Perceptions on Clinical Training among Bachelor of Science (In-Service) Nursing Students at Kenya Methodist University, Nairobi Campus

Abstract

Nursing training involves a combination of theoretical and clinical training to build professional competence, master fundamental skills, and socialise in the nursing profession. Globally, nursing degree training institutions have increased, following the directive by the World Health Organization (WHO) to increase the proportion of nurses to a degree or higher level of training. Despite the increase in degree-nursing training globally, nursing graduates expressed the inability to apply theoretical knowledge to clinical practice, which has been attributed to various reasons such as student attitude, curriculum implementation, inadequate practise in simulated environments, and limited preceptorship-mentorship programs. Also, there is a paucity of information regarding student perceptions towards clinical placements among Bachelor of Science in-service nursing (RN-BScN) students. Thus, the purpose of this study was to explore the perceptions of clinical training among Bachelor of Science in-service nursing (RN-BScN) students. The study was conducted among RN-BScN students studying at Kenya Methodist University during the September–December trimester of the 2021/2022 academic year. A descriptive cross-sectional survey design was adopted where 115 students who met the eligibility criteria were identified through purposive sampling. Voluntary sampling was done among second-year students to participate in Focus Group Discussion. Data was collected through a self-administered questionnaire and a focus group discussion guide. Quantitative data was analysed by the use of SPSS version 26, where descriptive data was presented by the use of tables and figures. Multiple regression was done to test for associations between the independent and dependent variables, whereas content analysis was used to analyse qualitative data. Findings revealed that there was a significant relationship between students’ perception of clinical training and clinical placement (p = 0.034), mentorship (p = 0.043) and supervision (p = 0.00). Moreover, 61.7% of the students were satisfied with the clinical placements as they provided a positive learning environment, while 84% reported they had the opportunity to transfer theory into practice. However, 58.3% were dissatisfied with the low use of evidence-based practise and 54.8% were dissatisfied with the minimal involvement of lecturers in clinical training as it was inadequate. The challenges experienced by the students during clinical training were: inadequate resources (30%), inadequate supervision (27%), curriculum challenges (18%), lack of support by hospital staff (15%), and personal challenges (10%). On areas for improving clinical training, respondents reported that there was a need for adequate supervision (58%), an improvement in the curriculum (32%), effective communication with the learning institution and the placement site (7%), and the provision of resources in the clinical area (2%). This study recommends the employment of more clinical instructors and the identification, recruiting, and training of mentors. For clinical placement sites, this study recommends more collaboration with the institutions and encourages the incorporation of evidence-based practise and critical thinking skills into nursing practise. Furthermore, this study recommends more studies be done among experts with the use of different data collection methods to avoid bias.