Master of Science in Nursing Education
Permanent URI for this collectionhttp://41.89.31.6:4000/handle/123456789/61
Welcome to Master of Science in Nursing Education collection
Browse
2 results
Search Results
Item Assessment of the Role of Nurse Educators in Clinical Learning of Undergraduate Nursing Students at Kenyatta National Hospital, Kenya(KeMU, 2022-10) Otunga, ClaireClinical 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.Item 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.