Effects of Training on Service Delivery in Selected Medical Laboratories in Kenya
DOI:
https://doi.org/10.47604/jhrl.3594Keywords:
Training, Service Delivery, Medical Laboratories, Skills DevelopmentAbstract
Purpose: Medical laboratories play an essential role in disease diagnosis and treatment, yet their efficiency is often compromised by gaps in staff competencies. This study examined the effects of technical, soft skills, digital, and cognitive skills training on service delivery in selected medical laboratories in Kenya.
Methodology: Guided by the Theory of Reasoned Action (TRA), Technology Acceptance Model (TAM), and Social Learning Theory, the study adopted a descriptive cross-sectional design targeting 4,053 practitioners across 18 accredited laboratories in Nairobi County. Data were collected through semi-structured questionnaires and analyzed using descriptive statistics, correlation, and multiple regression.
Findings: Results revealed that technical, soft, digital, and cognitive skills training significantly influenced service delivery, with technical training contributing the highest effect (B=0.364), followed by digital skills (B=0.310), soft skills (B=0.247), and cognitive skills (B=0.145), all at p=0.000. The study concludes that holistic training programs are essential for strengthening diagnostic accuracy, efficiency, and patient satisfaction in Kenyan medical laboratories.
Unique Contribution to Theory, Practice and Policy: Recommendations include establishing structured, continuous training frameworks prioritizing technical and digital competencies while reinforcing soft and cognitive skills.
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