THE INFLUENCE OF CLINICAL NURSE INSTRUCTOR PRACTICES ON CLINICAL PERFORMANCE AMONG BACHELOR OF SCIENCE IN NURSING (BSCN) STUDENTS IN KENYA
Keywords:
BScN students, Clinical teaching strategies, Clinical assessment tools, clinical performanceAbstract
Purpose: The study sought to assess the influence of clinical nurse instructor practices on clinical performance among BScN students in Kenya. It examined the influence of clinical instruction strategies and clinical assessment tools on students' clinical performance.
Methodology: This was a descriptive cross- sectional survey design. The total population of BScN students (direct entry) in the sampled universities was one hundred and eighty four (184). Study sample for students was obtained using Krejcie & Morgan table (1970). Study sample consisted of 160 third year BScN students and 10 clinical nurse instructors from five selected universities in Kenya. Data collection done using structured interview guide and self- administered questionnaires. Nursing students filled the questionnaire, nurse instructors were interviewed. Data was analyzed using descriptive and inferential statistics. Chi- square test, multiple regression and correlation models were used to test association and relationships significance of the variables at 95% confidence level. Findings presented in tables and figures.
Findings: The findings of the study revealed 149 (93.1%) students experienced demonstration strategy, 44 (27%) experienced Problem- solving strategy, 57 (35.6%) clinical conferencing and 38 (23.7%) experienced clinical portfolios in clinical placements. Qualitative data findings revealed 10 (100%) Nurse instructors applied demonstration strategy, 8 (80%) clinical conferencing, 3 (30%) problem- solving and 2 (20%) clinical portfolios in clinical teaching. Therefore demonstration was the most preferred clinical teaching strategy in Kenyan universities with 95% response rate. Pertaining clinical assessment tools, quantitative data results showed 131 (84%) agreed tools measured clinical competencies (knowledge, Attitude & Practical skills) while qualitative findings showed only 4 (40%) instructors agreed tools measured competencies (KAP). Nursing procedure manual and student training file required review. Chi- Square test findings revealed Students who did not experience problem- based strategy obtained higher scores compared to those who had problem- based learning. This was statistically significant (χ²=8.618, df=1, p=0.003). Multiple regression model findings showed clinical conferencing, institution, and clinical portfolios statistically significantly predicted student clinical assessment scores (P=0.001, p=0.007, p= 0.030) respectively. Correlation analysis showed positive relationship between independent and dependent variables, F (11, 46) =4.261, p< 0.001.
Unique contribution to theory, practice and policy: Experiential theory by David Kolb was used in the study, found applicable and it is recommended for future nursing studies. Author recommends use of clinical conferencing, problem based strategy and portfolios in clinical training of BScN students. Nurse instructors require update on use of conferencing and portfolios in clinical teaching. Evaluation of BScN clinical learning and assessment tools
Downloads
References
Alando, J., (2016). Coping strategies adopted by private universities in response to increased demand for higher education: A case of four private universities.
Alo, J., M. (2017). Practical return demonstration: Enactment nursing students do, believed and experienced will perk their nursing care. International Journal of development research 07(07) 13695-13697.
Andae, G., (2019) Big jump in numbers of students qualifying for varsity admissions. Business daily.
Aidoo, B., Boeteng, S. K., Kissi, P.S., Ofori, I., (2017). Effects of problem- based learning on students' achievement in Chemistry. Journal of Education and Practice 7(33).
Eta, V.E.A., Atanga, M.B.S., Atashili, J., Cruz, G. D., (2011). Nurses and challenges faced by clinical educators. A survey of a group of nurses in Cameroon.
Atakro, C. A.,Armah, E., Menlah, A.,Garti, I., Addo, S. B., Adatara, P., Boni, G. S., (2019). Clinical placement experiences of undergraduate nursing students in selected teaching hospitals in Ghana.
Atamwa, O. M., Gatere, R., Mutinda, A., (2019). Assessment of classroom teaching strategies at KMTC colleges- Vihiga Campus. Journal of health, medicine.
Atkinson, T. H., (2017). Kolb learning styles.
Chaudhuri, S., (2016). The limits of experiential learning theory.
Chege, M., Mwaniki, P., Abuya, T., (2013). Evaluation of a tool for assessing MSc. Nurse students.
Chingos, M. M., (2017). Do not forget private and non - profit colleges. Brookings institution.
Dag, G.S., Kilic, H. F., Gorgulu, R. S., (2019). Difficulties of clinical nursing education: Views of nurse educators. International archives of nursing and health care 5(1) 114.
Dube, B. M., & Mlotshwa, P. R., (2018). Factors influencing enrolled nursing students' academic performance at a selected private nursing institution in KwaZulu- Natal. Curations 4(1) 1850.
Devi, B., Khandelwal, B., Das, M., (2019). Comparison of the effectiveness of vedio assisted teaching program and traditional demonstration on nursing students' learning skills of performing obstetrical palpation. Iranian journal of nursing & midwifery research 24(2) 118-123.
Durmaz, Y., C., Serin, E. K., Polat, H. T., (2018).Determinants of problem- solving and communication skills of nursing / midwifery students. International journal of caring sciences 11(3) 1771.
East, L. A., Arudo, J., Loefler, M., Evans, C. M., (2014). Exploring the potential for advanced nursing practice role development in Kenya. A qualitative study. BMC Nursing research article 13(33).
Etikan,I., Bala. K., Babatope, O., Yuvali, M., Bakir, I., (2017). Influence of residential setting on student outcome. Biometrics & biostatistics Intrenational Journal 6(4)
Hezaveh, M. S., Rafii, F., Seyedfatemi, N.,(2013). Novice nurses' experiences of unpreparedness at the beginning of the work. Global journal of health sciences 6(1) 215-222.
Ismail, L. M. N., (2018). Effects of instructional multimedia methods on learning outcome among nursing students in a selected topic of health assessment. Academic journal of health, medicine and nursing 1(2) 11-29.
Jaikumar, M., (2018). Nursing conferences - slide share.
Jamshidi, N., Molazem, Z., Sharif, F., Torabizadeh, C., Kalyani, M. N., (2016). The challenges of nursing students in the clinical environment: A qualitative study. The scientific world journal. Article ID 1846178.
Jepketer, A., (2017). Influence of teaching strategies on students performance in academic achievement and Co-curricular activities in public schools in Nandi County, Kenya.
Joseph, A., John, O., Eric, I., Yusuf, S., Olubunmi, A., (2015). Effects of gender on students'academinc performance in computer studies in secondary schools in New Bussa, Borgu Local Government of Niger State. Journal of Education and practice 6 (33) 1-7.
Kamau, W. T., (2016). A study of the performance of male nurses as care givers in selected public health care facilities in Kiambu County. University of Nairobi
Kaniaru, D., Chebor, A., (2017). Perspectives of male nursing students with regard to the role of nursing education in developing professional identity: A content analysis study of three selected Kenyan Universities
Kenya- registers for national nursing examinations- wiki procedure, (2018).
Kenya education guide.com, (2019). Everything about studying in Kenya. Life education guide com.
Kibore, W., M., Daniels, J., A., Nduati, R., Njiri, F., J., Child, M., J., Kinithia, R., Farquhar C. (2014). Kenyan medical student and consultant experiences in a pilot decentralized training program at the University of Nairobi. Journal of health education 27 (2) 170-176.
Kolb, A. Y., Kolb, D. A., (2012). Experiential learning theory.
Konings, K. D., Gruwel, S. B., Seidel, T., Merrienboer, J. J. G., (2014). Differences between students' and teachers' perceptions of education: Profiles to describe congruence and fictions.
Kurt, S., (2020). Problem- based learning: Education technology.
Lehman, S., (2020). The experiential learning by David Kolb. Very well mind.
Li, Y. S., (2007). Conducting clinical post-conference in clinical teaching: A qualitative study, Journal of clinical Nursing 16(8)1525-1533.
Miller, P. W., Win, R., (2020). The effects of individual factors on University students' academic performance: Australian Economic Review journal 38(1) 1-18.
Mollahadi, M., Khademolhoselni, S., Nouri, J. M., Khaghanizadeh, M., (2018). The portfolio as a tool for mentoring in nursing students: A scoping review. Iranian Journal of nursing and midwifery research 23(4)241-247).
Moradi, T., Taghadosi (2016). The effects of problem- based learning education on nursing students critical thinking. Document type 6(3) 20-25.
Murray, R., (2018). An overview of experiential learning in nursings education. Advances in social sciences research journal 5(1) 1- 6.
Mwangi, C., Meng'anyi, L, W., Mbugua, R. G., (2019). Utilization of the nursing process among nurses working at level 5 hospitals in Kenya.
Nderitu, S. (2017). Petition; Ministry of Health: employment of degree nurses in Kenya.
Nelen, S., (2019). Assessment tools: The ultimate guide to select the right assessment tool.
Ngunjiri, N., (2019). Problem solving skills for small businesses. Business daily.
Niederriter, J., E., Eyth, D. & Thomas, J. (2017). Nursing students' perceptions of an effective clinical instructor. Research Article.
Nursing Council of Kenya core syllabus (2009).
Nyangena, E., Getanda, A., Ngugi, S.,(2013). Factors influencing success of bachelor of science in nursing graduates in nursing council of Kenya licensure examinations. Baraton interdisciplinary research journal 3 (1) 11-21.
Nyagena, E., Mutema, A., Karani, A., (2011). Evaluation of clinical training in nursing in Kenya. Baraton interdisciplinary research journal 1 (2) 22-30.
Obregon, M. (2014). Nursing care conference: Transcript of nursing care conferences.
Pampilio, E., (2020). Gender roles in nursing. Elite Healthcare.
Parahakaran, S.,(2017). Analysis of theories related to experiential learning for practical ethics in Science and Technology. Universal Journal of educational research 5(6) 1014- 1020.
Petro, Lisa., (2017). How to put self directed learning to work in the classroom inquiry-based learning: George Lucas Educational Foundation.
Piaschalkiene, V., Lottrup, H. I.,(2019). Benefits of experiential-based learning: A case of student participation in the project" villages on the move Baltic". Health sciences.
Pool, A.O., Jaarsma, A.D.C., Driessen, E.W., Govaerts, M. J.B., (2020). Student perspectives on competency-based portfolios: Does a portfolio reflect their competence development. Perspectives on Medical Education 9: 166- 172.
Priscah, J., M., Tecla, J., S., Ronald, O., O. (2016). Evaluating nursing students' perception toward the use of e-portfolio an as innovative learning strategy for student assessment. American journal of nursing research5 (3) 86- 95.
Rivaz, M., Momennasa, J.B., Yektatalab, S., Ebadi, A., (2017). Adquate resources as essential component in the nursing practice environment: A qualitative study. Journal of clinical and diagnostic Research 11(6) ICOl- ICO4
Shahbazi, S. Heidari, M. Sureshjan E. H., Rezaei, P., (2018). Effects of problem solving skill training on emotional intelligence of nursing students: An experimental study. Journal of education & health promotion 7(1) 156.
Skuladottir, H., Svavarsdottir, M. H., (2016). Develop and valuation of a clinical assessment tool for nursing education. Nursing education in practice 20( ) 31- 38.
Smith,J.R., Odera, D. N., Chege, D., Muigai, E.N., Patnaik, P., Strasser, S., Howard, A.A., Shears, J. Y., Dohrn, J., (2016). Identifying the gaps: An assessment of nurses training, competency and practice in HIV care and treatment in Kenya. Journal of the association of Nurses in AIDS care 27(3) 322-330.
Song, Y., McCreary, L. L., (2020). New graduate nurses self assessed competencies: An integrative review. https//doi.org/10.1016/j.nepr.2020.102801.
Vezeau, T M., (2016). In defense of clinical conferences in clinical nursing education. Journal of nursing education in practice 16: (2016) 269-273.
Wachira, S., (2017). The self assessed clinical judgment competencies of newly graduated post internship in Kenya. International journal of nursing education 9(1).
Welearnindia, (2016). Advantages of experiential learning. Welingkar hybrid learning programs.
Wu, X. V., Enkarin, K., Lee, C. S., Wang, W., (2014). A systematic review of clinical assessment for undergraduate nursing students. Nursing education today 35 (2) 374- 359.
Li, Y. S.,( 2007). Conducting clinical post-Conference in clinical teaching: A qualitative study. Journal of clinical nursing 16(8) 1525- 1533.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
