Browsing by Author "Mutea, Naomi K."

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    Kenya and distance education: a model to advance graduate nursing
    (Blackwell Publishing Ltd, 2012-08) Mutea, Naomi K.; Cullen, D.L.
    Africa is faced with a myriad of challenges, such as HIV/AIDS, malaria, tuberculosis, and a variety of political and historical complications that have affected the educational system for advanced nursing practice. In Kenya, the current situation in the higher education sector does not give nurses an opportunity to pursue graduate education after they have acquired the basic diploma in nursing due to limited government support and the type of education system existing in the country today. Although distance education has been available in Kenya for professionals such as teachers, in public universities, this kind of opportunity is unreachable for nurses who are working and need to further their education. Nurses desire to have access to advanced practice education to equip them with the relevant knowledge to cope and address the complex health issues arising in the management and care of patients. A collaborative model is presented as a potential solution for this need. Four major constituents are identified including hospitals and agencies, communities of interest, Kenyan universities and international education partners. Each has a part to play including contributions to information, communication of opinion and expertise, money and support, infrastructure and in-kind resources. Distance education is cost-effective and will help in building capacity at various levels of nursing including leadership in clinical practice, teaching, administration and research.
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    Kenyan Nurses’ involvement in managing hospitalized diabetic patients
    (2008) Mutea, Naomi K.; Baker, C.M.
    Diabetes is a global public health concern because the incidence, prevalence and financial burden are rapidly increasing. Clinical nursing research in developing countries is rare. This study examines nurses' involvement in the management of diabetic patients in a western Kenya Hospital. A descriptive exploratory design is used, data were collected in structured interviews with 15 registered nurses using an investigator-designed instrument. Content analysis produced eight categories of nurses' involvement in managing hospitalized diabetic patients. Facilitators and barriers to managing diabetic care are presented from the perspective of the nurse, hospital, patient, family and community. Workforce redesign is needed to cope with nursing shortages.
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    Presenting Oneself as a Nurse: A Social and Professional Reality Construction
    (Unisa Press, 2002-11) Ojo, A.A.; Mutea, Naomi K.; Wambui, T.; Chelagat, D.
    The paper examined the historical development of nursing education and practice in two selected African countries as a background for analysing the image of nurses and nursing. Mead's (1934) Symbolic InteractionistTheof\' was employed to describe the basis of nurse;' low social and professional image which has been perpetuated by feminization of nursing, its classification as a low status occupation, its consignment as an appendage of medicine and widespread discrimination against womcn in Africa. Since reality construction is a continual creation as individuals interact in any social situation and as the social status and professional roles of nurses improve the image and self presentation will be enhanced. The submissive, accepting and passive doer-oriented critical mass of practising nurses in these countries cxplains the need for expanding degree programmcs that will facilitate collegiality in clinical relationships. It is argued that liberal university education is an important prerequisite for nurses to effectively use the concepts of assertiveness, power and influence to bring about positive change in their image and provision of quality nursing care. Recommendations made include need for nurses to convey messages of maturity, responsibility and expertise to patients, relatives and other stakeholders in health care services through their appearance, language, behaviour and performance of their professional responsibilities.
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    Using Podcasts to Help Students Apply Informatics Concepts: Benefits and Unintended Consequences. CIN: Computers, Informatics Nursing
    (2012-03) Meek, A.J.; Mutea, Naomi K.; Mikyoung, L.; Jones, J.F.
    Despite requirements for robust health informatics education, a multitude of educators and policy analysts report that programs are not adequately preparing nurses to handle the bevy of technologies that will be a part of their practice. A series of 14 "Podcasted" exemplars were developed to help graduate online students visualize the application of health informatics concepts in real-world settings and to determine the impact of podcasting on student cognition, engagement, and satisfaction. Although no significant differences in student cognition scores or student engagement were found between course conditions, course satisfaction was significantly higher in Podcasted weeks of the course. Also, student engagement was positively correlated with aspects of course satisfaction and overall cognition scores under both course conditions. This result suggests that student engagement plays an important mediating role in improving cognition. Students' use of podcasting did produce a temporary drop in scores for one group; therefore, more research is needed to understand these unintended consequences. With distance/online education becoming mainstream, it is imperative that faculty deploy and confirm ways to improve student cognition, engagement, and satisfaction.