Journal of Social Sciences and Humanities
Articles Information
Journal of Social Sciences and Humanities, Vol.1, No.3, Jul. 2015, Pub. Date: Jun. 6, 2015
An Assessment of the Human Resource Capacity for Quality Clinical Training of Middle Level Health Workers in Kenya
Pages: 208-214 Views: 1497 Downloads: 425
Authors
[01] Elizabeth Ochieng, Department of Community Health, Great Lakes University of Kisumu, Kisumu, Kenya.
[02] Margaret Kaseje, Department of Community Health, Great Lakes University of Kisumu, Kisumu, Kenya.
Abstract
Competency-based health workforce training among public, faith-based and private sector institutions is essential to ensure a continuous supply of adequately trained health care workers. However, competency-based training is often lacking for middle level health workforce. A cross-sectional study carried out in Kenya in 2013 among 43 training and placement institutions aimed at determining the human resource capacities that affect the quality of clinical training of middle level health workers. A third of the 200 purposively selected respondents from public, private and faith-based institutions chose clinical placement institutions for experience and based on high patient; two thirds were not satisfied with mentorship and mentioned lack of clinical instructors to support them. Supervision was constrained by staff shortage and lack of motivation. Students’ mentorship, supervision and clinical instruction play an important role in student learning and clinical placement. The study supports the need to reconsider the required training workforce for quality clinical skills and competencies for the health workforce.
Keywords
Clinical Placement, Mentorship, Supervision, Human Resource for Health
References
[01] Ali, P.A., & Panther, W. (2008). Professional development and the role of mentorship.
[02] Andrews, M., & Roberts D. (2003). Supporting student nurses learning in and through clinical practice: the role of the clinical guide. Nurse Education Today 23(7): 474-481.
[03] Brown, T., Williams, B., McKenna, L., Palermo, C., McCall, L., Roller, L., Hewitt, L., Molloy, L., Baird, M., & Aldabah L. (2011). Practice education learning environments: The mismatch between perceived and preferred expectations of undergraduate health science students. Nurse Education Today 31(8): 22-28.
[04] Chan, D. (2002). Development of the Clinical Learning Environment Inventory: Using the theoretical framework of learning environment studies to assess nursing students. Journal of Nursing Education 41(2): 69-75.
[05] Dunn, S.V., & Hansford B. (1997). Undergraduate nursing students' perceptions of their clinical learning environment. Journal of Advanced Nursing 25(6): 1299-1306.
[06] Health Workforce Australia, Report (2013). A Framework for effective clinical placements in rural and remote primary care settings.
[07] James, A., & Chapman Y. (2009). Preceptors and patients - the power of two: Nursing student experiences on their first acute clinical placement. Contemporary Nurse 34(1): 34-47.
[08] Jokelainen, M., Turunen, H., Tossavainen, K., Jamookeeah, D., & Coco K. (2010). A systematic review of mentoring nursing students in clinical placements.
[09] Kilminster, S., & Jolly B. (2000). Effective supervision in clinical practice settings: a literature review. Medical Education 34(10): 827-840.
[10] Koontz, A., Mallory, J., Burns, J., & Chapman S. (2010). Staff nurses and students: the good, the bad, and the ugly. Medsurg nursing: official journal of the Academy of Medical-Surgical Nurses 19(4): 240-246.
[11] Merja, J., Turunen, H., Tossavainen, K., Jamookeeah, D., Coco, K. (2011). A Systematic review of mentoring nursing students in clinical placements.
[12] Ministry of Health Report, (2013). Health Workforce Forecast Kenya.
[13] Myall, M., Levett-Jones, T., & Lathlean J. (2008). Mentorship in contemporary practice: the experiences of nursing students and practice mentors. Journal of Clinical Nursing 17(14): 1834-1842.
[14] Newberry, J. (2007). Indicators of practice education quality in health care organizations: a literature review. Vancouver: BC Practice Education.
[15] Newton, J., Jolly, B., Ockerby, C., & Cross W. (2010). Clinical learning environment inventory: Factor analysis. Journal of Advanced Nursing 66(6): 1371-1381.
[16] Nzinga, J., Mbaabu, L., & English M. (2009). Service delivery in Kenyan district hospitals – what can we learn from literature on mid-level managers?
[17] O'Donovan, A., Halford, W., & Walters B. (2011). Towards best practice supervision of clinical psychology trainees. Australian Psychologist 46(2): 101-112.
[18] Pellatt, C. (2006). The role of mentors in supporting pre-registration nursing students.
[19] Plack, M. (2008). The learning triad: potential barriers and supports to learning in the physical therapy clinical environment. Journal of Physical Therapy Education 22(3): 7-18.
[20] Ralph, E., Walker, K., & Wimmer R. (2009). Practicum and clinical experiences: post practicum students' views. The Journal of Nursing Education, 48(8): 434-440.
[21] Rodger, S., Fitzgerald, C., Davila, W., Millar, F., & Allison H. (2011). What makes a quality occupational therapy practice placement? Students’ and practice educators’ perspectives. Australian Occupational Therapy Journal 58(3): 195-202.
[22] Smedley, A., & Morey P. (2010). Improving learning in the clinical nursing environment: perceptions of senior Australian bachelor of nursing students. Journal of Research in Nursing, 15(1): 75-88.
[23] World Health Organization, Report (2005). Recommendations for clinical mentoring to support scale-up of HIV care, antiretroviral therapy and prevention in resource-constrained settings.
[24] World Health Organization, Rreport (2010) http://www.who.int/entity/healthinfo/systems/WHO_MBHSS_2010
[25] Yardley, S., Teunissen, P., & Dornan T. (2012). Experiential learning: AMEE Guide No. 63. Medical Teacher 34(2): 102-115.
600 ATLANTIC AVE, BOSTON,
MA 02210, USA
+001-6179630233
AIS is an academia-oriented and non-commercial institute aiming at providing users with a way to quickly and easily get the academic and scientific information.
Copyright © 2014 - 2017 American Institute of Science except certain content provided by third parties.