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Improving access to higher education for frontline health professionals in Kenya through ‘blended e-learning’

Improving access to higher education for frontline health professionals in Kenya through ‘blended... Background:The majority of Kenya's population lives in rural areas with limited access to higher education. A blended ‘eBSc Nursing’ programme was created to bridge the gap.Aims:To explore users' views on the effectiveness of the pilot blended e-learning BSc Nursing programme in Kenya.Methods:A mixed methods approach was used in data collection. All students in the pilot eBsc Nursing programme were sampled and focus group discussions were held with lecturers and mentors.Findings:The majority of the pilot cohort (84%) were satisfied with the quality of training and the inherent flexibility of the model. Offline e-learning sites were only accessible to 64% of learners. Limited ICT skills among lecturers were a concern to 46% of the respondents. Trainers were of the opinion that the in-service eLearners either performed at equal to or better than conventionally-trained BscN students.Conclusions:There was a positive user response to the eBscN upgrading programme. Learner support systems required more strengthening to deliver on desired objectives. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png African Journal of Midwifery and Women's Health Mark Allen Group

Improving access to higher education for frontline health professionals in Kenya through ‘blended e-learning’

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Publisher
Mark Allen Group
Copyright
Copyright © 2018 MA Healthcare Limited
ISSN
1759-7374
eISSN
2052-4293
DOI
10.12968/ajmw.2018.12.2.77
Publisher site
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Abstract

Background:The majority of Kenya's population lives in rural areas with limited access to higher education. A blended ‘eBSc Nursing’ programme was created to bridge the gap.Aims:To explore users' views on the effectiveness of the pilot blended e-learning BSc Nursing programme in Kenya.Methods:A mixed methods approach was used in data collection. All students in the pilot eBsc Nursing programme were sampled and focus group discussions were held with lecturers and mentors.Findings:The majority of the pilot cohort (84%) were satisfied with the quality of training and the inherent flexibility of the model. Offline e-learning sites were only accessible to 64% of learners. Limited ICT skills among lecturers were a concern to 46% of the respondents. Trainers were of the opinion that the in-service eLearners either performed at equal to or better than conventionally-trained BscN students.Conclusions:There was a positive user response to the eBscN upgrading programme. Learner support systems required more strengthening to deliver on desired objectives.

Journal

African Journal of Midwifery and Women's Health – Mark Allen Group

Published: Apr 2, 2018

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