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Master of Science in Nursing Education

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Start date: 2013Subject: search.filters.subject.Clinical Teaching

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    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.
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    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.