School of Medicine and Health Sciences
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Item Factors affecting clinical teaching for pre-service nursing education in Kenya medical training college, Nairobi campus.(KeMU, 2015-06) Mwatsahu, Francis GwamaTraining of health workforce is an important element in ensuring delivery of quality health care services. New options for the education and in-service training of health care workers are required to ensure effective preparation and to meet a country's needs. Nursing education in Kenya has faced challenges of shortage of qualified clinical faculty. Over the past five years, there has been a tremendous expansion in nursing education with the colleges offering nursing education and the number of students rapidly increasing. The rapid expansion in nursing education has not been complimented with concurrent increase in the facilities nor the number of available clinical nursing lecturers. This has raised concerns on the effects of faculty shortage on the quality of clinical teaching for pre-service nursing education and ultimately nursing practice. The aim of this study was to assess factors affecting clinical teaching for pre-services nursing education in KMTC, Nairobi Campus. Specific objectives included: to determine the capacity of nurse tutors in clinical teaching for pre-service nursing education, establish the institutional factors affecting clinical teaching for pre-service nursing programme and investigate the quality of clinical teaching methods employed in the pre-service nursing education. Cross-sectonal descriptive study design was adopted. The sample size was 132 comprising of 5 nurse tutors, 7 clinical instructors, 20 nurses and 100 student nurses. Purposive sampling was used to sample the student nurses, while census was used to sample nurse tutors from KMTC, Nairobi campus. Self-administered questionnaire, interviews and record reviews were used for data collection. Data analysis was done using SPSS. The study findings show that majority 23 (72%) of nurse educators were diploma holders and most 25 (78.1%) didn't have any additional training besides the basic nursing education. Most 12 (37.5%) of nurse educators have 2-4 years of experience as nurses or clinical intructors. The numbers of nurse educators were generally low with a nurse instructor to student ratio of 1:10 in placement facilities. 125 (95%) of all respondents agreed that demonstration was the most preferred teaching method for clinical instruction. In addition, 125 (95%) respondents said that experience had the most influence on clinical training. 115(85%) felt that generally health facilities were not adequately prepared to support clinical teaching for pre-service nursing education. The study recommends that: KMTC should enforce policies that ensure nurse tutors have adequate academic qualifications and experience, which correspond to clinical teaching for nursing education; KMTC should work with trainees' health facilities placement, to ensure that there are adequate facilities to support effective clinical training for pre-services nursing education in Kenya; KMTC should review it pre-service nursing curriculum to ensure that it responds to contemporary issues in the nursing professional and KMTC should organize regular on job trainings to update nurse tutors on curriculum contents as well as teaching methods, with an emphasis on clinical skills training. Key words: Clinical training, pre-service, nursing education, Kenya Medical Training College, Kenya.Item Evaluation of Mentor Effectiveness in Clinical Teaching of Diploma Nursing Students at Thika Level 5 Hospital, Kenya, Kenya(KeMU, 2015-01) Kwendeka, Joyce NauMentoring 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.Item 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 NClinical 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.