| dc.description.abstract | Background: Institutional examinations are critical drivers of students’ learning
process, outcomes and progress. However, gaps in academic performance outcomes of
nursing students at the Kenyatta National Hospital (KNH) School of Nursing were
noted occasioning this study.
Objectives: To investigate the factors (individual, nurse educators and institutional
related) contributing to academic performance outcomes in institutional examinations
among nursing students at the KNH School of Nursing.
Methods: This was a mixed-methods cross-sectional study conducted among 101
nursing students (57 Critical care nursing and 44 Nephrology nursing) and 23 faculty
members at the KNH School of Nursing recruited utilizing census technique. The
students responded to a self-administered questionnaire while the faculty members
responded to an interview guide. Numerical data was analyzed descriptively with SPSS
version 25.0. Associations were probed with chi-square test at 95% CI with outcomes
shown in tables and figures. Non-numeric data was organized descriptively with
findings reported verbatim. Approvals, consenting, voluntarism, discretion were
observed.
Results: 75.2% of the students passed while 24.8% failed. The factors found to
influence their academic performance outcomes in institutional examinations were time
spent on personal studies (89.1%, n = 90; p = <.000); class attendance (75.2%, n = 76;
p = .000); examinations revision (87.1%, n = 88; p = .001); kinds and diversity of
teaching methods used (92.1%, n = 93; p = .001); nature of assessment methods used
(72.3%, n = 73; p = .009); student - lecturer interactions (89.1%, n = 90; p = .000)
alongside availability of appropriate learning facilities (92.1%, n = 93; p = .000) and
learning resources (94.1%, n = 95; p = .001).
Conclusion: Nursing students’ academic performance outcomes in institutional
examinations were influenced by varied factors.
Recommendation: The institutional management should ensure that available learning
facilities, resources and amenities adequately support the students’ learning needs. | en_US |
