Factors Hindering Integration of Theory Into Practice by Bachelor of Science in Nursing Students at Thika Level Five Hospital, Kenya

Abstract

Background: The Bachelor of Science in Nursing programme involves both theoretical and practical approaches to ensure that nursing students become competent graduate nurses, who can provide evidence based care. Although integration of theory into practice has been identified as a major problem in the Bachelor of Science in Nursing programme across the globe, information on how such training procedures have well been integrated in the Kenyan nursing curriculum is scanty. Objective: We sought to determine the factors that hinder integration of theory into practice by Bachelor of Science in Nursing (BScN) students at Thika Level 5 Hospital in Kenya. Method: the study adopted a descriptive cross-sectional design in a study comprising 80 purposely sampled respondents between May and June 2014. These were 72 third year BScN students from Jomo Kenyatta University of Agriculture and Technology and Kenyatta University and eight nurse-supervisors at Thika level five hospital. Third year students were selected because they had gone through at least two clinical placements at Thika level five hospital. All data were analysed in SPSS version 19. Results: Results showed that there was inadequate clinical equipment such as dressing packs, treatment trays and trolleys. Other factors hindering integration of theory to and practice included nursing staff not role modelling professional practice in which 25.4% of the students reported that qualified nurses wrote nursing care plan; 36.7% implemented and 33.9% evaluated nursing care plans. Majority (7) 87.5% of the nurse supervisors had not had any training on clinical teaching skills and only 12% were BScN holders while the 88% were diploma holders. Conclusion: The study revealed that there existed various clinical setting factors that hindered BScN students’ integration of theory into practice that needs to be addressed.