| dc.description.abstract | 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. | en_US |
