Perceptions of the Clinical Nurse Educator Model Among Nurses and Midwives at Moi Teaching and Referral Hospital, Kenya

Abstract

The Clinical Nurse Educator (CNE) model is essential in the evolving healthcare landscape for connecting theoretical knowledge with practical application, especially in resource-limited contexts such as Kenya. CNEs offer bedside education, facilitate professional development, and provide mentorship to nurses and midwives. Nonetheless, their effectiveness may be compromised by factors such as insufficient supervision, elevated patient loads, and personnel shortages, which can adversely impact the professional development of nursing staff. This study investigates the perceptions of nurses and midwives regarding the CNE model at Moi Teaching and Referral Hospital (MTRH), Kenya, a national referral institution serving a diverse and high-acuity patient population. Recognizing the CNE model as a strategic intervention for bridging the gap between theoretical instruction and clinical practice, the research explores its effectiveness in enhancing professional competence, mentorship, and patient care within a resource-constrained setting. Employing a sequential explanatory mixed-methods design, the study integrates quantitative data from structured questionnaires with qualitative insights from in-depth interviews and focus group discussions. A total of 274 nurses and midwives were sampled, alongside a census of 13 CNEs. Quantitative data were analyzed using SPSS version 28 with descriptive statistics, while thematic analysis was applied to qualitative data.  Findings reveal that CNEs are highly valued for their interpersonal skills, emotional support, and bedside teaching, with competency ratings consistently exceeding 85% across five domains. Younger nurses rated CNEs more positively, reflecting generational differences in learning preferences. Nurses and midwives highlighted the practical and emotional benefits of the CNE model, whereas CNEs pointed to systemic challenges such as excessive workload, limited protected teaching time, and insufficient institutional support. The findings demonstrate the CNE role’s capacity to strengthen clinical leadership, professional identity, and a culture of continuous learning. To sustain and scale the model, structural reforms, increased staffing, dedicated teaching resources, and formal institutional backing are required. These insights provide guidance for policy makers and institutional leaders aiming to enhance clinical education frameworks in Kenya and similar contexts.