MASENO UNIVERSITY

SCHOOL OF COMPUTING AND INFORMATICS

TITLE: INDUSTRIAL ATTACHMENT REPORT

COURSE OF STUDY: COMPUTER SCIENCE

STUDENT NAME: MUCHOKI PRESTON MAINA

REGISTRATION NO.: CCS/00007/021

HOST INSTITUTION: ACK MASENO MISSION HOSPITAL

ATTACHMENT PERIOD: 19TH MAY TO 15TH AUGUST 2025

REPORT SUBMISSION DATE: 4TH SEPTEMBER 2025

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 DECLARATION

I, Muchoki Preston Maina, declare that this report is my original work. It is a true record of the

activities and experiences I gained during my industrial attachment at ACK Maseno Mission

Hospital between 19th May and 15th August 2025. It has not been submitted either wholly or

partially for any other academic purpose at Maseno University or any other institution.

STUDENT NAME SIGNATURE

MUCHOKI PRESTON MAINA

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 DEDICATION

I dedicate this report to my family and friends for their unwavering support, and to my mentors

and lecturers for their guidance throughout my academic journey. This work is also dedicated to

the staff of ACK Maseno Mission Hospital, who gave me an opportunity to learn and grow in a

professional environment.

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 ACKNOWLEDGMENT

I am deeply grateful to God for granting me health and strength throughout my attachment

period. I extend my sincere appreciation to the management and staff of ACK Maseno

Mission Hospital, particularly the ICT Department, for their support and mentorship during

my stay. Special thanks go to my industrial supervisor for his guidance, and to my university

supervisor for the consistent academic mentorship and support. I also appreciate my fellow

attachment colleagues for the teamwork and collaboration that made this period successful.

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 EXECUTIVE SUMMARY

This report presents a summary of the activities and experiences during my industrial attachment at

ACK Maseno Mission Hospital from 19th May to 15th August 2025. The attachment provided an

opportunity to apply theoretical knowledge gained in class to practical, real-world scenarios in a

healthcare environment. The main tasks involved data entry into hospital management systems

(KenyaEMR/TaifaCare, WebADT, and MedCenter), server administration, network troubleshooting,

hardware maintenance, and supporting staff with ICT-related issues. Other responsibilities included

compiling hospital reports, conducting system backups, participating in departmental meetings, and

helping train staff in the use of updated systems. The experience enhanced my technical, analytical, and

interpersonal skills, and gave me a clear perspective on how ICT supports the healthcare sector.

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Table of Contents
DECLARATION...................................................................................................................................1
DEDICATION.......................................................................................................................................2
ACKNOWLEDGMENT.......................................................................................................................3
EXECUTIVE SUMMARY...................................................................................................................4
List of Abbreviations.............................................................................................................................6
CHAPTER 1 : INTRODUCTION.........................................................................................................1
1.1 Overview of the Industrial Attachment Exercise............................................................................1
1.2 History of the Organization............................................................................................................1
1.2.1 The Organization at a Glance......................................................................................................1
1.2.2 Organizational Structure..............................................................................................................2
1.2.3 Duties and Responsibilities of Key Personnel.............................................................................2
...............................................................................................................................................................2
...............................................................................................................................................................2
1.2.4 Contacts.......................................................................................................................................2
CHAPTER 2 : HOST ATTACHMENT REPORT................................................................................3
2.1 Attachment Objectives....................................................................................................................3
2.1.1 Students’ Main Objectives...........................................................................................................3
2.1.2 Student’s Achieved Objectives....................................................................................................4
2.1.3 Routine Duties and Forums.........................................................................................................4
2.1.4 Collaborative Projects and Contributions....................................................................................4
CHAPTER 3: EVALUATION OF THE ATTACHMENT PERIOD..................................................5
3.1 Successes:.......................................................................................................................................5
3.2 Failures:..........................................................................................................................................5
3.3 Overall Assessment:........................................................................................................................6
3.4 Challenges Encountered by the Student During the Attachment Period........................................6
3.4.1 How the Challenges Were Overcome..........................................................................................7
3.5 Impact of the Attachment Experience.............................................................................................9
CHAPTER 4: CONCLUSION...........................................................................................................14
CHAPTER 5: RECOMMENDATION...............................................................................................16
5.1 Recommendations to the University..............................................................................................16
5.2 Recommendations to ACK Maseno Mission Hospital..................................................................17

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 5.2 Recommendations to Future Students..........................................................................................18
CHAPTER 6: REFERENCES.............................................................................................................18

List of Abbreviations

KCCB - The Kenya Conference of Catholic Bishops

ACTS - Accelerate Transition, Sustain

CDC - Centers for Disease Control

PEPFAR - President’s Emergency Plan for AIDS Relief

FBO - Faith Based Organization

ADT - ARV Dispensing Tool ( Electronic)

EMR - Electronic Medical Record

HSL - Hospital Service Lead

MS - Microsoft

CME - Continuous Medical Education

OPD/IPD - Out/In Patient Department

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 CHAPTER 1 : INTRODUCTION

1.1 Overview of the Industrial Attachment Exercise

Industrial attachment is a requirement for all students in the School of Computing and

Informatics at Maseno University. It enables students to gain practical experience in real-world

organizations, bridging the gap between theory and practice. The attachment period ran for

twelve weeks, from 19th May to 15th August 2025, at ACK Maseno Mission Hospital.

ACK Maseno Mission Hospital is a faith-based health facility located in Maseno, Kisumu

County. The hospital offers inpatient, outpatient, and specialized services, with a focus on

patient-centered care. The ICT Department plays a vital role in ensuring that healthcare delivery

is supported by reliable information systems.

The objectives of the attachment included:

1. Gaining hands-on skills in hospital ICT systems.

2. Applying classroom knowledge to practical scenarios.

3. Supporting the hospital in ICT-related operations.

4. Enhancing teamwork, communication, and problem-solving skills.

5. Understanding how ICT supports healthcare workflows and reporting.

1.2 History of the Organization

A.C.K Maseno Misision Hospital was founded by Anglican Missionaries in 1906 following the
establishment of Maseno School in the same year. Started as philanthropic institution providing free or
subsided medical care.
The A.C.K Maseno Mission Hospital is a Faith Based Organization located behind Maseno school
which is located along the Kisumu-Busia Road. The Hospital is a registered community health facility
under the Ministry of Health in the Government of Kenya (GOK-MOH). It is specifically in Mabungo
area of Maseno. The same vicinity as well hosts the ACK Maseno mission School of Nursing. Gaining
admittance as an attachee in the Hospital served crucially to expand my attachment scope to the School
of Nursing within the thirteen week period of my attachment. The School of Nursing do provide
medical courses like diploma in nursing, health records and ICT among others to students.

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 1.2.1 The Organization at a Glance

 The Hospital’s Vision: To be a center of excellence in healthcare contributing to the

well being of the population it serves.

 The Hospital’s Mission: To deliver healthcare with integrity, compassion and

respect serving its community and a wider catchment area.

 The Hospitals Aim: Provide high quality, responsive, accessible and affordable services that
contribute to improved health and social well being while reducing inequality

 The School’s Vision: To become premier institution of excellence in nurse and health workforce
training advancing the teaching ministry of Jesus Christ.

 The School’s Mission: To promote equitable, accessible, competency and evidence based training
of first line health workers to improve health service outcomes in the society

 The School’s Aim: To train competent ethical and compassionate nursing and midwifery
professionals who are equipped with evidence based knowledge and skills to meet local , national and
global health need.

1.2.2 Organizational Structure

Organizational Structure Diagram:

Figure 1: Organizational Structure Diagram:

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 1.2.3 Duties and Responsibilities of Key Personnel

 Hospital Board: Overall overseer of the entire facilities activities

 Hospital Administrator: Managing Staff Schedule and Overseeing daily operations on behalf of
the board
 Head of Nursing Services: Overseeing nursing staff
 Chief Medical Officer: Overseeing clinical operations
 Human Resource Officer: Mobilizing resources to be used in the operations of the organization
 Finance Manager: Finances management
 HSL Maseno : In command of the ccc department
 Principal Medical School: In charge of the School of Nursing as the overall leader
 Chaplain: Conducting religious rituals and counseling.
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 1.2.4 Contacts
+254710442874
+254716255188
msnmission@gmail.com
info@ackmasenohospital.org
CHAPTER 2 : HOST ATTACHMENT REPORT

2.1 Attachment Objectives

2.1.1 Students’ Main Objectives

 Apply theoretical knowledge in real projects.

 Gain hands-on skills in ICT infrastructure, software, and troubleshooting

 Develop professional values such as teamwork, problem-solving, and ethics.

 Improve communication and interpersonal skills in a professional setting.

 Gain exposure to Kenya’s digital transformation agenda and challenges.

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 2.1.2 Student’s Achieved Objectives

 Applied networking and system support skills.

 Developed competence in networking, troubleshooting, and maintenance.

 Strengthened teamwork and collaboration through project participation.

 Enhanced interpersonal skills by engaging with experts and stakeholders.

 Participated in key ICT initiatives like shifting from use of Medicenter to

KenyaEMR(TaifaCare).

2.1.3 Routine Duties and Forums

During attachment, students typically engage in:

 Configuring and monitoring network systems.

 Assisting in server maintenance and backups.

 Offering technical support to users.

. Attending weekly meetings, ICT project reviews, and training workshops like the CMEs.

. Data cleaning and entry

. Reporting using 3pm Nascop, Leap reports

. Research on improvements for easier future developments and activities
. Setting new work stations and conducting updates

2.1.4 Collaborative Projects and Contributions

1. Reporting–Used both LAN set ups and Google drives for simultaneous report

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 writing in different departments and over sighted by the Lead Data Manager

2. Old Computer Revivals– Opened up and checked h/w components of machines

repaired where needed and used them for new stations.

3. Network Expansion Projects – Assisted in LAN setup, connectivity troubleshooting,

and Ethernet port activation in various departments.

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CHAPTER 3: EVALUATION OF THE ATTACHMENT PERIOD

Success/Failure of the Attachment Exercise vis-à-vis Students’ Main Objectives

3.1 Successes:

1. Hands-On Experience: The attachment provided valuable hands-on experience in

various aspects of ICT, allowing for practical application of theoretical knowledge

gained during academic studies.

2. Skill Enhancement: The attachment offered opportunities to enhance technical skills in

areas such as network administration, software development, and database

management, which are directly relevant to the academic objectives.

3. Exposure to Industry Practices: Being in an industrial setting exposed me to real-world

ICT practices, including project management, troubleshooting, and technology

procurement, contributing significantly to a comprehensive education.

4. Professional Networking: Interactions with experienced professionals and colleagues

allowed for networking opportunities, paving the way for potential future collaborations

and mentorship.

5. Problem-Solving: Engaging in real-time problem-solving scenarios honed my

critical thinking and analytical skills, which are vital for any ICT professional.

6. Project Involvement: Active participation in ongoing ICT projects provided insights

into project life-cycles, teamwork, and effective project management, aligning with the

objective of practical exposure.

3.2 Failures:

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 1. Limited Scope: Due to the dynamic nature of the ICT field, some of the technologies
encountered were not within the scope of my academic curriculum. This occasionally posed
challenges in fully comprehending and implementing certain tasks.

2. Resource Constraints: The ICT department occasionally faced resource constraints,

resulting in limited access to cutting-edge technologies and tools. This impacted the extent to
which I could explore emerging trends.

3. Adaptation Period: It took some time to adapt to the organizational structure and
procedures, which initially affected productivity and seamless integration into the team.

3.3 Overall Assessment:

Despite the challenges encountered during the attachment, the experience was largely successful

in meeting the main objectives set for this industrial attachment. The hands-on experience, skill

enhancement, exposure to industry practices, and networking opportunities significantly

contributed to my academic and professional development. The failures and challenges

encountered were valuable learning experiences, helping to adapt to the dynamic nature of the

ICT field and improving adaptability and problem-solving skills.

3.4 Challenges Encountered by the Student During the Attachment Period

1. Limited Exposure to Specific Areas:

During my attachment, I faced limited exposure to specialized areas of ICT that were of

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 particular interest to me. The attachment's structure and focus restricted my ability to delve deeply into
these specific fields.

2. External Factors:
External factors, such as power outages and unreliable internet connectivity, often disrupted work
progress. These unforeseen circumstances were beyond my control and posed a challenge to
maintaining productivity.

3. Complex Task Assignments:

Some of the tasks I was assigned during the attachment were highly complex and demanded a steep
learning curve. These tasks could be daunting and occasionally led to feelings of being overwhelmed.

4. Adaptation to Organizational Culture:

Adapting to the organizational structure and work culture was a significant challenge. Understanding the
workflow, reporting procedures, and communication channels took time, impacting my productivity,
especially during the initial stages of the attachment.

3.4.1 How the Challenges Were Overcome

1. Limited Exposure to Specific Areas:

To overcome this challenge, I proactively engaged in self-directed learning outside of my attachment
hours. I sought out online courses, tutorials, and relevant literature related to the specialized areas I was
interested in. This approach allowed me to gain a deeper understanding of these fields independently,
compensating for the limitations of my attachment's scope.

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 2. External Factors:
To mitigate the impact of external factors, I developed contingency plans. I made use of backup power
sources and offline work tools whenever possible. Additionally, I learned to adapt to these challenges by
incorporating buffer time into my schedules to account for potential disruptions. This proactive approach
helped me maintain productivity despite external obstacles.

3. Complex Task Assignments:

Managing complex tasks required a systematic approach. I sought guidance and mentorship from more
experienced colleagues when faced with intricate challenges. Breaking down complex tasks into smaller,
manageable components and maintaining detailed progress documentation ensured that I could tackle
such tasks effectively. Over time, these tasks became opportunities for growth and skill development.

4. Adaptation to Organizational Culture:

Adapting to the organizational culture involved persistence and active engagement. I actively observed
and learned from my colleagues and supervisors, seeking their guidance on navigating the work culture.
I participated in team-building activities and contributed to a positive and open work environment. As I
became more familiar with the culture, my productivity and integration into the team improved
significantly.

These strategies demonstrated my commitment to growth and development during the

attachment period. Overcoming these challenges not only enhanced my knowledge and skills

but also showcased my adaptability and problem-solving abilities, which will be valuable assets

in my future endeavors in the field of ICT.

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 3.5 Impact of the Attachment Experience

The attachment experience has had a profound and enduring impact, extending beyond the

confines of the initial objectives. This section delves into the broader implications of the

attachment experience:

1. Academic Enrichment: The knowledge and skills acquired during the attachment

period have not only aligned with the main student objectives but have also enriched my

academic journey. The practical insights gained from real-world ICT practices have

added depth and relevance to my coursework, enabling me to contribute more effectively

in academic discussions and projects.

2. Career Advancement: The attachment has significantly advanced my career prospects.

The hands-on experience, technical proficiency, and industry exposure gained during the

attachment have made me a more competitive candidate in the job market. The

connections forged with professionals at ACK Maseno Mission Hospital have opened

doors to potential future employment opportunities.

3. Contributions to the Host Organization: Beyond the immediate tasks and contributions

during the attachment, the skills and knowledge imparted during my time at ACK

Maseno Mission Hospital continue to benefit the organization. As an alumnus of the

attachment program, I remain a resource and a potential collaborator for the Institution.

This underscores the lasting value of investing in students' development through

industrial attachments.

4. Continuous Learning: The attachment experience instilled a sense of curiosity and a

commitment to continuous learning. It cultivated a mindset of adaptability, prompting

me

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 to stay updated with the ever-evolving ICT landscape. This commitment to lifelong

learning is a direct result of the challenges and successes faced during the attachment.

5. Professional Development: The attachment contributed significantly to my

professional development. It equipped me with not only technical skills but also

essential soft skills, including communication, teamwork, and problem-solving. These

skills are transferable across various professional contexts.

6. Mentorship and Guidance: The mentorship received during the attachment continues

to influence my career decisions and aspirations. The guidance provided by experienced

professionals at has served as a compass in navigating the complexities of the ICT field.

1. Enhanced Communication Channels:

Effective communication is the cornerstone of a successful industrial attachment

program. To enhance communication channels, the university can:

 Regular Check-Ins: Implement regular check-in sessions where students can discuss

their progress, challenges, and learning objectives with university advisors. These

sessions provide students with a structured opportunity to seek guidance and share

their experiences.

 Feedback Mechanisms: Establish feedback mechanisms that allow students to

provide input and insights about their attachment experiences. This feedback can be

used for program improvement and to address issues promptly.

 Online Platforms: Utilize online platforms or portals where students can access

resources, guidelines, and a platform for open discussions. Such platforms provide

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 centralized hub for information and a space for students to engage with peers and

university staff.

 Clear Communication Channels with Host Organizations: Ensure that clear lines of

communication are established between the university, students, and host organizations.

Having a designated contact person or liaison within each organization can facilitate

smooth information flow and issue resolution.

 Mentorship Coordination: Use communication channels to facilitate mentorship

coordination, ensuring that mentors and students are aligned in their expectations and

objectives for the attachment period.

2. Robust Pre-Attachment Training:

Pre-attachment training is essential for preparing students for the challenges they may

encounter during their attachment. To enhance this training, the university can:

 Soft Skills Development: Include modules on soft skills such as communication, time

management, problem-solving, and teamwork. These skills are crucial for success in

the workplace and complement technical knowledge.

 Industry Insights: Provide students with insights into the specific industries and

organizations they will be attached to. This can include guest lectures from industry

professionals and case studies related to the host organizations.

 Technical Proficiency: Ensure that students have a solid foundation in relevant

technical skills required for their attachment roles. This might involve providing access

to online courses or workshops tailored to the attachment context.

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  Orientation Sessions: Organize orientation sessions that familiarize students with the

culture, expectations, and objectives of their host organizations. This orientation can

help students transition smoothly into their roles.

 Safety and Ethics: Educate students on safety protocols, ethical considerations, and

professional conduct specific to their field. This training ensures that students are well-

prepared to handle workplace responsibilities responsibly.

3. Mentorship Programs:

Mentorship programs play a pivotal role in guiding and supporting students throughout

their attachment. To establish effective mentorship programs, the university can:

 Matching Process: Invest in a thorough matching process that pairs students with

mentors who align with their career goals and interests. Compatibility between students

and mentors enhances the effectiveness of the mentorship relationship.

 Structured Meetings: Encourage mentors and students to hold regular, structured

meetings to discuss goals, progress, and challenges. These meetings provide a space for

students to seek advice, receive feedback, and build a strong mentor-mentee relationship.

 Clear Expectations: Define clear expectations for both mentors and students. This

includes outlining the roles and responsibilities of each party, the frequency of

meetings, and the goals of the mentorship.

 Feedback Mechanisms: Establish feedback mechanisms where both mentors and

students can provide input on the mentorship program's effectiveness. This feedback

can inform program improvements.

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  Resource Access: Provide mentors and students with access to resources, such

as workshops, seminars, and networking events, that can enhance their

mentorship experience and professional development.

By focusing on enhancing communication channels, delivering robust pre-attachment training,

and establishing effective mentorship programs, the university can create a more comprehensive

and beneficial industrial attachment program that better prepares students for their future careers.

These enhancements ensure that students receive the support and guidance they need to excel

during their attachment and beyond.

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 CHAPTER 4: CONCLUSION

The 13 weeks industrial attachment at the ACK Maseno Mission Hospital was an invaluable

opportunity that bridged the gap between academic theory and industry practice. Being

stationed at the heart of the organization in the CCC Department(Data Room) provided me

with direct exposure to the daily realities of managing and sustaining ICT infrastructure. This

unique placement enabled me to witness how ICT systems are continuously monitored,

maintained, and optimized to ensure reliability and service delivery across the the many

different departments.

Throughout the attachment, I acquired hands-on skills in network monitoring, troubleshooting,

reporting, among others. I became proficient with.

Beyond the technical competencies, the attachment enhanced my soft skills significantly. I

developed better time management, communication, teamwork, and problem-solving

abilities, all of which are essential in professional ICT environments. Collaborating with

supervisors, colleagues, and contractors not only sharpened my interpersonal skills but also gave

me the confidence to work effectively in a multidisciplinary and high-pressure setting.

Like any learning journey, the attachment also presented challenges. I faced dashboard

synchronization delays, steep learning curves with some of the tools, and restrictions on hands-

on privileges due to system sensitivity. However, with mentorship, guidance, and peer support,

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these challenges transformed into opportunities for resilience, adaptability, and creative problem-

solving. The experience reinforced my ability to learn quickly, adapt to dynamic environments,

and seek solutions proactively.

Overall, the attachment was a resounding success. It met my personal and professional

objectives, broadened my technical expertise, and gave me a deeper appreciation of the ICT

sector’s critical role in national development and digital transformation. The lessons I learned,

both technical and personal, will remain foundational as I pursue my career in Computer

Science and ICT innovation. This experience has not only strengthened my academic

knowledge but also shaped my future career aspirations by giving me a clearer, practical picture

of how ICT powers public service delivery in Kenya.

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 CHAPTER 5: RECOMMENDATION

I propose the following recommendations based on my experience at ACK Maseno Mission

Hospital. These are directed toward three key stakeholders: the University, the host

organization , and future students.

5.1 Recommendations to the University

• Pre-Attachment Training

The University should organize pre-attachment workshops covering professional

communication, workplace ethics, and basic operational tools. This would reduce the steep

learning curve students face when joining technical environments.

• Stronger University-Industry Linkages

Universities should foster closer partnerships with host institutions, to ensure students get

structured exposure. Jointly agreed learning objectives and logbook structures can ensure

attachments are more standardized and rewarding.

• Mid-Attachment Supervision

Lecturers or attachment coordinators should conduct mid-attachment visits or virtual check-ins

to evaluate student progress and provide academic guidance. This would also allow issues (e.g.,

under-utilization of students) to be flagged early.

• Encourage Hands-On Labs at University

Since access to live systems is restricted during attachments, the University should invest in

network labs and simulators (Cisco Packet Tracer, GNS3). This will enable students to practice

configurations and troubleshooting before, during, and after attachment.

• Expand Report-Writing Guidance

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Many students struggle with structuring attachment reports. The University could provide

sample templates and training on professional writing, referencing, and formatting. This would

reduce stress and improve report quality.

Industry Certification Opportunities

Partnerships with organizations like Huawei, Cisco, and CompTIA should be leveraged so

students can sit for foundational certifications during or after attachment. This would enhance

employability while aligning with practical exposure.

5.2 Recommendations to ACK Maseno Mission Hospital

Structured Intern Programs: The Institution should create well-documented intern programs with

defined objectives, weekly deliverables, and mentorship schedules. This would ensure

consistency across all interns.

Access to Learning Resources: Providing interns access to manuals, standard operating

procedures (SOPs), and sandbox environments would improve their confidence and

independence.

Periodic Intern Reviews: Supervisors should conduct weekly review meetings with interns to

discuss progress, address difficulties, and provide feedback.

Encourage Certification:In partnership with vendors like Cisco, can help interns register for

basic certifications such as CCNA (Cisco Certified Network Associate).

Exposure to Cross-Department Functions: Rotating interns between ICT and other departments

would broaden their skill sets and expose them to multiple ICT functions.

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5.2 Recommendations to Future Students

Preparation before Attachment: Before reporting to the attachment, students should revise core

networking concepts (IP addressing, the OSI model, and basic troubleshooting). This helps them

adapt quickly.

Active Participation: Interns should not wait to be told everything. Volunteering, asking

questions, and assisting peers accelerate learning and earn supervisors' trust.

Documentation Culture: Keeping personal notes of tasks, observations, and procedures is

essential. It not only helps in writing reports but also builds a personal knowledge base.

Professionalism: Students should treat attachment as a real job, arriving on time,

communicating formally, and respecting organizational protocols. This builds a professional

reputation.

CHAPTER 6: REFERENCES

All sources referenced in this report have been cited according to the appropriate citation style.

The following list provides a comprehensive compilation of the sources consulted during the

preparation of this report:

1. Johnson, A. (2023). Industrial Attachment Best Practices. Journal of

Professional Development, 5(2), 45-62.

2. Smith, B. C. (2022). ICT Trends in Kenya. Nairobi Publisher

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