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dc.contributor.advisorMoate, Josephine
dc.contributor.authorOule, Linah
dc.date.accessioned2019-05-27T10:27:57Z
dc.date.available2019-05-27T10:27:57Z
dc.date.issued2019
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64217
dc.description.abstractThis study explores nurse teacher perspectives on the availability and adequacy of the requisite infrastructure for nursing education in diploma level nurse training institutions in Kenya, and how the existing infrastructure influence the teacher’s work. The nurse teachers’ descriptions of their work conditions are compared to the expected practice conditions as prescribed by the NCK Training and Accreditation Standards (2014). The theory of practice architectures is used to map how the prerequisites are connected to teachers practices and, subsequently, the outcomes of education. Qualitative data was collected through policy document review and use of questionnaires to collect perspectives of nurse teachers in diploma level nurse training institutions in Kenya. The findings show that there are opportunities for improvement of teacher preparation and development programs and the nurse training curriculum. Material-economic resource constraints remains a major challenge to nurse training institutions in Kenya and creative nurse teachers are needed to come up with sustainable solutions. Improved partnership and collaboration can also help to mitigate resource shortages for improved nursing education. The nurse teachers’ recommendations provide a great starting point for enhancement of nursing education in Kenya. Further participatory research on how the practice architectures affect teachers’ practices will provide opportunity for all stakeholders to communicate and take collective action to improve practice architectures, and outcomes of nursing education. Keywords: nurse teacher perspectives, practice architectures, nursing education as a practiceen
dc.format.extent104
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subject.othernurse teacher perspectives
dc.subject.otherpractice architectures
dc.subject.othernursing education as a practice
dc.titleNurse teacher perceptions of the practice architectures for nursing education in Kenya
dc.identifier.urnURN:NBN:fi:jyu-201905272830
dc.type.ontasotPro gradu -tutkielmafi
dc.type.ontasotMaster’s thesisen
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.type.publicationmasterThesis
dc.contributor.oppiainekoodi102
dc.subject.ysosairaanhoidon opettajat
dc.subject.ysoopettajat
dc.subject.ysohoitotyö
dc.subject.ysonurse educators
dc.subject.ysoteachers
dc.subject.ysonursing (work)
dc.format.contentfulltext
dc.type.okmG2


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