摘要
Background: Student nurses’ clinical learning is a key requirement in the profession. However, the students often face many challenges in clinical sites that put a negative perception on their professional growth. Clinical learner support is the most challenging part because of several guidelines, policies, and requirements that must be followed during the training. To enhance effective clinical learner support, training needs to be designed to support problem-based learning, trainees’ characteristics should portray positivity, and team-based coaching should focus on skills and results attainment. Objectives: The broad objective of the study sought to establish determinants of effective learner support for nursing students in middle-level colleges. The specific objectives were: To assess student-related factors, identify primary training institutions, other related placement site-related factors, and establish the students’ perceptions of the existing clinical learner support systems. Methodology: A descriptive design was utilized. Qualitative and quantitative data collection methods were utilized. A Simple random method was used to sample 394 respondents from a total population of 3368 nursing students across 12 training institutions. The data was coded and analyzed using Excel and SPSS Version 28. The study findings are presented using tables, pie charts, bar graphs and histograms. The data was first presented in the form of descriptive in terms of percentages. The chi-square test of independence was then calculated at a p-value of Conclusions: The learners achieved effective clinical learner support where n = 302 out of 380, with 75% indicating effective learner support. It is recommended that qualitative and more quantitative studies should be carried out on postgraduate and other healthcare cadres to compare the results. Further study needs to be carried out on the students’ attitude towards learner support.
Background: Student nurses’ clinical learning is a key requirement in the profession. However, the students often face many challenges in clinical sites that put a negative perception on their professional growth. Clinical learner support is the most challenging part because of several guidelines, policies, and requirements that must be followed during the training. To enhance effective clinical learner support, training needs to be designed to support problem-based learning, trainees’ characteristics should portray positivity, and team-based coaching should focus on skills and results attainment. Objectives: The broad objective of the study sought to establish determinants of effective learner support for nursing students in middle-level colleges. The specific objectives were: To assess student-related factors, identify primary training institutions, other related placement site-related factors, and establish the students’ perceptions of the existing clinical learner support systems. Methodology: A descriptive design was utilized. Qualitative and quantitative data collection methods were utilized. A Simple random method was used to sample 394 respondents from a total population of 3368 nursing students across 12 training institutions. The data was coded and analyzed using Excel and SPSS Version 28. The study findings are presented using tables, pie charts, bar graphs and histograms. The data was first presented in the form of descriptive in terms of percentages. The chi-square test of independence was then calculated at a p-value of Conclusions: The learners achieved effective clinical learner support where n = 302 out of 380, with 75% indicating effective learner support. It is recommended that qualitative and more quantitative studies should be carried out on postgraduate and other healthcare cadres to compare the results. Further study needs to be carried out on the students’ attitude towards learner support.
作者
Regina Waswa
Micah Matiang’i
Regina Waswa;Micah Matiang’i(Department of Public Health, Amref International University, Nairobi, Kenya)
