Improving access to higher education for frontline health professionals in Kenya through ‘blended e-learning’

Abstract

Background: The majority of Kenya's population lives in rural areas with limited access to higher education. A blended ‘eBSc Nursing’ programme was created to bridge the gap. Aims: To explore users' views on the effectiveness of the pilot blended e-learning BSc Nursing programme in Kenya. Methods: A mixed methods approach was used in data collection. All students in the pilot eBsc Nursing programme were sampled and focus group discussions were held with lecturers and mentors. Findings: The majority of the pilot cohort (84%) were satisfied with the quality of training and the inherent flexibility of the model. Offline e-learning sites were only accessible to 64% of learners. Limited ICT skills among lecturers were a concern to 46% of the respondents. Trainers were of the opinion that the in-service eLearners either performed at equal to or better than conventionally-trained BscN students. Conclusions: There was a positive user response to the eBscN upgrading programme. Learner support systems required more strengthening to deliver on desired objectives.