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

Abstract

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.