UNIVERSITY OF NAIROBISCHOOL OF NURSING SCIENCE
RESEARCH PROPOSAL
A RESEARCH PROPOSAL PRESENTED IN PARTFULFILMENT FOR THE AWARD OF THE DEGREE OF
SCIENCE IN NURSING (Bsc N) OF THE UNIVERSITY OFNAIROBI.
TITLE:
EVALUATING THE ROLE OF GRADUATE NURSES INTHE HEALTH CARE SYSTEM IN KENYA.
AUTHOR: WAMITIMMARTIN
REG. NUMBER H32/7451102
SUPERVISOR: MRS K. BITOKLECTURERSCHOOL OF NURSING SCIENCES (SONS)UNIVERSITY OF NAIROBI
DATE: AUGUST, 2007.
TABLE OF CONTENTS
TABLE OF CONTENTS ii
I>~<:L~TI()~: "ABII~~j\1rI()~ ......................•....................•..................•.........•........ vi
OPERATIONAL DEFINATIONS vii
1C~<:1J1rI~~1J~1{ viii
ACKN'OWLEGDEMENT ix
CHAPTER ONE: INTRODUCTION
1.1 I3i\~}C(JFt()~I> ~lF()~lrI()~ 1
1.2 sri\lrEME~lr ()IFrns PFt()I3LEM .3
1.3 FtESEAA~H QUESlrI()~S 6
1.4 ~ ()I3JE~lrIVE 6
1.5 SPE~IlFIC ()II3JECnVES 7
1.6 Hyp()lrHESIS 7
1.7 JUSlrIlFICi\ non ()IFras SlrUI>Y 8
1.8 EXPE~lrEI> I3E~lFIlrS 9
CHAPTER TWO: LITERATURE ~~EW
2.1 ~lrFt()I>UClrI()~ 10
2.2 I>EVELOPME~lr ()IF~FtS~O EI>U~i\ rton 11
2.3 OFtJ\I>Ui\lrE EI>U~i\n()~ 12
2.4 Ft()LE ()IFOFtJ\I>Ui\ rs ~UFtSES 13
11
CHAPTER THREE: METHODOLOGY3.1 STUDY DESIGN 28
3.2 STUDY AREA 28
3.3 STUDY POPULATION 29
3.4 INCLUSION CRITERIA 29
3.5 EXCLUSION CRITERIA 29
3.6 SAMPLINGMETHOD 29
3.7 STUDY INSTRUMENT .30
3.8 PRE TESTING THE STUDY INSTRUMENT .30
3.9 RECRUITMENT AND TRAINING THE RESEARCH ASSISTANTS 31
3.10 DATA COLLECTION CLEANING AND ENTRY 31
3.11 DATA ANALYSIS AND PRESENTATION .31
3.12 ETHICAL CONSIDERATIONS .31
3.13 STUDY LIMITATION .32
CHAPTER FOUR:
~.O1rI~~If~~~ :J3
5.0 BUDGET ESTIMATION 34
111
6.0 ~If~~~<:~~ 35
7.0 APPENDICES 39
AP~E~])IJ{ I 39
QUESTIONNAIRE 39
J\J»P~~J)IJ{II 43
LETTER TO ETHICAL AND RESEARCH COMMITTEE .43
~J»~~])I}(III 44
PARTICIPANTS CONSENT FORM .44
IV
DECLARATION:
I Martin Wamiti hereby declare that this research proposal is my
original work and has not been presented for any degree or
diploma award in any university or college.
Signature _ Date ---!.
v
ABBREVIATIONS
BSCN Bachelor of Science in Nursing
AD Associate degree
HIV Human immunodeficiency virus
AIDS Acquired immunodeficiency virus
MSCN Masters of science in Nursing
UON University of Nairobi
SONS School of Nursing Sciences
RN Registered Nurses
USA United States of America
MDG Millennium Development Goals
MTC Medical Training Centre
HIV Human Immunodeficiency Virus
AIDS Acquired Immunodeficiency Syndrome
TB Tuberculosis
vi
OPERA TIONAL DEFINATIONS
Graduate A person who holds a degree as a result ofSuccessfully completing a course at a universityOr a college.
Secular Not concerned with spiritual or religious affairs e.g.Education, art, music.
Baccalaureate ... The last secondary school examination in FranceAnd in many international schools.
Associate degree ... An equivalent of a diploma.
Profession A paid occupation, especially one that requiresAdvanced education and training.
Vll
EXECUTIVE SUMMARY
This is a descriptive cross-sectional qualitative study to establish
the role of graduate nurses in the health care system in Kenya. A
questionnaire administered by research assistants shall be used to
collect data after authority has been sort to conduct the research
The results shall be stored and analyzed using statistical package
for social sciences. The results shall be presented using
conventional statistical methods. Significant tests like chi square
shall be done for test of hypothesis.
The research will take a total of 24 weeks at cost of ksh 344,432
. While conducting the research ethical considerations will be
respected and enforced. The results shall be used to promote
evidence based practice for peer based education and to develop a
document for presentation for the award of Bsc N degree.
Vlll
ACKNOWLEDGEMENT
I wish to express my sincere appreciation to Mrs. K L Bitok, Mr.
Wachira and Miss Mburugu who provided assistance and
encouragement during the writing of this research proposal.
I also acknowledge Mr. and Mrs. Wamiti and the rest of my family
for their continued support and encouragement.
ix
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND INFORMATION
There has been a steady progress in the development of nursing
education in Kenya, from certificate nurse to the master's
programme (MSCN) started in the University of Nairobi (UON) in
2004.
The degree programme was started in Baraton University in 1990
and introduced thereafter in the University of Nairobi in 1991.
Currently it's being offered in other Kenyan universities.
The nursing education advances are aimed at meeting demands for
quality health care. It is generally understood that education
programme must be deemed to be relevant for the society within
which it's being provided and which is going to benefit from the
product of the educational system.
The relevance can be viewed in relationship to the kind of job and
salaries got.
1
Graduate education prepares one to start a higher level in the
health hierarchy and skills in situational analysis and decision
making. These higher level skills and deeper knowledge of
principles underlying disease causation, treatment and prevention
enable the graduate to function more independently than the non
graduates.
2
1.2 PROBLEM STATEMENT
The first nursing training for nurses was initiated by secular groups
within catholic denomination- In Montreal between 1500 -
1800·(11)
More organized nursing education was later started by Florence
Nightingale in 1860 which was apprentice hospital based training.
Nightingale advocated for the development of a curriculum,
careful selection of nurses and instilling of discipline and
character. She had a vision for the development of a profession, as
she advocated for nurses spending time caring for patients,
continuing learning through out life, being intelligent and using
their intelligence to improve conditions for patients.
Baccalaureate education was started in 1919 in Minnesota
University which was a five year programme comprising of 3 years
nursing programme and 2 years liberal arts programme (12).
AD was the first nursing education program to be developed
through research in 1952 in Columbia, United States of America
(USA). Data collected indicated that the AD program
characteristics made sense and that this form of education would
attract students and that its graduates would be employable (11, 12).
3
Changes in the nursing profession are occurring at a phenomenally
rapid pace. One major change in nursing education is represented
by the development of degree education in nursing, a movement
that began in 1952. By 1975, there were 618 of these programs,
almost half of the existing registered nurses (RN) programs in the
United States of America (USA) as well as Guam, Puerto Rico, the
Virgin Islands, Canada and other countries (14).
From 1948 to 1952 Canada established an experiment with nursing
education to demonstrate whether or not a professional nurse could
be prepared adequately (13, 14).
Nursing education in Kenya followed the same global trend. In
1910 missionaries at kikuyu mission hospital started a school for
nurse orderlies. In 1920 medical training centre (MTC) was started
where nursing assistants were trained. In 1930 eight mission
institutions were already conducting nurse training (5, 6).
The nursing curriculum has a role in identifying professional roles
"andfunctions of its product. On the contrary every year, the
Kenyan universities graduate over a hundred nurses who come out
of college with no clear picture of their professional roles. Hence
what is the job description of a graduate nurse?
4
All in all these are professionals equipped to work with both top
level professionals and community based groups in the eradication
of disease, poverty and hunger and mobilization of the
communities. They are better placed to advocate for the
achievement of the millennium development goals (MDG).
5
Top Related