American Journal of Nursing Science

| Peer-Reviewed |

Influence of Students Perception/Staff Attitude in the Clinical Areas on Student’s Learning in Mathare Teaching and Referral Hospital, Nairobi, Kenya

Received: 18 October 2019    Accepted: 28 November 2019    Published: 13 February 2020
Views:       Downloads:

Share This Article

Abstract

Clinical learning environment is a very important aspect of nursing teaching. In Europe as well as USA, the principle of nursing education is based on a 50% theoretical class work and 50% practical through clinical experience. In Kenya, the learning is different where 69.5% is class work and 21.5% is the clinical area placement. Kenya government designed a one-year internship for all BScN students before they are entered into nursing council register to give the student enough experience before they enter into the field. Clinical learning is described as the “heart” of professional practice. Practice placement constitutes an important aspect of students` learning through influencing students’ acquisition of skills and knowledge for quality care provision in the right environments. The future of nursing profession is based on capacitating the student nurse with the ability to make critical decision at work. Noteworthy, many aspects affect student learning in clinical placement. Among them is shortage of qualified staff which is the case in the study area- Mathare Teaching and Referral Hospital. This study focused on factors that influence students learning in the clinical placement and aimed to determine the effect of student’s perspectives and staff attitude towards learning in placement areas on learning among bachelor of nursing (BScN) students. A self-administered questionnaire was used to collect data that was analyzed by using statistical package of social sciences (SPSS) version 20. Study findings were presented by use of tables, charts and text. The findings revealed that most students (64.8%) were pursuing nursing training out of individual choice and felt that nursing was a calling to them but some (25.9%) would go to another career given a chance. Most (61.1%) students were apprehensive about clinical placement and the work they would be involved in. Reception in the hospital department by supervision staff was generally fairly satisfactory however 5.6% students reported lack of satisfaction. Nursing staff in the clinical area were generally friendly and concerned; and staff supervision in the clinical area was generally helpful and caring but not always available. The clinical placement areas need to enhance nurse-under-placement and receptors relationship to enhance uptake of the real life experience of the nursing profession.

DOI 10.11648/j.ajns.20200902.11
Published in American Journal of Nursing Science (Volume 9, Issue 2, April 2020)
Page(s) 47-54
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Student’s Perspectives, Staff Attitude, Nursing-Student’s Learning, Clinical Learning Environment

References
[1] T. D. Barton, "The integration of nursing and midwifery education within higher education: implications for teachers--a qualitative research study," Journal of Advanced Nursing, 27 (6), p. 1278–1286, 1998.
[2] Å. Bergland and H. Lærum, "Norwegian nursing students’ views on nursing homes as workplace after graduation," Nordic Journal of Nursing Research, 22, pp. 21-26, 2002.
[3] R. M. Harden, "Techniques of identifying competencies needed by doctors," Medical Teacher, 7 (1), pp. 15-25, 2004.
[4] W. S. Barnett, D. J. Epstein, M. E. Carolan, J. Fitzgerald, D. J. Ackerman and A. H. Friedman, The State of Preschool 2010: State Preschool Yearbook, Rutgers The State University of New Jersey: National Institute for Early Education Research, 2010.
[5] NCK, Standards of nursing education and practice for nurses in Kenya. 2nd ed., Nairobi: Nursing Council of Kenya, 2009.
[6] P. Serena and B. Anna, "Italian nursing students’ perception of their clinical learning environment as measured with the CLEI tool," Nurse Education Today, 29 (8), pp. 886-890, 2009.
[7] A. Appiagyei, R. Kiriinya and M. Rogers, "Informing the scale-up of Kenya’s nursing workforce, a mixed methods study of factors affecting pre-service training capacity and production," Human resource for health 2014, 1247, 2014.
[8] F. Schmalleger, "The crime picture," Criminal Justice Today: An Introductory Text for the 21st Century, pp. 30-63, 2009.
[9] S. Hamby, "The second wave of violence scholarship: Integrating and broadening theories of violence," Psychology of violence, 1 (3), p. 163, 2011.
[10] K. B. Gaberson and M. H. Oermann, Clinical teaching strategies in nursing (2nd ed.), New York: Springer Publishing, 2012.
[11] P. Pearcey, "Tasks and routines in 21st century nursing: student nurses’ perceptions," British Journal of Nursing, 16 (5), pp. 296-300, 2007.
[12] C. A. Nolan, "Learning on clinical placement: the experience of six Australian student nurses," Nurse education today, 18 (8), pp. 622-629, 1998.
[13] C. Elisabeth, W. H. Christine and P. Ewa, "Teaching during clinical practice: Strategies and techniques used by preceptors in nursing education," Nurse education today, 29 (5), pp. 522-526, 2009.
[14] I. Papp, M. Markkanen and M. von Bonsdorff, "Clinical environment as a learning environment: student nurses’ perceptions concerning clinical learning experiences," Nurse education today, 23 (4), pp. 262-268, 2003.
[15] K. Kleehammer, A. L. Hart and J. F. Keck, "Nursing students' perceptions of anxiety-producing situations in the clinical setting," Journal of Nursing Education, 29 (4), pp. 183-187, 1990.
[16] B. M. Melnyk and E. Fineout-Overholt, Evidence-based practice in nursing & healthcare: A guide to best practice, Lippincott Williams & Wilkins, 2011.
[17] L. Wilson-Thomas, "Applying critical social theory in nursing education to bridge the gap between theory, research and practice," Journal of Advanced Nursing, 21 (3), pp. 568-575, 1995.
[18] M. Saarikoski and T. Warne, "Clinical learning environment and supervision: testing a research instrument in an international comparative study," Nurse education today, 22 (4), pp. 340-349, 2002.
[19] G. Brynildsen, I. T. Bjørk, K. Berntsen and M. Hestetun, "Improving the quality of nursing students' clinical placements in nursing homes: An evaluation study," Nurse Education in Practice, 14 (6), vol. 14, no. 6, p. 722–728, November 2014.
[20] R. Chapman and A. Orb, "The nursing students’ lived experience of clinical practice," The Australian electronic journal of nursing education, 5 (2), pp. 1-16, 2000.
[21] J. Hopton, "Reconceptualizing the theory-practice gap in mental health nursing," Nurse Education Today, 16 (3), pp. 227-232, 1996.
[22] T. Djork, K. Bentsen, G. Brynildsen and M. Hestetun, "Nursing students perceptions of their clinical learning environment in placement outside traditional hospital settings," Clinical nursing Journal. J clin Nurs, 2014 Oct, 23 (19-20), pp. 2958-2967, 2014.
[23] C. N. Kabanya and K. P. Mwaniki, "Factors Influencing the Choice of Nursing Career among Newly Admitted Nursing Students in Campuses of Medical Training institutions in Kenya," 2013.
[24] L. S. Shulman, "Taking learning seriously," Change: The Magazine of Higher Learning, 31 (4), pp. 10-17, 1999.
[25] M. Saarikoski, H. Isoaho, T. Warne and H. Leino-Kilpi, "The nurse teacher in clinical practice: developing the new sub-dimension to the clinical learning environment and supervision (CLES) scale," International journal of nursing studies, 45 (8), p. 1, 2008.
[26] D. J. Middaugh and P. E. Thompson, "Nursing students benefit your facility," Medsurg Nursing, 16 (6), pp. 408-411, 2007.
[27] A. Hewison and S. Wlldman, "The theory-practice gap in nursing: A new dimension," Journal of Advanced Nursing, 24 (4), pp. 754-761, 1996.
[28] M. Zhang and M. Petrini, "Factors influencing Chinese undergraduate nursing students' perceptions of the nursing profession," International Nursing Review, 55 (3), vol. 55, no. 3, p. 274–280, 2008.
[29] W. Law and D. Arthur, "What factors influence Hong Kong school students in their choice of a career in nursing," International Journal of Nursing Studies, 40 (1), vol. 40, no. 1, pp. 23-32., 2003.
[30] E. Oywer, "Career in Mental Health Nursing: The Kenyan Experience," 2011.
[31] W. Jørgensen and H. Hadders, "The significance of communities of practice: Norwegian nursing students' experience of clinical placement in Bangladesh," Nursing Open, 2 (1), vol. 2, no. 1, pp. 36-46, 6 April 2015.
[32] J. Porter, J. Morphet, K. Missen and A. Raymond, "Preparation for high-acuity clinical placement: confidence levels of final-year nursing students," Advances in medical education and practice, 4, vol. 4, p. 83–89, 30 April 2013.
[33] E. Nyangena, A. Mutema and A. Karani, "Evaluation of Clinical Training in Nursing in Kenya," Baraton Interdisciplinary Research Journal, vol. 1, no. 2, pp. 22 - 30, 2011.
[34] S. R. Rikhotso, M. J. Williams and G. d. Wet, "Student nurses’ perceptions of guidance and support in rural hospitals," Curationis, vol. 37, no. 1, 19 November 2014.
[35] V. Emmanuel, "Creating supportive enviroment for students," Nursing Times, vol. 109, no. 37, pp. 18-20, 18 September 2013.
[36] A. Löfmark, K. Thorkildsen, M.-B. Råholm and G. K. Natvig, "Nursing students’ satisfaction with supervision from preceptors and teachers during clinical practice," Nurse Education in Practice, vol. 12, no. 3, p. 164–169, 6 January 2012.
[37] M. W. Skaalvik, H. K. Normann and N. He, "Clinical learning environment and supervision: experiences of Norwegian nursing students. A questionnaire survey," University Tromsø., Norway., 2009.
Author Information
  • School of Health Sciences, Regina Pacis University College, Catholic University of Eastern Africa, Nairobi, Kenya

  • School of Health Sciences, Regina Pacis University College, Catholic University of Eastern Africa, Nairobi, Kenya

Cite This Article
  • APA Style

    Evangeline Kananu Njue Mugoh, Mary Wanjira Njue Kamau. (2020). Influence of Students Perception/Staff Attitude in the Clinical Areas on Student’s Learning in Mathare Teaching and Referral Hospital, Nairobi, Kenya. American Journal of Nursing Science, 9(2), 47-54. https://doi.org/10.11648/j.ajns.20200902.11

    Copy | Download

    ACS Style

    Evangeline Kananu Njue Mugoh; Mary Wanjira Njue Kamau. Influence of Students Perception/Staff Attitude in the Clinical Areas on Student’s Learning in Mathare Teaching and Referral Hospital, Nairobi, Kenya. Am. J. Nurs. Sci. 2020, 9(2), 47-54. doi: 10.11648/j.ajns.20200902.11

    Copy | Download

    AMA Style

    Evangeline Kananu Njue Mugoh, Mary Wanjira Njue Kamau. Influence of Students Perception/Staff Attitude in the Clinical Areas on Student’s Learning in Mathare Teaching and Referral Hospital, Nairobi, Kenya. Am J Nurs Sci. 2020;9(2):47-54. doi: 10.11648/j.ajns.20200902.11

    Copy | Download

  • @article{10.11648/j.ajns.20200902.11,
      author = {Evangeline Kananu Njue Mugoh and Mary Wanjira Njue Kamau},
      title = {Influence of Students Perception/Staff Attitude in the Clinical Areas on Student’s Learning in Mathare Teaching and Referral Hospital, Nairobi, Kenya},
      journal = {American Journal of Nursing Science},
      volume = {9},
      number = {2},
      pages = {47-54},
      doi = {10.11648/j.ajns.20200902.11},
      url = {https://doi.org/10.11648/j.ajns.20200902.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ajns.20200902.11},
      abstract = {Clinical learning environment is a very important aspect of nursing teaching. In Europe as well as USA, the principle of nursing education is based on a 50% theoretical class work and 50% practical through clinical experience. In Kenya, the learning is different where 69.5% is class work and 21.5% is the clinical area placement. Kenya government designed a one-year internship for all BScN students before they are entered into nursing council register to give the student enough experience before they enter into the field. Clinical learning is described as the “heart” of professional practice. Practice placement constitutes an important aspect of students` learning through influencing students’ acquisition of skills and knowledge for quality care provision in the right environments. The future of nursing profession is based on capacitating the student nurse with the ability to make critical decision at work. Noteworthy, many aspects affect student learning in clinical placement. Among them is shortage of qualified staff which is the case in the study area- Mathare Teaching and Referral Hospital. This study focused on factors that influence students learning in the clinical placement and aimed to determine the effect of student’s perspectives and staff attitude towards learning in placement areas on learning among bachelor of nursing (BScN) students. A self-administered questionnaire was used to collect data that was analyzed by using statistical package of social sciences (SPSS) version 20. Study findings were presented by use of tables, charts and text. The findings revealed that most students (64.8%) were pursuing nursing training out of individual choice and felt that nursing was a calling to them but some (25.9%) would go to another career given a chance. Most (61.1%) students were apprehensive about clinical placement and the work they would be involved in. Reception in the hospital department by supervision staff was generally fairly satisfactory however 5.6% students reported lack of satisfaction. Nursing staff in the clinical area were generally friendly and concerned; and staff supervision in the clinical area was generally helpful and caring but not always available. The clinical placement areas need to enhance nurse-under-placement and receptors relationship to enhance uptake of the real life experience of the nursing profession.},
     year = {2020}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Influence of Students Perception/Staff Attitude in the Clinical Areas on Student’s Learning in Mathare Teaching and Referral Hospital, Nairobi, Kenya
    AU  - Evangeline Kananu Njue Mugoh
    AU  - Mary Wanjira Njue Kamau
    Y1  - 2020/02/13
    PY  - 2020
    N1  - https://doi.org/10.11648/j.ajns.20200902.11
    DO  - 10.11648/j.ajns.20200902.11
    T2  - American Journal of Nursing Science
    JF  - American Journal of Nursing Science
    JO  - American Journal of Nursing Science
    SP  - 47
    EP  - 54
    PB  - Science Publishing Group
    SN  - 2328-5753
    UR  - https://doi.org/10.11648/j.ajns.20200902.11
    AB  - Clinical learning environment is a very important aspect of nursing teaching. In Europe as well as USA, the principle of nursing education is based on a 50% theoretical class work and 50% practical through clinical experience. In Kenya, the learning is different where 69.5% is class work and 21.5% is the clinical area placement. Kenya government designed a one-year internship for all BScN students before they are entered into nursing council register to give the student enough experience before they enter into the field. Clinical learning is described as the “heart” of professional practice. Practice placement constitutes an important aspect of students` learning through influencing students’ acquisition of skills and knowledge for quality care provision in the right environments. The future of nursing profession is based on capacitating the student nurse with the ability to make critical decision at work. Noteworthy, many aspects affect student learning in clinical placement. Among them is shortage of qualified staff which is the case in the study area- Mathare Teaching and Referral Hospital. This study focused on factors that influence students learning in the clinical placement and aimed to determine the effect of student’s perspectives and staff attitude towards learning in placement areas on learning among bachelor of nursing (BScN) students. A self-administered questionnaire was used to collect data that was analyzed by using statistical package of social sciences (SPSS) version 20. Study findings were presented by use of tables, charts and text. The findings revealed that most students (64.8%) were pursuing nursing training out of individual choice and felt that nursing was a calling to them but some (25.9%) would go to another career given a chance. Most (61.1%) students were apprehensive about clinical placement and the work they would be involved in. Reception in the hospital department by supervision staff was generally fairly satisfactory however 5.6% students reported lack of satisfaction. Nursing staff in the clinical area were generally friendly and concerned; and staff supervision in the clinical area was generally helpful and caring but not always available. The clinical placement areas need to enhance nurse-under-placement and receptors relationship to enhance uptake of the real life experience of the nursing profession.
    VL  - 9
    IS  - 2
    ER  - 

    Copy | Download

  • Sections