Perceived Ease and Usefulness of Work-Based Learning (WBL) and its Practice among Baccalaureate Nurses in Central Uganda

Abstract

The continuous update of knowledge and skills among nurses and midwives is a global, regional, and national requirement to meet the change in the disease burden, technology, and treatment modalities. Work-Based Learning (WBL) provides real-life work experiences by enhancing skills, ability to learn throughout one’s career and providing quality care. This article describes baccalaureate nurses’ ease to engage in and practice WBL, perceived usefulness, and the relationships between perceived ease and usefulness to practice. A descriptive cross-sectional survey was carried out at 11 hospitals in central Uganda. An Open Data Kit (ODK) designed, and the pre-tested structured tool was used to collect data from 251 purposively selected baccalaureate nurses. Measurement of ease, usefulness, and practice was guided by four competencies: self-regulation, effective communication, teamwork, and evidence-based practice. Descriptive and logistic analysis using SPSS 20 was performed. More than half of the respondents perceived it as easy to engage in WBL (Mean 1.65; SD 0.48). The Majority perceived WBL as useful to the individual, institution, patient or family, and care delivery (Mean 3.37; SD 0.45). The Majority practiced WBL (Mean 1.99; SD 0.11). Perceived usefulness of WBL to the institution was the statistically significant predictor for practice (B=3.97; p<0.05; 95% CI. 4.40). Baccalaureate nurses’ ease to engage in and practice WBL was at the borderline, but they perceive it useful. Perceived usefulness to institutions may require strong policies and guidelines for WBL to support nurses’ engagement and promote up-to-date knowledge and skills for better service delivery. There is a need to test the model and explore other factors that influence WBL among baccalaureate nurses.