Abstract:
Student support is dynamic and requires all-round preparation of faculty as well as their ability to support the learners in navigating the learning environment. This ability can only be understood through understanding the preparation and perception of faculty that can pause a facilitator or inhibiter of the desired end. The aim of the study was to examine faculty factors influencing Bachelor of Science Nursing (BScN) students’ mentorship in universities in Kenya by examining perception of faculty on availability and training on mentorship, assessing the implications of faculty
workload and training on student mentorship and evaluating the perception of faculty on BScN student peer mentorship. The study was cross sectional with qualitative approach of data being applied. Study was conducted on faculty in nursing schools at Masinde Muliro University of Science and Technology (MMUST), Great Lakes University of Kisumu (GLUK), Uzima University and University of East Africa Baraton (UEAB). Results indicated that majority of the participants in the schools did not have requisite training to conduct mentorship and therefore felt inadequately prepared to engage in mentorship. However, majority felt that if peer mentorship structures were put in place and implemented, it would be worth, efficient and effective in supporting learners to socially adjust hence succeed in their academics. In conclusion, training of faculty, faculty workload and faculty perception of peer mentorship influenced student mentorship in universities in Kenya.
