Institutional Factors Influencing Acquisition of Clinical Competencies Among Nursing Undergraduates in Government and Private Universities in Uganda

Abstract

Clinical competencies acquisition is one of the core components of nursing education that equips students with the practical knowledge and competencies for effective patient care. In Uganda, both government and private universities offer courses in nursing with the aim of producing skilled professionals to meet the healthcare needs of the population. However, despite the efforts made by educational institutions, students' ability to acquire clinical skills is often influenced by a variety of institutional factors. Therefore, this study explored the institutional factors influencing acquisition of clinical competencies among nursing undergraduates in both government and private universities in Uganda. The research adopted a mixed-method approach, involving 108 final-year students, 8 Heads of Departments (HODs), and 48 clinical supervisors across eight universities in Uganda. Data were collected using a pre coded self-administered questionnaire and focus group discussions (FGDs). Quantitative data were analyzed using descriptive statistics and chi-square tests, while qualitative data were transcribed and analyzed using thematically. The study Original Article 14 3(1), 2024 Kempango et al. found that institutional factors, such as support from heads of departments, regular feedback from supervisors, and meaningful performance progress reports, were critical in enhancing students' clinical competencies. A strong positive correlation (r = 0.668, p=0.00) was found between institutional arrangements and the acquisition of clinical skills. Additionally, students expressed a preference for university supervisors due to their approachability and support in clinical settings. The study recommends that in order to strengthen competency acquisition, institutions should be advised to build up faculty leadership, develop the mentorship structures and ensure that there are proper support mechanisms for students in the clinical placements