NURSING FACULTY SUPPORT SYSTEMS AND THEIR INFLUENCE ON STUDENT NURSES' CLINICAL PLACEMENT DURING THE POST-COVID-19 PERIOD AT MATHARE SCHOOL OF NURSING, NAIROBI COUNTY
Keywords:
clinical placement, COVID-19, faculty suppor, nursing education, clinical competency, KenyaAbstract
Purpose of the Study: This study examined the influence of nursing faculty support systems on student nurses’ clinical placement experiences during the post-COVID-19 period at Mathare School of Nursing, Nairobi County.
Methodology: A cross-sectional descriptive research design was adopted involving 120 final-year nursing students and 10 clinical nurse educators. Using Fisher’s formula, 91 students were selected through simple random sampling, while educators were purposively sampled. Structured questionnaires collected data, which were analyzed using descriptive statistics and Spearman’s rank-order correlation in SPSS.
Findings: The study established that nursing faculty support systems significantly influenced student nurses’ clinical placement experiences during the post-COVID-19 period. Students positively rated feedback provision and clinical assessment practices, indicating that these enhanced confidence and clinical competence. However, challenges were identified in inconsistent communication of practicum expectations and inadequate ward-based instructor presence. Educators also acknowledged inconsistencies in supervision and evaluation practices across different clinical placement sites. The findings further revealed that limited faculty engagement negatively affected students’ preparedness and confidence in patient care.
Conclusion: The study concludes that effective nursing faculty support systems are essential for improving student nurses’ clinical placement outcomes in the post-COVID-19 period. Standardized supervision frameworks, strengthened mentorship, improved communication, and integration of digital learning approaches are necessary to enhance clinical training quality and ensure nursing students achieve required professional competencies.
DOI: https://doi.org/10.5281/zenodo.20391221
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