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Quality of nursing education programme in the Philippines: faculty members perspectives.

ABSTRACT: Background: The subject of continuous improvement in the quality of nursing education programme is an extremely sensitive issue worldwide, particularly in the Philippines where a high number of trained registered nurses are exported to both developed and developing countries. The assessment of the quality of nursing education programme is usually measured using pass rates in licensure examinations by several government organizations. However, few studies have indicated that various categories of faculty members view the quality of nursing programmes differently, this study probed further and determined whether the quality of nursing education programme differs according to the profile of faculty members in Philippines colleges of higher education.

Methods: A cross-sectional survey study design was employed in this study. One hundred and eight-five (185) faculty members in fifteen (15) higher educational institutions were selected for the research using purposive-census sampling. The study was carried out from January 1 to June 30, 2017. Close-ended structured questionnaires based on study objectives were used to collect data. Frequency and percentages were used to analyse the profile of faculty members whereas weighted means from a four Likert's scale was used to interpret the extent of perceived quality of nursing education programme.

Results: Majority, 39 and 46% of faculty members had 1-5?years' clinical experience and 6-10?years of teaching experience respectively. Faculty members strongly agreed with a grand weighted mean of 3.84 out of 4.00 that nursing education programme is of good quality in the Philippines and is synonyms with other universities in the world. Teaching experience of faculty members showed significant relations in the quality of mission/vision/goals/objectives (p-value?=?0.008), curriculum and instruction (p-value?=?0.038), administration of nursing programme (p-value?=?0.025), faculty development programme (p-value?=?0.003), physical structure and equipment (p-value?=?0.016), student services (p-value?=?0.017), admission of students (p-value?=?0.010) and quality assurance system (p-value?=?0.009).

Conclusion: Faculty members strongly perceived nursing education programme to be of good quality in this study. Teaching experience of instructors showed a significant relationship with the quality of nursing education programme in all the quality assessment indicators. However, clinical experience and job category of faculty members rather showed that the quality of nursing education programme is the same throughout all the higher educational institutions. The study implies that the teaching experience of faculty members is a strong predictor of quality of nursing education programme and employing faculty experienced in teaching is substantial for the continuous improvement of nursing education programme.

SUBMITTER: Appiah S

PROVIDER: S-EPMC7689987 | biostudies-literature | 2020 Nov

REPOSITORIES: biostudies-literature

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Quality of nursing education programme in the Philippines: faculty members perspectives.

Appiah Stella S

BMC nursing 20201125 1

<h4>Background</h4>The subject of continuous improvement in the quality of nursing education programme is an extremely sensitive issue worldwide, particularly in the Philippines where a high number of trained registered nurses are exported to both developed and developing countries. The assessment of the quality of nursing education programme is usually measured using pass rates in licensure examinations by several government organizations. However, few studies have indicated that various catego ...[more]

PMID: 33292176

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Project description:IntroductionOne argument for introducing research in bachelor`s degree in health care is to ensure the quality of future health care delivery. The requirements for research-based education have increased, and research on how research-based education is experienced is limited, especially in bachelor health care education programmes. The aim of this study was to explore how occupational therapy students and faculty members experienced and perceived research-based education.MethodsThis qualitative, interpretative description consisted of three focus group interviews with occupational therapy students in their final year (n = 8, 6 and 4), and three focus group interviews with faculty members affiliated with occupational therapy programmes in Norway (n = 5, 2 and 5). Interviewing both students and faculty members enabled us to explore the differences in their experiences and perceptions.ResultsFive integrative themes emerged from the analysis: "introducing research early", "setting higher expectations", "ensuring competence in research methods", "having role models" and "providing future best practice". Research was described as an important aspect of the occupational therapy bachelor program as it helps ensure that students achieve the necessary competence for offering future best practice. Students expressed a need to be introduced to research early in the program, and they preferred to have higher expectations regarding use of research. Competence in research methods and the importance of role models were also highlighted.ConclusionsUndergraduate health care students are expected to be competent in using research. Findings from our study demonstrated that the participants perceived the use of research during training as important to ensure future best practice. Increasing the focus on research in the programme's curricula and efforts to improve students' formal training in research-specific skills could be a starting point towards increased use of research in the occupational therapy profession.

Project description:Background: Clinicians in their role as teachers and medical faculties were struggling to address the medical students' needs regarding their medical education in times of COVID-19. They were especially confronted with several challenges regarding what medical training should look like and how to transfer medical training to integrate relevant skills like interpersonal or practical competencies. This study aimed to investigate the teachers' perspectives on medical education and COVID-19 in general, including their distress level. Methods: This quantitative questionnaire study was distributed online among responsible lecturers of medical training at the Medical Faculty of Tuebingen. Teachers answered questions about the medical training, COVID-19 in general (on a seven point- Likert scale from "not at all" to "completely") and their mental well-being (STAI). Descriptive data analysis and t-tests were performed. Results: The teachers reported being significantly (p<.01) more distressed regarding the medical training (M=4.63, SD=1.24) in comparison to their private lives (M=3.58, SD=1.38) or the clinical context (M=3.33, SD=1.95). They also felt significantly less informed about the medical training in times of COVID-19 (p<.001). They wished for more support and information from their medical faculty. When teachers were asked which teaching should be implemented in future, they reported the most the online lectures (87.5%), followed by collaborative working (75.5%), live broadcast (62.5%) and online chats (58.3%). Teachers also saw the current situation of COVID-19 as a chance for a digital transformation of the medical education (M=5.92, SD=0.95). Discussion: Teachers of the Medical Faculty of Tuebingen saw online-based teaching formats as a chance to meet the medical students' needs regarding the medical education. Video-based formats like online lecturers and online chats with teachers might play a relevant role in order to impart knowledge. Furthermore, medical students should also be taught in digital formats like telehealth, including patient-physician distance interactions.

Project description:BackgroundThis study aims to describe the validation and optimization of a new instrument designed to comprehensively measure and evaluate the quality of care in nursing homes; the Quality Evaluation Questionnaires for Nursing Homes (QEQ-NH). This instrument comprises several questionnaires on the perceived quality of care for various perspectives (e.g. clients, family and professional caregivers) and covers eight themes of the national quality framework for nursing home care in the Netherlands.MethodsData were collected in six nursing homes between September 2017 and June 2018, among 359 residents, 48 family caregivers and 648 professional caregivers who completed a subgroup-specific questionnaire of the QEQ-NH. Construct and criterion validity of the three questionnaires were tested with item- and scale analyses. Content validity of the questionnaires was tested in cognitive interviews with 20 participants (7 residents, 5 family caregivers and 8 professional caregivers).ResultsPsychometric analyses confirmed the multidimensionality and reliability of the three questionnaires, and the cognitive interviews showed various possibilities for further optimization of the instrument. Construct, criterion and content validity of the three questionnaires ranged from acceptable to good. Cronbach's alphas were > .70 for almost all scales. More than half of the items were candidate for optimization according to the cognitive interviews, mainly due to clarity or knowledge problems, and the questionnaires of the QEQ-NH were optimized accordingly.ConclusionsThe Quality Evaluation Questionnaires for Nursing Homes (QEQ-NH) provide a solid basis to measure the quality of nursing home care, by covering the national quality themes and by integrating the various perspectives of all parties involved. With real-time feedback, the instrument provides the management and care teams with information to select possibilities or areas for improvement and to continuously monitor the effects of quality improvement in nursing homes.

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Quality of nursing education programme in the Philippines: faculty members perspectives.

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Quality of nursing education programme in the Philippines: faculty members perspectives.

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