Training institutional Factors Influencing Curriculum Implementation on Emergency Obstetrics and Neonatal Care for Faith-Based Diploma Nursing Students in Meru and Tharakanithi County
Keywords:
Training institutional Factors, Curriculum Implementation, Emergency Obstetrics and Neonatal CareAbstract
Purpose: Maternal and newborn healthcare is fundamental to achieving positive health outcomes in a country. The implementation of the curriculum on emergency obstetrics and neonatal care (EmONC) plays a crucial role in preparing skilled birth attendants. This study aimed to assess training institutional factors influencing curriculum implementation on emergency obstetrics and neonatal care for faith-based diploma nursing students in Meru and Tharakanithi County.
Methodology: A total of n=216 (84.7%) responses (second-year and third-year diploma in nursing programs students) were received out of a target population of N=255 (100%) respondents while a total of n=10 (90.9%) responses (nurse educators) were received out of a target population of N=11(100%) respondents. Data was collected through an online-administered questionnaire to nursing students and nurse educators. In addition, key informant interviews were used to collect qualitative data from nurse educators. Data was cleaned coded, and entered into the scientific package for social sciences (SPSS) software vs. 27. Descriptive and inferential statistics were used to interpret findings.
Results: Bivariate correlation, showed a strong positive correlation coefficient of 0.898 and 0.640 for nurse educators and students respectively, and are all statistically significant (p<0.05).
Conclusion: This study concluded that training institutional factors positively influence implementation of curriculum on EmONC in Meru and Tharakanithi County. Based on the findings of this study the study recommends several actions to improve curriculum implementation in EmONC. The college administration needs to avail necessary resources in the classroom and skill lab to facilitate learning in EmONC and make arrangements for students to get preservice EmONC if possible before graduation.
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