Master of Science in Nursing Education

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Factors Influencing Academic Help-Seeking Behavior of Basic Diploma Nursing Students in Kenya Medical Training College, Nairobi, Kenya.
(KeMU, 2019-08) Ombasa, Zachary Ongachi
Academic help is central to students’ academic adjustment and success. Nursing students encounter learning difficulties; thus, need assistance or advice to continue with learning tasks. That is why, as part of quality assurance, the Kenya Medical Training College (KMTC), the Technical and Vocational Education and Training Authority (TVETA), and the Nursing Council of Kenya (NCK) demand that training schools provide for students’ academic support. However, even with these regulatory imperatives, little information is available on academic help-seeking behavior (AHSB) among student nurses in Kenya, and in particular KMTC. Specifically, there is scarcity of literature on the nature of help-seeking behavior, sources and factors likely to predict help-seeking among student nurses in KMTC. Elsewhere, studies have observed variations in AHSB, including help avoidance. It is because of the foregoing that this quantitative cross-sectional survey sought to describe AHSB of basic diploma nursing students in KMTC Nairobi. The study examined the influence of sources of help, options of help-seeking, personal characteristics and environmental factors on help-seeking behavior. From the study population of 410 students, a sample of 199 respondents was recruited using a table of random numbers. Data was collected in February 2019, during clinical and theoretical learning sessions. The study utilized a self-administered questionnaire that had already been expert reviewed and pretested. Informed voluntary consent and requisite ethical clearances were obtained. Quantitative data was entered into SPSS version 23 for windows. Descriptive statistics and inferential statistics (namely, the Fisher’s Exact, chi-square and binary logistic regression) were derived from the data. All statistical tests of significance were at 95% Confidence level. Qualitative data was thematically analyzed. Results revealed that 90.9% (n=160) of respondents were adaptive help seekers, 72.8% (n=160) preferred peers to lecturers and 75.6% (n=133) frequently sought help from fellow students, especially during group discussions. By contrast, 54.6% (n=95) of the respondents approached instructors during class or immediately after lesson; with only 24.6% (n=43) engaging lecturers privately. Adaptive help seeking was positively associated with personal factors of self-efficacy (p=0.034), the notion that the student is of equal worth with peers (p=0.038) and a feeling that help seeking is not a sign of weakness (χ2 =6.057, df=1, p=0.014). Further, satisfaction with nursing course and positive rating of peers (on variables like availability, supportive, respectful and approachable) was positively linked to adaptive help seeking (p<0.05). Additionally, students who did not trust lecturers on personal issues were less likely to seek the tutors’ help on academic matters (p=0.016).On binary logistic regression, students who felt that seeking help was a sign of weakness were significantly less likely to be adaptive help-seekers (B-1.700, OR=0.183, p=0.010, 95% CI=0.050-0.671). However, a respondent who perceived the classmate as respectful and approachable was four times more likely to seek the peer’s help compared to those who felt otherwise (B=1.435, OR=4.202, p=0.041, 95% CI=1.064-16.592). The study concludes that personal and environmental factors are significant predictors of adaptive help seeking behavior of student nurses in KMTC Nairobi. The research recommends that institutions encourage students to remain respectful and approachable; to treat peers as people of equal worth; and that seeking help is not a sign of weakness. Moreover, schools should explore ways of increasing help seeking from lecturers, especially in their offices; as well as on personal issues. Additional studies be conducted on the origin and influence of students’ self-reliance inclinations on source of help seeking.
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.
Instructional Roles in Diploma Nursing Education in Meru: Adaptation, Self Sufficiency and Sustainability.
(KeMU, 2013-06) Gervasioh, Pius Gitonga
Nursing education forms the basis of professional existence, development and sustainable future. The purpose of this study was to establish how nurse educators adapted to increased instructional workload, how they were self-sufficient in performing, and how they would sustain instructional roles in diploma nursing training in colleges within Meru. Forty six nurse educators participated in the study by availability, willingness to participate and giving a signed consent. A descriptive cross-sectional study design was carried out using a self-administered questionnaire for data collection after a pilot study showed validity and reliability of the tool. Data was collected after consent appointments with the principals and respondents of the participating colleges and was analysed using descriptive statistics performed at 95% confidence interval. The findings are presented in tables, bar graphs, pie charts and a discussion. The study found out that nurse educator to student nurse ratio was 1:20 which indicated instructional role overload. It was evident that there was role overload, teamwork challenges, lack of a mentoring program for novice faculty, and limited role orientation before role assignment. Educators had adequate adaptation mechanisms in planning, adjustment of instructional plans and taking in arising additional instructional roles. Adequate commitment to instructional roles and long service in the same diploma nursing training institution were indicators of self-sufficiency. Adequate adaptation mechanisms and self-sufficiency were indicators of sustainable instructional role performance. The recommendations made were; diploma nursing training institutions to recruit more nurse educators, ensure an orientation program for inducing novice faculty to institutional culture of performing the instructional roles, encourage and ensure planning and execution of plans for instruction and solve instructional challenges as a team for continuity/sustainability of diploma nurse training and education.
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.
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.
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.
The Perception of Nurse Educators, Clinical Instructors and Students on Effectiveness of Clinical Evaluation of Diploma Nursing Students in Tanzania
(KeMU, 2014-06) Elmerick, Simon Chamila
In the clinical practice settings, nurse educators facilitate students' learning practice and conduct clinical evaluation as part of students' training. The process of clinical evaluation involves nurse educators, clinical instructors who are selected registered nurses from the hospital. The students' clinical evaluation is crucial for ensuring quality in nursing education. The learning process is complemented by the clinical practice that portrays clinical performance of the students. The concept "effective clinical evaluation" is critical in quality nursing education. The purpose of the study was to determine diploma nursing students' clinical evaluation effectiveness. The objectives of the study were to determine assessors' knowledge on the use of evaluation tools, identify clinical assessors' view on current clinical evaluation tools, evaluate the process of preparing students for clinical evaluation, and determine the usefulness of the clinical evaluation tools in use. A descriptive cross-sectional design was used. Study population included students, nurse educators, and clinical instructors. 403 respondents were sampled using stratified random sampling technique. Questionnaires were used to collect data from the nurse educators, clinical instructors and students in five nursing schools from two zones Western and Lake Zones. The instruments were tested to ensure validity and reliability. Quantitative data were coded and analyzed by descriptive and inferential statistics using SPSS-version 16. Results were then presented in tables, frequencies and charts. Results showed that majority of nurse educators demonstrated adequate knowledge of the student assessment sheet. However, they had little knowledge on students' practical experience books and students' procedure guide usage. Ninety percent of the clinical instructors had more knowledge on assessment sheet and students' practical experience books as assessment tools. Most of Nurse Educators and clinical instructors viewed current evaluation tools as useful. However, more than half of nurse educators reported that current tools lacked standardization nationally. Many students indicated that they were prepared well for practical examination. It was concluded that assessors had adequate knowledge on the assessment tool for nursing students but had little knowledge on students' practical experience books and students' procedure guides. It was recommended that the current practical assessment tools be reviewed and standardized. Furthermore, students and assessors' required periodic orientation on clinical evaluation tools to ensure their effective use.
Evaluation of Readiness for Self-Directed Learning among Diploma Nursing Students in Tanzania
(KeMU, 2014-06) Aika, Ndosi
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.
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.

Master of Science in Nursing Education

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