Master of Science in Nursing Education

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An Assessment of Classroom Teaching Strategies Utilized by Nurse Educators on Diploma Nursing Students at Kenya Medical Training College Vihiga Campus
(KeMU, 2019-09) Amtamwa, Mary Obaga
In recent decades, globally, nursing educators have tended to use innovative teaching strategies in the classroom rather than traditional teaching strategies. This is raid advance due to benefits such as increased self-confidence and competency levels. Despite there being ain technology, little is known about the teaching strategies being used by the nurse educators to prepare students for real life practice experience. The goal of the study was to determine the classroom teaching strategies utilized by nurse educators at KMTC- Vihiga. The study utilized descriptive cross sectional research design. The target population comprised of 11 nursing educators and 350 KRCHN nurse students. The study employed the stratified sampling technique for the nursing student respondents. For the nurse educators, purposive sampling technique was used. Data collection tools were two structured questionnaires which were used to obtain information from respondents. This was after pretest showed validity and reliability of the tool. Data was analyzed using quantitative techniques by use of the Statistical package for Social Science Software version 25 for windows and excel version 10. Descriptive and inferential data analysis were used particularly the Analysis of variance and chi square test. The findings obtained show that nurse educators were predominantly using traditional teaching strategy although the innovative teaching was also minimally used. The chi square analysis showed that no association was found between number of years since last qualification and frequency of use of lecture teaching strategy However, there was an association between number of years since last qualification and utilization of storytelling during teaching by nurse educators On further analysis of variance the study found that there was a statistically significant difference in knowledge between age groups as determined by one way Analysis of variance. Similarly there was a significant difference in attitude towards teaching strategies as determined by one way Analysis of analysis of variance. Pearson product moment correlation coefficient was computed to assess the relationship between nurse educator’s knowledge and rating of attitude towards the teaching strategies. There was a significant correlation. This showed that increases in nurse educator attitude were correlated with increase in nurse educators’ knowledge of teaching strategies. The recommendations included, designing of a curriculum which includes innovative teaching strategies for the nurse educators. Nurse educators should utilize the computers and internet for the benefit of students learning.
An Assessment of Factors Influencing Clinical Learning Among Diploma Nursing Students at Moi Teaching and Referral Hospital Eldoret, Kenya
(KeMU, 2025-06) Robert, Salome Nkatha
Clinical learning is a critical component of nursing education worldwide, enabling students to develop practical skills through supervised patient care. Globally and regionally, nursing students face challenges such as inadequate supervision, resource shortages, and a persistent theory-practice gap, particularly in low- and middle-income countries. In Kenya, despite nurses demonstrating strong overall competencies, diploma nursing students often underperform in clinical placements compared to theoretical assessments, highlighting a pressing need for context-specific investigation. This study assessed factors influencing clinical learning among 304 diploma nursing students at Moi Teaching and Referral Hospital (MTRH), Kenya. The objectives were to: (a) identify student-related factors; (b) evaluate training institution-related factors; (c) examine clinical setting-related influences; and (d) explore students’ experiences with the preceptorship model. Using an explanatory sequential mixed-methods design, the study samples 304 nursing students by census sampling to complete questionnaires as well as 24 students participating in a total of 4 Focus Group Discussions (FGD). Quantitative data were analyzed with SPSS version 27 using descriptive statistics, chi-square tests for associations, and multivariate regression to identify predictors of clinical performance (p ≤ 0.05). Qualitative data underwent thematic analysis to enrich understanding of preceptorship experiences. Among the 304 respondents, key quantitative findings included: 37.83% (n=115) strongly disagreed that clinical supervision was adequate (χ²=15.7, p=0.001); 36.51% (n=111) reported ineffective teaching methods (χ²=12.4, p=0.004); and 33.88% (n=103) experienced poor cooperation with clinical staff (χ²=10.8, p=0.013). Anxiety and financial constraints were notable student-related barriers (anxiety χ²=11.5, p=0.009). Regression analysis revealed that training institution-related (β=0.32, p=0.002) and clinical setting-related factors (β=0.28, p=0.005) significantly predicted clinical performance, explaining 12.5% of variance (R²=0.125, F=7.64, p=0.003). Qualitative themes included supportive preceptorship fostering confidence and skills, resource limitations such as PPE shortages, and the persistent theory-practice gap due to inconsistent clinical guidance. In conclusion, inadequate supervision, poor teaching methods, and resource scarcity are significant barriers to effective clinical learning at MTRH. Strengthening supervision, enhancing teaching strategies, and improving clinical resources are essential to bridge the theory-practice gap and improve nursing students’ clinical competence.
Assessment of Mentorship Factors Influencing Clinical Competences of Diploma Nursing Students at coast General Teaching and Referral Hospital, Mombasa
(KeMU, 2023-09) 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.
Assessment of Pre-Service Nursing Students’ Perception of Competence Acquired in Skills Laboratory Training in Bomet Medical Training College
(KeMU, 2018-07) Ariko, Phillisters; ;
In recent decades, globally, nursing instructors have tended to use skills laboratory in training skills for pre-service nursing students rather than traditional methods due to benefits such as increased self-confidence and competency levels. The basic nursing skills/procedures taught to these students are of great importance during initiation into clinical placement. This study attempted to assess skills laboratory training program for pre-service nursing students with the aim of identifying infrastructural and staff related factors that influence the program, determine strategies applied and perception of level of competencies acquired by a student after training. The study was guided by the following specific objectives: To identify infrastructural related factors that influence pre- service skills laboratory training program; To identify staff related factors that influence pre- service skills laboratory training program; To determine the strategies utilized in skills laboratory and To determine the perception on the level of competency acquired by pre-service nursing students after skills laboratory training program in Bomet Medical Training College. Semi-structured questionnaires were used to collect primary data from respondents. The study was a cross- sectional descriptive survey, where 150 students in the 1st year of study in nursing school, in Kenya Medical Training College, Bomet campus were systematically selected. The data was analysed using Statistical Package for Social Sciences SPSS version 22. Analysed data was presented using simple tables, percentages, pie charts and chi-square. The study established that simulation was an effective method of teaching skills in the skills laboratory. Students acknowledged peer teaching was also being utilized. In addition, pre-service nursing students agreed that they are able to collect specimens and take patient’s vital signs. From the findings, respondents agreed that skills laboratory area is adequate to accommodate at least 10 students per session. The study established that most of the respondents agreed that skills laboratory had equipment they needed to practice nursing procedures. The study revealed that skills laboratory trainers were knowledgeable and competent in training skills while. A small number of the respondents agreed that skills laboratory had adequate number of simulated patients equally few agreed that skills laboratory was open every day. Correlation analysis using chi-square at 95% confidence level; revealed a statistically significant association between teaching strategies and perception of competence; performance of skills and perception of competence; infrastructural and staff related factors and perception of competence. The study recommends that; NCK to implement structured skills lab training for pre-service nursing students; other skills lab teaching strategies like peer learning should be utilized more, it is an effective strategy as it ensures students engage more and relieves strained faculty staff. Nursing colleges should schedule daily and after 5pm access strategies to skill labs to enhance skills acquisition.
Assessment of Satisfaction with Online Learning Environment among Nursing Students in Kenya Medical Training College (kmtc) Nairobi
(KeMU, 2023-09) 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 the Role of Nurse Educators in Clinical Learning of Undergraduate Nursing Students at Kenyatta National Hospital, Kenya
(KeMU, 2022-10) 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.
Barriers to Effective Communication between Student Nurses and Older - Patients at Chogoria Hospital
(KeMU, 2013-08) Phidelis, Kubende O.
Older adults constitute a majority and growing proportion of people who receive nursing care in Kenya. It's projected that by 2050; there will be a 470% increase in the number of older persons, representing 10% of the Kenyan population. This projected increase calls for action by the government because it's likely to pose a challenge to the health care system, if tomorrow's nurses are not adequately equipped to communicate effectively with this generation. Though they are living longer, 80% of them have at least two chronic conditions known to cause communication problems. However, research findings indicate that the quality of nurse-older person communication has been and continues to be poor. Barriers to effective communication between student nurses and older patients are increasing their length of stay and resource use, eroding the quality of nursing care. The purpose of this descriptive research study was to examine the barriers to effective communication, determine how students and older patients perceive their communication and explore ways of improving communication between student nurses and older patients. This is relevant as today's Nursing students are tomorrow's registered nurses and the manner in which they currently communicate with older persons may indicate how they will interact with them in future. Simple random sampling technique was used to select a total sample size of 172 (patients n=84 and student nurses n=88) participants from Chogoria Hospital and Nursing Training School. Data was collected from the subjects using a questionnaire for both students and patients. Data was analyzed using statistical package for social sciences (SPSS) software version 17.0. The respondents acknowledged that there were barriers to effective communication. Fifty four (64.3%) of the patients and 84 (95%) of the students asserted that age related changes affected communication, 66 (78.6%) of the patients and 76 (87.4%) of the students believed that there was need for additional information. It was found out that Eighty three (98.8%) of the patients and 76 (87.4%) of the students thought that attachment of the students to qualified Registered Nurses would boost communication. These results expand our understanding of the barriers to effective communication between Nursing students and older patients. These insights will be used in training to reinforce a positive attitude of student nurses with regards to effective communication with older patients, improving the quality of nursing care. In subsequent research these findings will be used to study faculty members' attitudes towards older patients since their attitudes have been found in studies to affect their students' attitudes.
Barriers to Effective Communication between Student Nurses and Older- Patient at Chogoria Hospital
(KeMU, 2013-08) Kubende, Phidelis .O
Older adults constitute a majority and a growing proportion of people who receive nursing care in Kenya. It's projected that by 2050; there will be a 470% increase in the number of older persons, representing 10% of the Kenyan population. This projected increase calls for action by the government because it's likely to pose a challenge to the health care system if tomorrow's nurses are not adequately equipped to communicate effectively with this generation. Though they are living longer, 80% of them have at least two chronic conditions known to cause communication problems. However, research findings indicate that the quality of nurse-older person communication has been and continues to be poor. Barriers to effective communication between student nurses and older patients are increasing their length of stay and resource use, eroding the quality of nursing care. The purpose of this descriptive research study was to examine the barriers to effective communication, determine how students and older patients perceive their communication and explore ways of improving communication between student nurses and older patients. This is relevant as today's Nursing students are tomorrow's registered nurses and the manner in which they currently communicate with older persons may indicate how they will interact with them in future. Simple random sampling technique was used to select a total sample size of 172 (patients n=84 and student nurses n=88) participants from Chogoria Hospital and Nursing Training School. Data was collected from the subjects using a questionnaire for both students and patients. Data was analyzed using statistical package for social sciences (SPSS) software version 17.0. The respondents acknowledged that there were barriers to effective communication. Fifty-four (64.3%) of the patients and 84 (95%) of the students asserted that age-related changes affected communication, 66 (78.6%) of the patients and 76 (87.4%) of the students believed that there was the need for additional information. It was found out that Eighty-three (98.8%) of the patients and 76 (87.4%) of the students thought that attachment of the students to qualified Registered Nurses would boost communication. These results expand our understanding of the barriers to effective communication between Nursing students and older patients. These insights will be used in training to reinforce a positive attitude of student nurses with regards to effective communication with older patients, improving the quality of nursing care. In subsequent research, these findings will be used to study faculty members' attitudes towards older patients since their attitudes have been found in studies to affect their students' attitudes.
Barriers to Implementation of Nursing Process among Nurses Working In Narok County Referral Hospital
(KeMU, 2020-11) Anna, Lekenit Saretin
Globally, nursing process has gained popularity and is utilized in hospitals to offer quality individual nursing care to patients. It is utilized by nurses in clinical setup to offer quality nursing care to patients individually as unique and having special needs. Nursing process non-implementation can lead to poor nursing care to patients in healthcare institutions. This study therefore assessed barriers of nursing process implementation by Narok County Referral Hospital (NCRH) nurses. A descriptive cross sectional study design was used to collect data from 102 conveniently sampled nurses in NCRH. The study instruments used were self-administered questionnaires and key informant interview. SPSS version 20.0 was used to analyze quantitative data and sample characteristics were analyzed using mean and median. Qualitative data was thematically analyzed and presented in tables. Association between the study variables was calculated using chi square at 95% level of significance while statistical significance of results obtained was calculated using p values of 0.05. Approval was sought from relevant authorities. The study findings may be of importance to Health institution managers, policy makers, nurses and patients in terms of improving service delivery, reduction in mortality and morbidity as well as length of stay of patients. The study results showed that female participants were the majority(70.6%). Most participants (71.6%) had attained diploma level of education and among them, 92.2% had received training in nursing process. Majority 95 (93.2%) were observed not to implement nursing process and of those who implemented, only 1 (1%) correctly outlined all the steps, a sign of poor nursing process implementation. NP implementation was of statistical significance with age of nurses (p =0.001) since 18 out of 29 of younger nurses aged 21-30 years were found to actively practice it. This finding showed that younger nurses were found to implement NP more compared to their older counterparts. Work experience (p = 0.015) was also of statistical significance since the study results showed that recently qualified nurses with working experience of 10 yrs and below (p=0.015) had high likelihood of implementing NP at 64.7% in relation to their counterparts who are older in the profession. Those who were between 11-15 years accounted for 26.3% while 29.4% were aged 16 years and above. This finding shows that nurses who are fresh from school practiced what they learnt and try to do the ideal as opposed to their counterparts who have remained in service for many years. On the other hand, institutional factors (p=0.075) had no significant relationship with NP implementation except on the supply of necessary tools (p=0.001) and implementation of NP. Availability of materials was seen to impact positively NP implementation. The interview also revealed less commitment by the hospital administration to supporting nurses in implementation of the NP. Therefore, the study recommends that nursing process mainstreaming interventions such as regular staff refresher courses, mentorship in the hospitals, availability of relevant resources, change of attitude by nurses, hospital managers commitment towards supporting NP activities and nurses, can highly improve NP implementation and prevent the above obstacles
A comparative analysis of academic performance of diploma nursing students of public, private and faith based schools in Tanzania.
(2015-06) Kija, malale
As the current nursing practice increases concerns about nursing students' academic performance, there had been high rates of failure among diploma nursing students in their final examinations in Tanzania. The purpose of this study was to do comparative analysis of academic performance of diploma nursing students of public, private and faith based schools. An ex-post facto research design was used in which 116 students were randomly selected from a target population of 1154 pre-service diploma nursing students, who sat for their final examination in July, 2013. A checklist form was used as research instrument and data gathered were analyzed by using Statistical Package for Social Sciences 21 version (SPSS) computer software. The findings of this study revealed that public nursing schools admit pre-service students with higher entry qualifications as compared to those admitted in private and faith based schools (p =0.000). Moreover, a significant positive relationship between students' entry qualifications and academic performance in nursing schools was found (r = 0.212, p =0.022). No significant difference in academic performance of students from public, private and faith based owned nursing schools (p =0.059) was also found. Furthermore, no significant relationship between tutors' educational qualifications and students' performance in those modules they taught was identified. Therefore, it was recommended to the Ministry of Health and Social Welfare to centralize admissions of students into diploma nursing programs in order to have equal and fair treatment of applicants during selection. Furthermore studies to be carried out to identify institutional factors that are likely to influence academic performance of students in diploma nursing schools in Tanzania. vi
Determinants of Utilization of Information and Communication Technology by Lecturers at Kenya Medical Training College - Nairobi.
(KeMU, 2013-05) Jane, Achola Achieng
The use of Information and Communication Technologies (JCTs) has become one of the driving forces in facilitation of learning in most colleges. The ability to effectively harness the technology varies from college to college. The study objectives were to determine the lecturers' and institutional attributes that influence the utilization of lCT by the lecturers'. A cross sectional survey design was employed in order to empirically investigate the extent to which lecturers' personal and institutional attributes influence their utilization of JCT to facilitate learning. Kenya Medical Training College - Nairobi is the headquarters to all the thirty one constituent colleges. The target population of the study was 295 lecturers who facilitate learning at KMTC-Nairobi. Interview administered questionnaire was given to the lecturers. Quantitative data was scrutinized for completeness, accuracy and uniformity then coded. Data from questionnaires were analyzed in frequencies and percentages using Statistical Package for Social Sciences (SPSS) version 19, this was reliable tool for quantitative data analysis. A total of 155 completed questionnaires c\dministi;red were obtained from the respondents for the study that were subjected to analysis. The study found out that 93 (60%) of the respondents were male while 62 ( 40%) of the respondents were female. And that institutional support by provision of resources for JCT related training such as internet, computers, laptops and projectors had moderate impact (p = 0.049) at 5% significant level on use of lCT. The study concluded that institutional attributes and ICT policy (p = 0.013) were keys to utilization of lCT to facilitate learning by lecturers at KMTC. In particular, institutional support by provision of resources to fast track ICT utilization was critical in facilitating the use. The study also concluded that there was need for a mandatory policy on use of ICT by lecturers to facilitate learning. The study recommended that in order to achieve ICT policies that support facilitation of learning in collages, a mechanism should be put in place to make the use ofICT in teaching and learning mandatory.
Determination of Utilization of Information and Communication Technology by Lecturers at Kenya Medical Training College-Nairobi
(KeMU, 2013-05) Achola, Achieng Jane
The use of Information and Communication Technologies (ICTs) has become one of the driving forces in facilitation of learning in most colleges. The ability to effectively harness the technology varies from college to college. The study objectives were to determine the lecturers’ and institutional attributes that influence the utilization of ICT by the lecturers’. A cross sectional survey design was employed in order to empirically investigate the extent to which lecturers’ personal and institutional attributes influence their utilization of ICT to facilitate learning. Kenya Medical Training College — Nairobi is the headquarters to all the thirty one constituent colleges. The target population of the study was 295 lecturers who facilitate learning at KMTC-Nairobi. Interview administered questionnaire was given to the lecturers. Quantitative data was scrutinized for completeness, accuracy and uniformity then coded. Data from questionnaires were analyzed in frequencies and percentages using Statistical Package for Social Sciences (SPSS) version 19, this was reliable tool for quantitative data analysis. A total of 155 completed questionnaires 4dministcred were obtained from the respondents for the study that were subjected to analysis. The study found out that 93 (60%) of the respondents were male while 62 (40%) of the respondents were female. And that institutional support by provision of resources for ICT related training such as internet, computers, laptops and projectors had moderate impact (p = 0.049) at 5% significant level on use of ICT. The study concluded that institutional attributes and ICT policy (p = 0.013) were keys to utilization of ICT to facilitate learning by lecturers at KMTC. In particular, institutional support by provision of resources to fast track ICT utilization was critical in facilitating the use. The study also concluded that there was need for a mandatory policy on use of ICT by lecturers to facilitate learning. The study recommended that in order to achieve ICT policies that support facilitation of learning in collages, a mechanism should be put in place to make the use of ICT in teaching and learning mandatory.
Diploma students' nurses’ perceptions of factors influencing their clinical learning experience at coast provincial general hospital Mombasa-Kenya
(KeMU, 2015-06) Ireri, Juliet W.
Globally clinical expertise is the knowledge and skills of the health care professional. The clinical expertise of the nurse depends on educational preparation, current knowledge and research. Nurse training has a theory and practice component. Studies have shown that not all practice institutions are able to provide nursing students with all the essential resources for clinical learning. Globally especially in studies carried out in developed countries, lack of institutional related resources, mentorship and student related factors have been found to negatively influence the effectiveness of student learning in clinical placement. In Kenya and the study area (CPGH) there is little documented information on these factors. The main objective of this study was therefore to determine the factors that influence clinical learning of diploma student nurses at CPGH in order to improve clinical learning outcomes. A cross-sectional survey was done. A sample size included 141 diploma nursing students in first, second and third year of study from Mombasa KMTC. A pretested self-administered questionnaire was used to collect the data. Quantitative data was obtained by filling in the questionnaires. Person's correlation coefficient and chi-square test analysis was used to determine the relationship between variables. The level of significance was fixed at p= 0.05. The study revealed there was overcrowding of patients and students (90.8%). Ward management style supported clinical learning at an average. Inadequate supplies and equipment for student's clinical learning were reported by 99.2%. There was informal mentorship as majority of students were not allocated mentors and college lectures were not always accompanying student to clinical placements leading to inadequate support. On student factors, they were not always punctual (67.5%) and (66.75%) did not participate adequately in teaching ward rounds. There was a significant association between institutional factors (p=0.047), mentorship factors (p=0.001) and student related factors (P=008) in CPGH clinical placement. They collectively negatively influenced learning outcome at an extent of 49.8%. This is because out of 141 diploma students the majority rated themselves below 70% in clinical learning outcome a mark used to judge clinical competence. The study recommends to stakeholders to initiate reforms at CPGH to improve clinical learning.
Effectiveness of teaching methods on nursing students at kenya medical training college, Nairobi
(KeMU, 2015-06) Abuga, Everlyn .K.
One of the key priorities of pre-registration nurse education programs is to equip nursing students with the clinical skills and knowledge appropriate for the demands of the nurse's role, which entails safe practice and ensuring that patient care needs are effectively met. Therefore, regardless of whether this education is delivered at diploma, undergraduate or graduate level, it is essential that the most effective teaching methods are utilized to maximize learning and promote professionalism. This study was based at the Kenya Medical Training College (KMTC), Nairobi, and aimed to establish the effectiveness of teaching methods on Diploma nursing students at KMTC, Nairobi Campus. The study's specific objectives were to establish the students' perception of effectiveness of Lecture, Demonstration of Skills, and Group Discussion Teaching Methods, and to determine the extent .to which these teaching methods were used on Diploma Nursing students at KMTC, Nairobi Campus. The study utilized the descriptive design, whereby the data collected provided an account and description of individuals, groups and situations. The design also described what existed and it helped to uncover new facts about the effectiveness of teaching methods as utilized in KMTC, Nairobi. The target population was Diploma nursing students who joined the college between the years 2010 and 2013, both years included. A total of one hundred and fifty students, representing each of the years of study, were randomly selected, and exposed to a pretested, self administered questionnaire. Data obtained was analyzed using STATA version 12 and presented using descriptive and inferential statistics. Qualitative data was put into sub-domains for each of the three teaching methods under study, and compared with quantitative statistical findings. The study found that Diploma nursing students in KMTC Nairobi had a negative perception towards the Lecture Teaching Method; most considered it as not being effective in helping them attain learning objectives for the program. They considered Demonstration of Skills teaching method to be effective and had a positive perception towards it. For the Group Discussion teaching method, the diploma nursing students in KMTC Nairobi considered it effective based on the frequency in which it was used. The study concluded that the lecture teaching method was not effective, but that it still had a role to play in the training of nursing students, whereas the Demonstration of Skills and Group discussion teaching methods were effective since they enhanced integration of theory into practice and improved the students' ability to think creatively. The study recommended that the training of nurses should be focused on changing of educational methods from traditional to new teaching methods that enhance active learning, since the main goal of nursing education is to transfer nursing science to students and help them enhance the required skills and insights for nursing care.
Evaluation of Effective Clinical Instruction to KRCHN Students by Nurses in Machakos Level-5 and Chogoria Mission Hospitals in Eastern Region, Kenya.
(KeMU, 2015-06) Kaloki, Luciana N
Clinical instruction remains a significant component and critical part of nursing education. Therefore the purpose of this study was to evaluate whether effective clinical instruction took place in Chogoria Mission Hospital and Machakos level five Hospital in eastern region of Kenya. The study used descriptive cross-sectional design to determine whether effective clinical instruction took place or not. The target population included all registered nurses in the two training hospitals in Eastern region of Kenya and senior student nurses from Chogoria school of nursing and KMTC Machakos as they use the two hospitals as their primary clinical sites. The sample size included 113 senior student nurses and 131 registered nurses statistically determined from the target population and 15 nurse managers. To determine senior student nurses and registered nurses to participate in the study, table of random numbers and sampling frames were used to randomly determine the sample size and participants per study area. The nurse managers were purposively identified as they were deemed to have the necessary information. Self administered semi-structured questionnaire and interview guide were used to collect data. The quantitative data was analyzed using SPSS version 17 while qualitative data was grouped into themes and analyzed as quantitative. The results revealed that effective clinical instruction was taking place in the two training hospitals although Chogoria was better than Machakos. Majority of registered nurses in both hospitals were not prepared in clinical instruction skills evidenced by Chi-square significance level of p=<0.01. Student nurses perceived gaps in nurses' ability to demonstrate a number of effective clinical instruction skills such as timely constructive feedback, response to students' questions, and nurses' organization in their wok among others. The researcher recommended that the management of training hospitals and colleges should put more emphasis in nurses' educational preparation on effective clinical instruction skills. She also recommends further studies preferably observational to shed light on new findings that emerged in this study.
Evaluation of Factors Contributing to Medication Errors among Nurses Working at Mbagathi District Hospital.
(KeMU, 2015-06) Koech, Jane Jebet
Kenya healthcare policies provide that patient's dignity be observed by ensuring medical safety practices are observed. In this case, medication errors are a concern for both healthcare professionals as well as patients. The main aim of this study was to evaluate factors contributing to medication safety practices among nurses working at Mbagathi District Hospital. To achieve this objective, the study investigated types of medication errors committed by nurses, established actual factors contributing to occurrence of medication errors, among nurses and finally established the barriers to reporting of medication errors among nurses working at Mbagathi District Hospital. The study adopted descriptive design study where data was collected from 121 nurses working in medical, surgical, paediatric, maternity and outpatients using structured self-administered questionnaires after a pilot study showed validity and reliability of the research instrument. Basically, to ensure that the sample was representative, respondents were stratified in to 6 strata to ensure all departments are represented and simple random was used to select the wards and participants. The data collected was cleaned and analysis was done using scientific package for social scientist (SPSS) version 20. Descriptive statistics such as means, standard deviations and frequency distribution were used to analyse the data while inferential statistics such as Chi-Square, Person Correlation, ANOVA and Regression analysis were used to tests relationships between independent variables and dependent variables. The results indicated that there exist a statistically significant positive relationship between errors made during drug administration and such errors occurred as a result of environmental factors human factors, system factors and failure to reporting previous errors. Result indicated an error rate per as 6.2. Meaning for every six patients seeking health care one patient suffers a medication error. Nurses perceive that most important barriers of reporting medication errors were fear of punishment, fear of being reprimand and fear of lawsuit. There was complacency in ensuring medication safety practices are adhered, this was further contributed by human, environmental and system factors. There was gap between medication made by nurses and reporting of those medication errors, hence the need by hospital management to put in place measures to promote medication safety practices among nurses. The study concludes that medical safety practices are not well adhered at Mbagathi District hospital and thus hospital management need to deal with all barriers that limit error reporting through creating proper communication channel for relaying information.
Evaluation of Factors Influencing Implementation of Nursing Process among Nurses at Tenwek Hospital, Bomet County- Kenya
(KeMU, 2015-06) Yego, Karen Jelagat
NP is an integral part of all hospital nursing service provision process that seeks to ensure patients are safely and adequately treated during hospitalization period. On implementation, NP is faced with different challenges due to the dynamism of the health sector that is heavily influenced by staffing practices, technological advancement, high demand for medical services and different policies and strategies that are used to govern the health sector. The study is aimed at evaluating factors influencing implementation of NP among nurses working at Tenwek Hospital, Bomet County, in Kenya. This was a cross sectional descriptive study which is both qualitative and quantitative in nature. The estimated sample population of 98 nurses drawn from the hospital's stratified departments was expected to fill out a structured self-administered questionnaire with adequate observation of research ethics. 89 nurses gave their response. Data was analyzed with the use of Statistical package for social sciences (SPSS) version 20 and results were presented in tables, graphs, charts, narratives and themes which gives an at-a-glance impression of the research findings. Results showed Majority of respondents agreed that the working environment promotes the implementation of NP but do not initiate NP for every admitted patient due to nurse-patient ratio of 1>9. They also agreed that technology used in monitoring NP is available but they did not carry out all steps of NP. Majority recommended hiring of more nurse to meet the demand for nurses to carry out NP for every admitted patient at Tenwek Hospital. Therefore the findings of the study indicated that low nurse patient ratio is perceived to contribute to impartial implementation of NP at Tenwek Hospital. Based on the study revelations and implications, recommendation to policy makers and other authorities that a similar study can be adopted specifically on perceived nurse patient ratio and workload.
Evaluation of Implementation of E-Learning in Nursing Schools in Tanzania:Case of Open University
(KeMU, 2014-06) Marundu, Marck Gotfrida
E-Learning is a new concept in education that uses internet technology to deliver the digital content and which provides learner-centered environment for the teachers and students. E-Learning uses electronic media, information and communication technologies (ICT) in content delivery. As the newest form of teaching/ learning in nursing education, e-Iearning has the potential of offering rich educational experience. With the increasing demands for flexible learning modes and convenience for learners, e-learning is crucial in both learning and teaching. The study aimed at evaluating the implementation of e-learning in nursing schools in Tanzania. The objectives of the study were to determine how availability of resources affect the implementation of e-Learning in nursing schools in Tanzania; establishing the attitudes of nursing lecturers towards e-learning implementation in nursing school; determining the JCT competency skills of nursing lecturers and to establish institutional management support for e¬learning in nursing schools in Tanzania. The study site was Open University of health Education and Allied Science. A descriptive design and structured questionnaire method were used to collect data. The sample size comprised of 130 respondents including 106 students, 20 nursing lecturers and 4 administrators. Descriptive statistics including frequencies and percentages, mean and standard deviation were used for comparison. The study concluded that implementation of e¬learning in nursing was not fully successful because there were no adequate resources available, management supports and, all participants have positive attitude towards the implementation. However, the cost of implementing e-learning was high. The study recommended that the university should explore measures to make e-learning mode less costly if not of equal cost to the regular classroom learning. There was need for regular faculty training for capacity building to increase competency and skills in e-learning and more literature review concern e-learning implementation in nursing schools.
Evaluation of Mentor Effectiveness in Clinical Teaching of Diploma Nursing Students at Thika Level 5 Hospital, Kenya, Kenya
(KeMU, 2015-01) Kwendeka, Joyce Nau
Mentoring in nursing education requires the trained professional to commit time, purpose and energy to the personal and professional development of nursing students. Mentoring nursing students is effective if the relationship between the mentor and mentee is well established. The purpose of this study was to evaluate the effectiveness of mentors in clinical teaching of nursing students at Thika Level 5 Hospital. The study was guided by specific objectives which were to: determine mentor preparation for clinical teaching in terms of knowledge of teaching methods and qualifications; establish the level of mentor motivation during clinical teaching; determine institutional support for mentors in clinical teaching; and determine effect of the mentor's patient load assignment on clinical teaching in relation to effectiveness of mentors in clinical teaching of diploma nursing students. Descriptive research design and stratified random sampling was used to select a sample of 106 respondents from a target population of 265 possible respondents. The sample included106 ward supervisors and staff nurses who served as mentors at Thika Level 5 Hospital.The researcher observed the ethical considerations to maintain the privacy and confidentiality of the information gathered by; not mentioning the respondents by name, respecting individual values and opinions, choosing appropriate terms to use and explain the value of the research. Data was collected by use of questionnaire, analysed descriptively and then presented in diagrams, tables and pie-charts. The results showed that mentor Preparation for clinical instruction was one of the key challenges to achievement of effectiveness in clinical teaching of diploma nursing students. From the findings, it was concluded that stakeholders in the clinical area should ensure there is proper mentor preparedness for clinical instruction. The study further concluded that mentors need be well motivated, encouraged, rewarded and supported and more nurses be hired to reduce the work load.
Evaluation of Readiness for Self-Directed Learning among Diploma Nursing Students in Tanzania
(KeMU, 2014-06) Aika, Ndosi