School of Medicine and Health Sciences

Permanent URI for this communityhttp://41.89.31.6:4000/handle/123456789/10

Welcome to School of Medicine and Health Sciences,Masters theses and dissertation Sub-community

Browse

Now showing 1 - 20 of 233

Factors that would influence the utilization of healthcare services by KeMU Nairobi campus undergraduate degree university students.
(KeMU, 2012-07) Muturi, Lucy W. Njogu
The Kenya healthcare system has been making varied efforts towards improvement. Utilisation of healthcare services continues to be a concern, with the need for interventions that can strenghthen the current weaknesses. Accepted models of healthcare service utilisation may not apply to university students due to their unique socio-demographic characteristics and health challenges. This study focussed on the service delivery pillar of health systems. The absence of a healthcare facility in KeMU-Nairobi campus that can cater for the healthcare needs of the students, remains a weakness in the service delivery pillar and hence an area that needs strengthening. The purpose of this study was to establish the factors that would influence the utilisation of healthcare services by undergraduate degree students if a facility were to be availed at the campus. The Andersen and Newman framework (1995) of health service utilisation was used as the theoretical framework. The objectives were to investigate the need, enabling and predisposing factors that influence the utilisation of healthcare services by undergraduate degree university students at KeMU Nairobi Campus. This was a cross-sectional study with qualitative and quantitative aspects. Random sampling was used to select respondents from the various degree courses. Systematic sampling was used to arrive at the required sample size. Respondents were 390 undergraduate degree university students at KeMU Nairobi Campus. Data was collected using pre-structured and pre-tested questionnaires. Data was analysed using a logistic regression mode of analysis which was done using SPSS version 17. The undergraduate degree student utilisation model designed by this study established nine predictors of utilisation of healthcare services by this target group. These were: need factors - awareness of services offered by the institution, purpose of utilising healthcare services; enabling factors — location of a healthcare facility, availability of healthcare services and source of income; predisposing factors — gender, marital status, academic performance, and interruption of academics due to health related reasons. The respondents had a 1.4 chance of utilising healthcare services if they were aware of the existence of the services and the facility; 78% of the respondents sought services when sick or in the event of an emergency; 63% of the respondents were concerned about the availability of health services; those who were self employed had an odds ratio of 0.32 of utilisating healthcare services; 61% of the respondents were female; 73% of the respondents were single; 52% of the respondents were students who got at least a grade of B+ and above; and 92% of the respondents had their studies interrupted due to healthcare related reasons. Conclusions of this study were that the students' population would specifically seek healthcare services when sick or in the event of an emergency; location was a key influence of utilisation of healthcare services; those who were not married had a higher chance of seeking healthcare services, and were not particular about which type of physician they saw. This study recommended that deliberate efforts must be made to create awareness of services that would be offered at the healthcare facility that would be established for the students population at KeMU Nairobi campus; the healthcare facility should be located in an area that can be easily accessed by the student population; and that there should be training and counselling services offered on student-work-life balance at the healthcare facility that would be set-up for the students.
External and internal factors affecting management of hospital drug formularies by health facilities in Nairobi
(KeMU, 2012-07) Njeru, Nancy Mucogo
The use of formularies in drugs management is a widely accepted practice and Kenya has adopted the World Health Organization (WHO) drug formulary model to develop its own formularies or essential drug lists. This study explored factors affecting management of drug formularies by both private and public health facilities in Nairobi. Specifically, the study sought to determine the type of formulary in use by various health facilities in Nairobi as well as exploring extents to which both identified external and internal factors influence the management of drug formularies in the said health facilities. A cross-sectional descriptive study was employed where the researcher used stratified random sampling as well as convenient sampling to draw a sample of 189 health facilities from the population. Results: There is 94% awareness of drug formularies, only 41.8% have participated in development of an Standard Treatment Guidelne or a drug formulary. 71.4% of respondents considered drug formularies very important. 73.5% of registered health facilities in Nairobi have adopted the Kenya Essential Ddrug List (KEDL). Out of the 73.5% above, 49.2% of the facilities have developed facility own drug formularies while 26.5% confirmed to not have used the national essential drug list at all. All ministry of health local authority facilities used the National essential drug list. Majority, 93.6% considered their formularies open while only 6.4% considered their formularies closed. Drug promotion poses the greatest influence to drug formulary non compliance while insurance was considered the least external factor in Nairobi health facilities. Under internal factors, lack of pharmacy and therapeutic committees or its equivalent topped the most challenging internal factor affecting the drug formulary availability and compliance. Conclusion: Drug formulary mangement in Nairobi health facilities is not fully developed and is also facing alot of challenges. Recommendations: There is need to base all facilities-own formularies on set standards while exploration of higher levels of formulary management will ensure more benefits to patients. Individual facilities must be more proactive in ensuring they operate within the national medicine policies which is possible through self regulation. Pharmacy and Therapeutic Committee in facilities to be enforced and also for health centres and dispensaries on need basis.
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.
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.
Factors Influencing Upgrade of Nurses to Higher Levels of Nursing Education at Meru Level Five Hospital-Kenya
(KeMU, 2013-06) Kithuchi, Rosemary Kawira
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.
Lived Clinical Experience of Kenya Registered Community Health Nursing Students in Murang'a Kenya Medical Training College
(KeMU, 2013-08) Ndegwa, Njeri Agnes
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.
Perception of Teaching Effectiveness in the School of Medicine and Health Sciences of Kenya Methodist University
(KeMU, 2014-03) Obare, Clive M
Effective teaching is an integral aspect of quality in the teaching/learning process that should be judged based on the performance of the graduates of an academic program and achievement of curriculum outcomes. However, teaching is a complex and demanding activity that involves mastery of content, classroom control, techniques of organization, and command of teaching skills. Teaching consists not only of instruction, but also of the systematic promotion of learning using various strategies. Thus an interest in evaluating perception of teaching effectiveness has increased over time and this is also a pertinent issue for KeMU School of Medicine and Health Sciences, to meet the standards of the health profession by effectively offering quality medical education. The purpose of this study was to determine the effectiveness of teaching in the undergraduate degree programs in the School of Medicine and Health Sciences at the Kenya Methodist University (KeMU) main campus. Despite a wide use of various evaluation tools, little is known about perception on evaluation of teaching effectiveness and especially in KeMU. Such knowledge is important to facilitate interpretation of evaluation results and process. The School of Medicine and Health Sciences offers undergraduate programs byfull • time face to face instruction, part time and Open and Distance Learning Mode (ODLM).This study focused on the full time face to face mode of instruction. A descriptive cross-sectional design and questionnaire were used. The sample was a total of 18 lecturers and 80 full time students in the School of Medicine and Health Sciences representing 4 different programs. An interview guide was designed to elicit views from the Chairmen of 4 Departments (CoD) in the School of Medicine and Health Sciences with full time students and Director of Quality Assurance and standards (DQA) regarding the teaching and learning process in the School. The findings showed that 89% of the lecturers stated that they demonstrated mastery of content compared to 49% of the students.The findings also indicated that evaluation was viewed as a means to facilitate improvement within medical education. On the other hand 72% of the lectures appreciated that evaluation of their teaching effectiveness improved their performance and teaching skills. Thus teaching quality education was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Hence the findings shows that adherence to laid down policies, lecturers competences in content delivery and knowledge of the subject in relation to making use of the evaluation tool will improve the performance of both the lecturers and the student. Medical students and medical lecturers stressed that continuous evaluation and staff development should be the primary goal for the School in the evaluation process. The ultimate goal is to improve the teaching in the School of Medicine and Health Sciences.
Utilization of Simulation Method for Clinical Teaching and Learning of Diploma Nursing Students in Tanzania: A Case of Mwanza Region
(KeMU, 2014-06) Shalua, Alice N
Simulation is a teaching method that can replicate clinical practices in a safe environment and minimize the existing clinical challenges. Although endorsed in nursing curricular, very little emphasis has been paid, to make effective use of the method. A descriptive cross-sectional study design was carried which employed both quantitative and qualitative approaches. The purpose of the study was to investigate the utilization of simulation method for clinical teaching and learning of diploma nursing students in Mwanza region, Tanzania and determine factors' influencing its utilization. Since the number of subjects was considered relatively small, census was adopted to involve all 19 nurse tutors and 126 diploma student nurses, from private and government diploma nursing schools in Mwanza. Self-administered structured. questionnaires, interview schedules and observation checklist were used to gather information from the tutors and students regarding utilization of simulation method for clinical teaching, and learning of students. All the data. collection instruments were pilot tested to ensure their quality in soliciting for the required data. Data analysis was done using the (SPSS) version 17.0, computer software and verbatim data. we.re organized according to their themes. Thereafter, results presented using. graphs, charts and frequency tables. Results from the study indicated that the majority of nurse tutors had substantial knowledge on simulation as a teaching method and had positive attitude to the method .. However, lack of skills. in using standardized _patients and importance of debriefing was less known or not understood by some tutors. Inadequate simulation training, simulation equipment, time and space in simulation laboratories were pointed out as being common factors influencing. effective utilization of simulation. Majority of students perceived simulation method as a tool to enhance confidence and improve their learning outcome. It was recommended that more effort should be put on improving. simulation method training in the country, to help nurse tutors use simulation method effectively, to transfer knowledge into practice .
Evaluation of Readiness for Self-Directed Learning among Diploma Nursing Students in Tanzania
(KeMU, 2014-06) Aika, Ndosi
Perception of Undergraduate Nursing Student about Inter-Professional Learning Approach.
(KeMU, 2014-06) Sumaye, John Yuda
A call for collaboration betweenprofessions in health and social care is one of the key reforms in healthcare. This came after realizing that, in order to meet the demands of the community, health professionals have to be encouraged to work -cellaboratively. In this regard, Inter-Professional Learning (IPL) among students of health and allied health sciences has been advocated to break down boundaries between them. Application of this approach has been influenced by various factors including students' perceptions. The purpose of the study was to determine the perception of undergraduate nursing students on IPL approach at Catholic University of Health and Allied Sciences and St John's University of Tanzania Specific objectives were to determine what the undergraduate nursing students know about the IPL approach, determine their views on the way IPL approach is being implemented in their university and identify challenges faced, during the IPL approach. The study employed a descriptive cross-sectional design. A convenient sampling method was adopted to obtain a sample of 240 respondents from the total population of 288 undergraduate nursing students. Data analysis was carried out with the help of Epi Info, computer software. Out of 228 respondents, 136 {59. 7%) said IPL is effectively applied in the university, 36.4% said it is not effectively applied while the minority 9 (3.9%) pointed out that IPL is not applied at all. A majority of 192 {85.3%) of the respondents revealed that they need the IPL approach in their university. This finding is statistically significant (P value < 0.05). Three main challenges encountered by students exposed to the use of IPL were; inadequate learning/teaching resources 51.8%, schedule conflicts 33.3% and lack of cooperation among learners and lecturers 19. 7%. Relevant solutions were suggested by respondents in relation to each problem including, improving learning/teaching resources as suggested by 48%, proper planning to avoid schedule conflicts 28% and promoting cooperation among learners and lecturers 18% respectively. The University and other stakeholders should address the findings of this study because the students' views of the IPL approach suggest opportunities for improvement Therefore, it is highly recommended that the university constructs or extends the existing lecture halls, purchase functional teaching aids, use varied instruction methods, conducts seminar/workshop on IPL approach, hires/recruit nurse lecturers and provide opportunity for staff and students to be involved in the development of new strategies for better use -of IPL in the future .
Factors Affecting Clinical Practice of Preservice Diploma Nursing Students in Tanzania
(KeMU, 2014-06) Gemuhay, Helena Marco
Clinical practice is an essential part of nursing education. Nursing students must effectively complete all the required clinical placements in order to qualify for professional nursing practice. The purpose of this study was to describe the factors that affect learning during clinical practice by pre service diploma nursing students in Tanzania. The objectives of the study were to: - identify student factors affecting clinical practice of pre service diploma nursing students; identify hospital factors affecting clinical practice of pre service diploma nursing students in Tanzania and determine the effects of social economic background on the nursing student's clinical practice. The study design used was descriptive cross-sectional in which the questionnaire were used to coilect data which were pretested at Karatu Health training institute department of nursing for reliability and validity. A census approach was used to include all 85 nurse tutors as well as 123 pre service diploma nursing students. Sampling technique was purposive sampling to select three (3) administrative regions; the researcher used simple random sampling to select nursing students and nurse tutors included in the study. The sample was drawn from three administrative regions of Tanzania namely Kilimanjaro, Mwanza and Manyara with a total of eight nursing schools within 8 districts. The results showed that anxiety and gender significantly affected clinical practices with P value of 0.0020.Effective supervision and assessment of students improved clinical practice (32.3%).Less than half of nursing students (39.6%) reported lack of self-confidence while32.3% mentioned absenteeism from clinical area from time to time. About half of the nurse tutors (49.4%) reported the factors which negatively affected clinical practices including enrollment of large number of students which did not match with the number of nurse tutors. Ways to improve clinical practice included recruitment of adequate and competent number of nurse tutors reported by (51.8%). As to conclude female students as finding revealed, are the one with great deal of anxiety than male students this affected their clinical practices, nurse tutors and clinical instructors should encourage and sensitize them. Effective and fairly supervision and assessment by competent nurse tutors and clinical instructors help nursing students to gain self-confidence. Also supervisors and other staff in the clinical area who are assigned to guide students can be serious to make sure that students can attend in clinical area regularly and on time without abscondment. Resources which were missing should be taken into consideration and priority. Additionally, modern skills laboratory and competent nurse tutors were needed in each nursing schools.
Knowledge,attitude and practice of lecturers on the use of critical reflection in undergraduate nursing programs in Tanzania
(KeMU, 2014-06) Chigua, Elizabeth Michael
Critical reflection is a teaching strategy adopted by many countries for training undergraduate nursing students. The strategy is accepted and institutionalized within e nursing profession worldwide. In higher nursing education, critical reflection offers a way for practitioners to gain insight into the nursing practice. The purpose of this study was to investigate the knowledge, attitudes, and practice of lecturers on the use of critical reflection in undergraduate nursing programs in Tanzania. A descriptive cross-sectional design was used for the study, whereas the target population included lecturers in all schools in Universities offering the undergraduate nursing programs in Tanzania. Census approach was used, in that, all the lecturers’ were used as subjects. A total of 65 (92.85%) of the lecturers participated in the study. Self-administered questionnaire and observational checklist were the tools used for data collection. Data collection was done by the researcher after ethical clearance by the Kenya Methodist University, including other respective authorities in Tanzania. Collected data were organized, sorted, coded and analyzed by using Microsoft Excel and SPSS version 16.0 computer software. Both Quantitative and qualitative approaches were used in the data analysis with the results presented in tables and figures. The findings revealed that 39 (60.00%) of the lecturers had adequate knowledge on critical reflection, an average of 53 (81.53%) of the lecturers held positive attitude towards critical reflection, 43 (66.15%) of the lecturers were practicing critical reflection although not in totality, and 43 (66.15%) of the lecturers had adequate institutional support to practice critical reflection. However, 45 (69.23%) of the lecturers felt that they were less competent using critical reflection while 8 (12.31%) felt that they were not competent at all in using critical reflection. As critical reflection was not emphasized in the current nursing training curriculum, institutional support to push the practice of critical reflection was also lacking to some extent. From this point of view, this study recommended that the Ministry of Health and Social Welfare in Tanzania should incorporate the critical reflection into the nursing training curriculum.
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.
Factors Influencing Perceptorship of Pre-Service Nursing Students in Northern Tanzania
(KeMU, 2014-06) Lyimo, Modest Masika Paul
The benefits of clinical experience in nursing education have been overlooked for many years since the nursing education shift from hospital settings to university settings. The purpose of the study was to identify factors influencing preceptorship of pre-service nursing students in Northern Tanzania. A descriptive survey design was used. The study population was preceptors whereby the sample size was composed of all preceptors (68) from the nine Nursing school located in the Northern zone of Tanzania. The questionnaire was used as a tool for collecting the data Pre-test was done at Muheza school of Nursing to ensure reliability and validity. Data was analyzed by using Statistical Package for Social Science and results presented in Ratios, figures, and tables. The findings revealed that; none of the preceptors had undergone formal training. All preceptors said that for effective preceptorship one needs to be trained in clinical learning and teaching, assessment and evaluation and communication skills. A majority (91 %) had not updated their knowledge meaning no seminar or training had been attended for the last one year. All preceptors are assigned other routine ward duties like other nurses regardless of preceptorship duties. The study also revealed that the ratio of preceptor to students is 1: 20 except for KCMC School of nursing where the ratio is 1:8. All preceptors perceived clinical teaching as important as classroom teaching. They mentioned challenges of preceptorship as; preceptors being assigned routine ward activities, lack of opportunity to update their knowledge, inadequate cooperation between faculty and preceptors, limited clinical follow-up's from the tutors, and students being used as manpower in the clinical area to cover the shortage. The researcher recommended the following; Ministry of Health and Social Welfare should ensure that preceptors training and the credentialing program is developed for effective preceptorship. The number of preceptors should be increased in relation to the increasing number of students. Ministry of Health and Social Welfare should ensure that the number of teaching staff is adequate for effective students' clinical follow-ups. The cooperation between the teaching institution and practicum site should be improved and maintained for effective preceptorship.
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.
Percetion of Preceptor and Student Nurse Partnership on Clinical Teaching and Learning
(KeMU, 2014-06) Kiniaru, David Kigaya
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.