Nursing Faculty Clinical Practice in the Kenyan Universities: A Sequential Mixed Methods Study
Abstract
Background: As nursing is a practice profession, nursing faculty is expected to be prepared academically and clinically to teach effectively. Nursing faculty is also expected to maintain their clinical currency and competence though participation in faculty clinical practice. This study aimed to assess participation in faculty clinical practice among Kenyan universities nursing faculty.
Methods: This study used an explanatory sequential mixed method design. The first (quantitative) phase comprised an online survey with data from a random sample of nursing faculty teaching in Kenyan universities. Phase two (qualitative) involved purposeful selection of participants for focus group discussions, each with five participants. Quantitative data were analyzed using descriptive and inferential statistics and qualitative data were categorized and analyzed thematically. Quantitative and qualitative data were integrated in the discussion phase.
Results: Participants in phase one were 65 nursing faculty; 81.5% (n=53) were participating in faculty clinical practice. However, the understanding of faculty clinical practice varied among participants. Faculty clinical practice was considered beneficial in helping to bridge the theory-practice gap, enhancing teaching confidence and providing faculty with opportunity to role model for their students. Four themes emerged from the focus group discussions that clarified the benefits of faculty clinical practice. These themes covered role modelling, bridging the theory practice gap and confidence in teaching and relationships. Various challenges in faculty practice were identified with strong themes being lack of scope of practice and lack of mentors for faculty.
Conclusion: Most nursing faculty in Kenyan universities participate in faculty clinical practice and this is perceived to have a positive impact in their teaching role. However, nursing faculty face various challenges in faculty clinical practice that need to be addressed. In particular, universities need to develop a guiding framework for faculty clinical practice with clear definitions, scope of practice and criteria for evaluating outcomes.
Keywords: Faculty Clinical Practice, Nurse Academics, Faculty Practice Models, Nurse Educators, Clinical Credibility & Clinical Currency.
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