Abstract:
Clinical competencies acquisition is one of the core components of nursing education
that equips students with the practical knowledge and competencies for effective
patient care. In Uganda, both government and private universities offer courses in
nursing with the aim of producing skilled professionals to meet the healthcare needs
of the population. However, despite the efforts made by educational institutions,
students' ability to acquire clinical skills is often influenced by a variety of institutional
factors. Therefore, this study explored the institutional factors influencing acquisition
of clinical competencies among nursing undergraduates in both government and
private universities in Uganda. The research adopted a mixed-method approach,
involving 108 final-year students, 8 Heads of Departments (HODs), and 48 clinical
supervisors across eight universities in Uganda. Data were collected using a pre
coded self-administered questionnaire and focus group discussions (FGDs).
Quantitative data were analyzed using descriptive statistics and chi-square tests,
while qualitative data were transcribed and analyzed using thematically. The study
Original Article
14
3(1), 2024
Kempango et al.
found that institutional factors, such as support from heads of departments, regular
feedback from supervisors, and meaningful performance progress reports, were
critical in enhancing students' clinical competencies. A strong positive correlation (r
= 0.668, p=0.00) was found between institutional arrangements and the acquisition
of clinical skills. Additionally, students expressed a preference for university
supervisors due to their approachability and support in clinical settings. The study
recommends that in order to strengthen competency acquisition, institutions should
be advised to build up faculty leadership, develop the mentorship structures and
ensure that there are proper support mechanisms for students in the clinical
placements.
