Kenyatta National Hospital, Kenya MWASI, JULITA THIRINDI Mentorship plays a crucial role in the professional development of nurses, emphasizing a patient-centric approach to nursing care. However, there exists a lack of clarity regarding the preparatory measures for nurses in charge posing challenges in effectively conveying their multifaceted roles. Globally, (Manion et al., 2021) argues that preparedness of nurse managers in mentorship roles is pivotal. According to (WHO, 2020). Sub-Saharan Africa, nurse managers are tasked with an intricate interplay of leadership, management, and mentorship roles, demanding a nuanced understanding of these roles. Nurse managers need effective mentorship training to improve their effectiveness in their roles (KNH, 2019). This study aimed to assess institutional factors associated with the preparedness of nurse managers for mentorship roles: a case of Kenyatta National Hospital. The focus was on leadership, policy, motivation, and training factors. The study employed a descriptive cross-sectional design, utilizing a simple random sampling strategy to engage 88 respondents. Data collection involved a carefully designed semi structured self-administered questionnaire comprising a blend of open-ended and closed-ended inquiries to ensure a comprehensive exploration. Prior to this study, a pre-test was done at KUTRRH to improve the tool's validity and reliability. The resultant quantitative data was analysed using SPSS version 27. Data was presented through tables, figures, and pie charts. Necessary permissions were obtained from relevant authorities. Participants were informed about study objectives before consenting. Numerical codes were used to ensure privacy on questionnaires, meticulously secured when not in use. Correlation coefficient was used to determine the association between variables. Key findings revealed that most nurse managers at Kenyatta National Hospital are female, with an average age above 50 years, and possess 2 to 5 years of working experience, with the majority holding a bachelor's degree in nursing. While 42% of participants were moderately prepared for mentorship roles, 58% were inadequately prepared due to time constraints, workload, and lack of management support. There was a positive correlation between workload and preparedness for mentorship (r = .411, p<.01) and between involvement in policy-making and preparedness (r = .281, p=.008). Additionally, there was a significant association between the provision of standards on mentorship (r = 3.18, p=.02) and training programs (r = 3.18, p=.02) with preparedness. Many participants (58%) felt motivated due to remunerations and allowances, though only 38% attended training programs specifically for mentorship. Nurse managers preparedness in mentorship roles could be significantly enhanced through support. Nurses were not actively involved in policy-making processes, leading to a lack of clear guidelines for mentorship programs despite existing standard operating procedures within nurse manager units. Although nurse managers were incentivized by remuneration and training incentives, the absence of feedback on their performance as mentors proved demotivating. Lack of communication with senior management hinders their preparedness for mentorship roles. The study recommends increased leadership support, clearer guidelines on mentorship roles, involvement in policy-making, and provision of resources such as time and reduced workload to enhance nurse manager preparedness for mentorship roles.

Factors Influencing Curriculum Implementation on Emergency Obstetrics And Neonatal Care For Faith-Based Diploma Nursing Students in Meru And Tharaka Nithi Counties

2025-03-22T05:54:13Z

Factors Influencing Curriculum Implementation on Emergency Obstetrics And Neonatal Care For Faith-Based Diploma Nursing Students in Meru And Tharaka Nithi Counties KIVUVA, MIRRIAM MUENDI Maternal and newborn healthcare is fundamental to achieving positive health outcomes in a country. The implementation of the curriculum on emergency obstetrics and neonatal care (EmONC) plays a crucial role in preparing skilled birth attendants. Highly skilled midwives have a crucial role on a global scale when it comes to efforts aimed at lowering maternal and perinatal mortality rates. However, studies suggest that incompetency among nurses in EmONC seems to be a common issue affecting countries due to poor curriculum implementation in EmONC in the preservice phase. Curriculum implementation is a complex process influenced by various factors. This study aimed to assess factors influencing curriculum implementation on emergency obstetrics and neonatal care for faith-based diploma nursing students in Meru and Tharaka Nithi County. The study looked into the nurse trainer factors, academic training institution factors, student factors, and training hospital factors. A mixed method study design was adopted for the study. A total of 216 (84.7%) responses (second year and third year diploma in nursing programs' students) were received out of a target population of 255 (100%) respondents while a total of 10 (90.9%) responses (nurse educators) were received out of a target population of 11(100%) respondents. Necessary ethical clearance was sought from the appropriate authorities prior to data collection. Data was collected through online-administered questionnaire to nursing students and nurse educators. In addition, key informant interviews were used to collect qualitative data from nurse educators. Data was cleaned coded, and entered into the scientific package for social sciences (SPSS) software vs. 27. Descriptive and inferential statistics were used to interpret findings. Quantitative data was visually presented using tables charts and graphs, while qualitative data was thematically analyzed and presented in a narrative format. Statistical significance was determined at a threshold of p≤0.05. Bivariate correlation, showed a strong positive correlation coefficient of 0.839 and 0.890 for nurse educators and students respectively and are all statistically significant (p<0.05). Further, for nursing institution the inferential statistics results, showed a strong positive correlation coefficient of 0.898 and 0.640 for nurse educators and students respectively and are all statistically significant (p<0.05). Thirdly for student factors inferential statistics results, showed a strong positive correlation coefficient of 0.859 and 0.853 for nurse educators and students respectively and are all statistically significant (p<0.05). Finally for training hospital inferential statistics results, it shows a strong positive correlation coefficient of 0.745 and 0.913 for nurse educators and students respectively and are all statistically significant (p<0.05). This study established that nurse educators face a myriad of challenges such as high students’ numbers, low nurse educator numbers, lack of clinical practice for the nurse educators and opportunities for continuous professional development which interfere with proper curriculum implementation. This calls for urgent need for support in student mentorship and supervision in the training hospitals in order to achieve competency in EmONC among nursing students.

Utilization of Social Media in Work-Related Activities Among Healthcare Providers at National Spinal Injury Hospital, Nairobi

2025-03-21T16:55:53Z

Utilization of Social Media in Work-Related Activities Among Healthcare Providers at National Spinal Injury Hospital, Nairobi WAMBUGU, MARTHA WANGUI Technology has permitted all aspects of life. Social media has been used to improve health and enhance practice. However, many professionals have not developed ways to extend professionalism in social media platforms, which has consequences for individual healthcare providers, the profession, the organization, and the patients. Globally, World Health Organization (WHO)has used various online platforms like Facebook and Twitter for the population’s health improvement through healthy behaviors promotion, supporting health policies, public health surveillance, encouraging citizen participation, and increasing citizen's knowledge of public health matters and allow them to take informed decisions hence optimize health care systems. The exploration of various ways in which healthcare providers utilize digital spaces in their work-related activities at the National Spinal Injury Hospital was the reason for the survey. The study was guided by several objectives including social media patterns used and the purpose of use by healthcare providers, the benefits, and adverse impact of online space to healthcare providers, and lastly, how the organization's culture influenced how social media was used in work-related activities. Method: The design of a convergent mixed method was used. Using stratified random sampling, a sample of 109 healthcare providers used for descriptive data was collected, and data from three key informant interviews with managerial positions within the hospital was also taken. Ethical clearance was sought from the relevant authorities which included KEMU (Ethical Review Committee) ERC, NACOSTI, The Ministry of Health, and the Ethical Committee from the Hospital. The response rate was 93%. Descriptive data was analyzed statistically using a scientific package for Social Sciences version 27 arranged in graphs and tables. Qualitative data was organized, analyzed thematically, and presented in prose. According to the reports from the survey, utilization of digital spaces was notably high (86.1%). Healthcare professionals (HCPs) predominantly utilized WhatsApp (M=3,72) and YouTube (M=3.05) at work, with increased usage of one platform likely associated with increased usage of others(P<0.05). They primarily employed social media platforms for knowledge sharing(M=3.61), networking with colleagues (M=3.56), and receiving professional updates(M=3.56). There was high knowledge about ethical social media use(M=4.5), technical proficiency(M=3.83), and benefits of ethical use of social media(M=4.31). Inferential statistics confidential level of significance used was 95%, there was no relationship between social demographic characteristics and the effects of using online spaces (p>0.05). A strong positive correlation was observed between various social media platforms (p=0.502), The Majority of social media effects were significantly and positively correlated with increased social media platforms use where (p<0.05). There are occasional instances of irresponsible social media were observed. In conclusion, lack of professionalism in online platforms was mainly because of the inadequate formal policies and rules governing responsible digital platform use or even non-adherence to them. Among others, this study recommended that the hospital administration and the hospital management committee should enhance regular sensitization programs to ensure all healthcare professionals are knowledgeable about ethical social media use.

Assessment of Satisfaction with Online Learning Environment among Nursing Students in Kenya Medical Training College (kmtc) Nairobi

2024-01-17T09:57:39Z

Assessment of Satisfaction with Online Learning Environment among Nursing Students in Kenya Medical Training College (kmtc) Nairobi Maryline Chebii In recent years, there has been an increased use of eLearning in medical training colleges, driven by technological advancements, learners' desire for flexibility, and the COVID-19 pandemic. However, there is limited literature on nursing students' satisfaction with the eLearning environment at Kenya Medical Training College (KMTC) in Nairobi. Therefore, this study aimed to assess nursing students' satisfaction with online learning at KMTC Nairobi, focusing on teacher, platform, and user-related variables. A cross- sectional survey was conducted, involving 259 nursing students who were selected proportionately from eligible classes. Data was collected using self-administered semi- structured questionnaires and a Focus Group Discussion guide. Ethical clearance was obtained, and participants were informed of the study objectives before giving consent. The collected data was coded, cleaned, and analysed using SPSS software. The study included 234 questionnaires in the final analysis, achieving a response rate of 91%. The majority of participants were preservice learners (75.6%) in their first year of training (50%). Female students constituted a significant proportion (81.5%) of the sample. The primary online learning platforms used were Zoom and Google Classrooms. The study investigated student characteristics, instructor characteristics, platform characteristics, and institutional support in relation to satisfaction with online learning. The findings revealed that a significant proportion of students faced challenges in accessing a computer (50.2%), reliable internet (65.1%), and a conducive study area (53.2%). Cross-tabulation analysis showed that various student factors, including navigating online platforms (p = 0.026), browsing the internet (p = 0.003), accessing and using a computer (p = 0.003), having reliable internet access (p = 0.01), and being in a conducive environment for online classes (p = 0.01), were significantly associated with high satisfaction with e-learning. Instructor factors associated with high satisfaction included teacher knowledge (p = 0.001), active facilitation on online platforms (p = 0.001), concern for student needs (p = 0.002), and providing prompt feedback (p = 0.001). Platform characteristics significantly influenced satisfaction, with a small percentage of students able to upload work onto the platform (34.5%), hold online discussions easily (35.4%), or receive necessary technical support (39.4%). Students expressed significant satisfaction (p < 0.05) with platforms offering updated materials, flexibility in learning, accessibility to content and sessions, efficient time management, and time-saving benefits. Higher satisfaction levels (p < 0.05) were observed when students could easily upload content, engage in discussions, had clear objectives, encountered logically organized content, experienced seamless communication, and had access to technical support. Institutional support for e-learning was perceived as inadequate, significantly impacting satisfaction levels (p < 0.05), particularly in terms of technical support availability and access to e-learning platforms for all students. The study recommends actions to improve the online learning experience, including ensuring access to computers and reliable internet, enhancing instructor effectiveness, improving platform functionality, and addressing gaps in institutional support. Future studies are also suggested to investigate instructor training needs and interventions for technical skill improvement.

Assessment of Mentorship Factors Influencing Clinical Competences of Diploma Nursing Students at coast General Teaching and Referral Hospital, Mombasa

2024-01-17T09:51:44Z

Assessment of Mentorship Factors Influencing Clinical Competences of Diploma Nursing Students at coast General Teaching and Referral Hospital, Mombasa Muthui, Milka Ngonya Nurses work in various health care settings and represent the universal entry access for roughly 90% of healthcare users hence effective graduation of qualified nurses with necessary abilities is a paramount function in the nursing education training (Bvumbwe & Mtshali, 2018). According to Cooley and De Gagne (2016), there is a global scarcity of qualified experienced nurses forcing healthcare administrators to employ recently graduating nurses to fill the gap. Over the last decade, several concerns have arisen concerning newly qualified nurses’ clinical competences and suitability for practice after completing their training. Missen et al. (2016) argue that even at the end of their training, nursing students lack clinical competences and are unable to attain the maximum degree of clinical competence required of them and blame this on the theory practice gap. Training initiatives should prioritize the acquisition of competences through mentorship. In South Africa Mentoring in practical placements is not yet codified as there are no regulatory norms to act as a guide for mentors (Mhlaba, 2011). In Kenya, the student lecturer ratio is beyond the expected limit (MOH, 2012). When student mentorship is lacking or inadequate, institutions risk generating half-baked graduates who may not be able to perform nursing procedures adequately and attend to patients appropriately due to a lack of essential competences required for all practicing nurses. This study sought to assess mentorship factors influencing Clinical Competences of Nursing students at Coast General Teaching and Referral Hospital, Mombasa. The study had four objectives and adopted a descriptive cross-sectional survey. The study population was ninety-five (95) basic diploma students in their 3rd year at KMTC Mombasa. The sample size formula of Yamane, (1967) was employed to arrive at a sample size of 77 students. The researcher collected data by use of online google form questionnaires. The statistical package for social science (SPSS) version 25 was used to conduct the analysis for quantitative data. Inferential data analysis was run using Pearson correlation coefficients. The statistical significance was set at P= 95% (0.05). The students perceived themselves as competent and had acquired average to moderate level competence in communication skills, decision making, teamwork, performance of nursing skills / procedures, problem solving skills and self-confidence [r=0.406, p<0.05]. The mentor’s modeling style helped students integrate the knowledge learnt into practice and had a positive correlation coefficient of [r=0.703, p<0.05]. Findings on mentor-mentee relationship showed that there were poor interpersonal relationships among mentors and mentee [r= 0.956, (p<0.05]. This led to inadequate mentoring and thus poor acquisition of clinical competences. Findings on Institutional factors showed [r= 0.451, (p<0.05]. There was no intentional matching of mentees to mentors and the high number of students per mentor hindered proper development of expected skills, knowledge, and competences as it was difficult to assist them all. The results of this study confirmed that the independent variables (mentor, institutional, and mentor- mentee relationship factors) had a strong statistically significant relationship (p<0.05) on the dependent variable clinical competences. This study therefore recommends the hospital to improve the mentoring environment, by resolving the mentor- mentee relationship challenges. Both institutions to come up with a policy and implement a formal structured mentorship program so that there is a precedent standard that can be followed to have a mentoring action plan where students are intentionally matched to mentors depending on the placement.

The Influence of Continuous Professional Development on Reproductive Health to Service Delivered to Women by Nurses at Mbagathi County Hospital, Nairobi-Kenya

2023-07-28T08:33:00Z

The Influence of Continuous Professional Development on Reproductive Health to Service Delivered to Women by Nurses at Mbagathi County Hospital, Nairobi-Kenya Tuya, Scolastica Wabwire Continuous Professional Development (CPD) is based on the traditions of lifelong learning in the medical profession, for development of qualities and competencies in the working lives of health care providers. CPD in Nursing enhances competencies, which cannot be achieved without scientific knowledge, clinical skills and humanistic values. Reproductive health is important in every stage of life, it is about access to the safest, effective, affordable method of family planning or safe pregnancy, safe delivery for healthy mother and baby. Therefore, there is need for continuous professional development in reproductive health for all Health care providers. This study sought to evaluate the influence of CPD on reproductive health care service delivery by nurses at Mbagathi County Hospital. The objectives of this study were to establish how CPD on focused antenatal care (FANC) influenced services delivered to women attending antenatal care clinic, determine how CPD on Emergency maternal obstetric and new- born care influenced services delivered to women and new-born in emergency condition and establish how CPD on long lasting reversible contraception (LARC) influenced services delivered to women seeking contraception and identify challenges that Health Care Providers experience during service delivery. This was a cross sectional study. Study population were nurses working in units offering reproductive health services. Sampling method was census. Sixty one nurses who met the study criteria, filled semi structured questionnaires, 58 questionnaires were analysed. Data were analysed using MS Excel where cleaning, coding and tabulation of percentages, were conducted. Stata and Epi Info version 7 where tabulation of percentages and inferential analysis were conducted. The findings were presented by descriptive and inferential statistics. Results obtained indicated that 44 (76%) Nurses were trained on Focused antenatal care, 39 (67%) on EmONC and 31 (53%) on LARC. There was no influence of CPD to provision of Focused Antenatal care services at 95%CL: CI; 0.47- 5.52, P Value= 0.449 and EmONC: CI; 0.47-4.49, P- Value = 0.514. There was influence of CPD in provision of LARC services: CI; 1.82-30.65, P value =0.003. Inadequate staffing and inadequate commodities and supplies were the major challenges in provision of reproductive health services. Therefore, it is recommended that the hospital management explores other methods of training alongside workshops that have been found to be effective in transfer of skills for FANC, EmONC and LARC. Examples are online interactive sessions and on job training that are being used to deliver contents virtually in other platforms. It should be able to provide scheduled updates on long-acting reversible contraception to health care providers. Effective documented monitoring and evaluation of best practice and outcomes will greatly improve service provision. It should also recruit and train more health care providers to strengthen service delivery and ensure provision of adequate commodities and supplies for reproductive health services delivery.

Perceptions on Clinical Training among Bachelor of Science (In-Service) Nursing Students at Kenya Methodist University, Nairobi Campus

2023-07-28T08:07:10Z

Perceptions on Clinical Training among Bachelor of Science (In-Service) Nursing Students at Kenya Methodist University, Nairobi Campus Tuitoek, Doris Jeptalam Nursing training involves a combination of theoretical and clinical training to build professional competence, master fundamental skills, and socialise in the nursing profession. Globally, nursing degree training institutions have increased, following the directive by the World Health Organization (WHO) to increase the proportion of nurses to a degree or higher level of training. Despite the increase in degree-nursing training globally, nursing graduates expressed the inability to apply theoretical knowledge to clinical practice, which has been attributed to various reasons such as student attitude, curriculum implementation, inadequate practise in simulated environments, and limited preceptorship-mentorship programs. Also, there is a paucity of information regarding student perceptions towards clinical placements among Bachelor of Science in-service nursing (RN-BScN) students. Thus, the purpose of this study was to explore the perceptions of clinical training among Bachelor of Science in-service nursing (RN-BScN) students. The study was conducted among RN-BScN students studying at Kenya Methodist University during the September–December trimester of the 2021/2022 academic year. A descriptive cross-sectional survey design was adopted where 115 students who met the eligibility criteria were identified through purposive sampling. Voluntary sampling was done among second-year students to participate in Focus Group Discussion. Data was collected through a self-administered questionnaire and a focus group discussion guide. Quantitative data was analysed by the use of SPSS version 26, where descriptive data was presented by the use of tables and figures. Multiple regression was done to test for associations between the independent and dependent variables, whereas content analysis was used to analyse qualitative data. Findings revealed that there was a significant relationship between students’ perception of clinical training and clinical placement (p = 0.034), mentorship (p = 0.043) and supervision (p = 0.00). Moreover, 61.7% of the students were satisfied with the clinical placements as they provided a positive learning environment, while 84% reported they had the opportunity to transfer theory into practice. However, 58.3% were dissatisfied with the low use of evidence-based practise and 54.8% were dissatisfied with the minimal involvement of lecturers in clinical training as it was inadequate. The challenges experienced by the students during clinical training were: inadequate resources (30%), inadequate supervision (27%), curriculum challenges (18%), lack of support by hospital staff (15%), and personal challenges (10%). On areas for improving clinical training, respondents reported that there was a need for adequate supervision (58%), an improvement in the curriculum (32%), effective communication with the learning institution and the placement site (7%), and the provision of resources in the clinical area (2%). This study recommends the employment of more clinical instructors and the identification, recruiting, and training of mentors. For clinical placement sites, this study recommends more collaboration with the institutions and encourages the incorporation of evidence-based practise and critical thinking skills into nursing practise. Furthermore, this study recommends more studies be done among experts with the use of different data collection methods to avoid bias.

Implementation of Nursing Process at Kangundo and Kathiani Sub Counties Referral Hospitals in Machakos County

2023-07-19T09:55:47Z

Implementation of Nursing Process at Kangundo and Kathiani Sub Counties Referral Hospitals in Machakos County Kiarie, Hellen Makandi Introduction: In evidence-based practice includes the use of the nursing process in patient care. However, evidence shows that many nurses do not regularly use it for various reasons. The status of NP use and the associated factors in Machakos sub-county hospitals remain unknown. The researcher set out to assess the performance of the nursing process by nurses in Kangundo and Kathiani sub-county hospitals in Machakos County and the factors influencing its implementation. Methodology: An Analytical cross-sectional study involving 79 nurses and two key informants from each hospital at Kathiani and Kangundo Level four hospitals was done. The participants were randomly selected from departments. A self-administered questionnaire and Key informant interviews were done. SPSS IBM Version23 was used to analyze quantitative data. All tests were significant at a 95% confidence level. Figures, tables, and narratives are used to present the findings. Qualitative data was presented in pros. Results: Sixty-three percent of the nurses (n=45) had drafted a NP a week before the study, while 35.7% (n=25) had not. Less than half of the nurses (47%,n=41) had developed care plans, but 35.7% (n=25) did implement them. Most nurses who drafted care plans ended up using them in patient care (Fisher's Exact Test P=0.000). The factors that (influenced NP use include significantly supervisory support (P=0.007), availability of resources (p=0.010), and the feeling that care plans are time wasters ((LR=8.717, df=2, p=0.013). Younger nurses were said to be more conversant with the nursing process but reluctant to employ it. The county government of Machakos needs to employ more nurses to meet the standard nurse-to- patient. Implications: The facility management needs to ensure the availability of NP material resources, ensure the continuation of continuous nursing education, workshops, and seminars, and motivation for nurses.

Assessment of the Role of Nurse Educators in Clinical Learning of Undergraduate Nursing Students at Kenyatta National Hospital, Kenya

2023-07-19T09:07:29Z

Assessment of the Role of Nurse Educators in Clinical Learning of Undergraduate Nursing Students at Kenyatta National Hospital, Kenya Otunga, Claire Clinical learning enables nursing students to implement knowledge transfer fromtheorytopractice. Therefore, it is the role of nurse educators to fulfill this role to facilitate learningingraduate nursing education. This can be achieved when educators conduct effective patient- centered interactions with student nurses. Although their role is stipulated by the relevant bodies, it is not clear to nurse educators. At the study site, the hospital withdrewclinical mentors leaving a huge gap in the role of nurse educators to fulfill. The purpose of this studywas to assess the nurse educators' role in the clinical learning of undergraduate nursingstudents at Kenyatta National Hospital, Kenya. A descriptive cross-sectional study designthat adopted a mixed-method was used. The target population was all nurse educators fromall seven universities. Multiple sampling was used, thus stratified randomsampling, thenpurposive for the eighty-two nurse educators, and convenience sampling for the 3rd-year undergraduate nursing students. Quantitative and qualitative data were collected usinganinternet -administered, semi-structured questionnaire, and an interview guide. In quantitativedata analysis, descriptive statistics were used and Statistical Package of Social Sciences(SPSS) version 24 was employed, then for inferential statistics, Binary Logistic RegressionbyOdds Ratio, the level of significance was set at <0.05. Data was presented in formof tablesand figures. Qualitative data were coded, analyzed thematically, and presented in narratives. Ethical approval, clearance, and permission protocols were observed. Participants' informedconsent was sought and anonymity, and confidentiality were observed. The teachingrole, (90.8%) participated in planning and orientation, and for teaching methods, case study (85.5%, p=0.030) was highly utilized by educators. The educator skills and attributes, evaluation, andenvironment were significant at (p=0.001, p=0.005, p=0.003) respectively thus affectinglearning outcomes. For the supportive role, professional socialization (55.3%, p=0.004), useof the clinical teaching model (89.5%, p=0.008), and supervisory visits 2 weekly p=0.001were significant. In the administrative role, formal and informal orientation was (10.5%, p=0.001) thus essential to clinical learning. Regarding collaborative roles, forums werelessutilized (7.9%, p=0.039), and training of health workers 47.4%, p=0.041) respectively. Inconclusion, the role of nurse educators was significantly affected by the planning, orientation, good interpersonal relationships, clinical teaching methods, and a conducive environment. Professional socialization, availability of educators, use of clinical teaching model, andsupervisory visits were found to improve clinical learning outcomes. None the less clinical orientation, and facilitating transport for students were essential with the use of collaborativeforums. Also, good interpersonal relationships, training of health care workers, and feedbackwere found to be significant. The study recommends the readjustment of policies byuniversities and curriculum review on the clinical roles of nurse educators, especiallyinteaching, administration, support supervision, and models. Also, the formationof collaborations and partnerships at clinical sites by various universities is to be considered.

Perceived Barriers to Decision to Pursuing Bachelor of Science in Nursing Degree among Diploma Nurses at Nairobi County

2023-07-19T08:00:40Z

Perceived Barriers to Decision to Pursuing Bachelor of Science in Nursing Degree among Diploma Nurses at Nairobi County Ndege, Consolata Wanjiku There is empirical research evidence which associates a more educated nursing workforce with access to quality patient centered care among a nation’s population. Specifically, Bachelor of Science in Nursing degree has been linked to safety and better patient outcome. However, it is approximated that the proportion of BScN educated nurses is less than fifty percent globally. Literature review indicates a low uptake of BScN upgrading program by the diploma nurses globally. In Kenya, only 4.4% of the 33,595 diploma nurses have upgraded to BScN degree while in Nairobi County, only 9% of 1131 diploma nurses have completed the same program. There is increasing concern globally as to why the diploma nurses are not upgrading their education level to BScN degree. This study purposed to assess barriers to the’ decision to upgrade to BScN degree by diploma nurses. A cross sectional descriptive survey design was utilized. The target population was 1131 diploma nurses employed by the Nairobi County government. The study was conducted at Langata, Embakasi West and Kamukunji Sub Counties in 2021. A sample size of 286 diploma nurses was randomly selected through multistage and simple random sampling methods. Consent was sought from the participants. Data was collected for three weeks using a self- administered semi structured questionnaire. Computer package, SPSS version 22 was used to analyze the data using descriptive and inferential statistics. The findings indicated a statistically significant relationship between the following variables and the decision to pursue BScN degree by the diploma nurses ; nurses’ age at, p=0.032, Lack of personal goal to achieve BScN degree, at p<0.000 , heavy financial commitment at p=0.005 , lack of financial support from the employer at, p=0.047 and inflexibility and inconvenience of RN-BScN program at p< 0.000 .The study further showed that majority , 242( 89.6%)) of the respondents, believed that a BScN degree is very important for the improvement of knowledge and skill. Conclusively, advanced nurses’ age, lack of personal goal to achieve BScN degree, heavy financial commitment, lack of financial support and inflexibility and inconvenience of the upgrading program would negatively influence the decision to pursue BScN degree by the diploma nurses. The presumption is that the removal of these barriers would motivate the diploma nurses to upgrade their education to BScN degree. This study recommends that the Nursing Council of Kenya leads in the development of a policy regarding the upgrading of diploma nurses to BScN degree, the employer creates a fund to support the diploma nurses meet the tuition fee, the HELB to consider extending education loan to the diploma nurses while upgrading to BScN degree, and the County government of Nairobi to recognize those diploma nurses who have completed the BScN upgrading program by salary raise, promotions and to consider them when awarding managerial responsibilities.. The theory of change by Kurt Lewins (1951) was found applicable, and it’s recommended for future use in studies related to upgrading of diploma nurses’ education level.