Browsing by Author "Musisi, Badru"

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    Assessing Nurse Educators' Competencies for Adopting Blended Learning in the Skills labs in Uganda's Public Nursing Schools
    (RA Journal of Applied Research, 2024-09-05) Nampiima, Eva Kakonge; Mulumba, Mathias Bwanika; Musisi, Badru; Nakate, Grace
    Blended learning has become an integral part of nursing education, offering a blend of online and face-to-face instruction that enhances learning experiences, particularly within skills labs. However, the effectiveness of blended learning largely depends on the competencies of nurse educators in utilizing digital tools and methodologies. This study assessed the competencies of nurse educators in Uganda's public nursing schools concerning blended learning adoption. Data was collected from 40 randomly selected nursing educators in 4 public nursing schools in Uganda. The findings indicate significant inadequacies: only 25% are proficient with Learning Management Systems (LMS) like Moodle, 20% can effectively use platforms like Zoom and Microsoft Teams for synchronous sessions, 30% are adept at using social media platforms such as WhatsApp and YouTube for informal learning and networking, and merely 12.5%are proficient in using television videos as supplementary educational resources. These results highlight a critical need for targeted professional development and training programs to enhance the digital competencies of nurse educators. Addressing these gaps is essential for the effective implementation of blended learning, ultimately aiming to improve the quality of nursing education in Uganda and foster the development of skilled nursing professionals
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    Market Orientation in Universities: Bridging Academia and Stakeholder Expectations
    (International Journal of Advanced Research, 2025) Lamaro, Gloria; Okello, Jussy Hakiigaba; Musisi, Badru
    This study explores the market orientation practices at Gulu University, Uganda, to understand how the institution aligns its academic programs with the needs of external stakeholders, such as employers, and enhances stakeholder satisfaction. Using a qualitative approach, data were gathered through semi-structured interviews, focus group discussions, and document analysis involving faculty, students, employers, and community leaders over a ten-year period (2013–2023). Findings reveal that Gulu University has made significant efforts to align its academic offerings with local job market demands, especially in fields like Information Technology and Business Administration. However, programs in areas such as the humanities were criticized for being less market-responsive, with graduates in these fields often lacking necessary practical skills. Both employers and students noted that while some programs were beneficial for job preparation, others felt outdated and disconnected from industry needs. The study also highlights that the university has engaged with external stakeholders through initiatives like internships and outreach programs, though these efforts were inconsistent and lacked coordination across departments. Students expressed frustration with the limited accessibility of these opportunities. Additionally, while some curriculum revisions have been made, the pace of change remains slow, particularly in non-technical disciplines, which hampers the university’s ability to meet evolving market demands. The study concludes that while Gulu University has made progress, barriers such as limited resources, fragmented stakeholder engagement, and slow curriculum updates hinder the full implementation of market orientation. Recommendations include adopting a more coordinated market orientation strategy, investing in faculty development, and integrating stakeholder feedback into the curriculum. Further research is recommended to assess the long-term impact of these strategies on graduate employability and institutional success