Assessing the effects of the nursing education reform on the educational environment in Tajikistan: a repeated cross-sectional analysis

Lechthaler, Filippo; Arigoni, Michele; Khamidova, Mohira; Davlyatova, Dilbar; Prytherch, Helen; Wyss, Kaspar

doi:10.1186/s12912-020-0405-4

Cited by 6 publications

(5 citation statements)

References 28 publications

(41 reference statements)

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“…Improvements in the educational environments of nurses in Tajikistan have also been documented. (22) Kazakhstan o cially joined the Bologna Declaration in March 2010. The main characteristics are: (1) the minimum entry quali cations involve completing 10 years of general education (15-16 years old); (2) introducing a three-cycle higher education system consisting of bachelor's, master's and doctoral studies; and (3) implementation of a system of quality assurance, to strengthen the quality and relevance of learning and teaching (23).…”

Section: Educationmentioning

confidence: 99%

Building health systems resilience in Central Asia through nursing and midwifery: Evidence to inform policy action

Llop-Gironés,

Azhymambetova,

Asanova

et al. 2024

Preprint

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Background The recent announcement of the next WHO State of the World’s Nursing and Midwifery Reports calls for a review of the state of nursing and midwifery worldwide. In the WHO European region, a broad set of health system reforms have been introduced in Central Asian countries (CACs), namely, the Republic of Kazakhstan, the Kyrgyz Republic, the Republic of Tajikistan, Turkmenistan and the Republic of Uzbekistan. These reforms have become the focus of a series of sub-regional policy dialogs between CACs, led by government chief nursing and midwifery officers, to accelerate the implementation of a package of policies to strengthen the capacity of nurses and midwives and build health system resilience. This study reviews the current state of nursing and midwifery capacity and documents future actions that can be taken in CACs. Case presentation A systematic approach was used to describe trends, capacity and gaps in CACs’ education, practice, regulation, leadership, and working conditions of nurses and midwives. Currently, CACs face challenges in increasing the level, quality and evidence-base of nursing and midwifery education, require efforts to expand the role of nurses, with emphasis on PHC and particular attention is required to decent working conditions, including fair income and security in the workplace. The GCNMOs have demonstrated experience in the oversight of both workforces and require support for effective work in making policies. To build health systems resilience in CACs through nursing and midwifery, a strategic package of evidence-informed actions that addresses education, practice, regulation, leadership, and working conditions of nurses and midwives is suggested for the period up to 2030. Conclusions Current educational reforms and curricular development, combined with innovations in clinical practice and working environment can be pursued to foster better access to quality of care, enhance workplace satisfaction and improve recruitment and retention of nurses and midwives. However, to fully achieve this, CACs will require increased institutional capacity; strengthened data for nursing and midwifery planning in the context of health workforce policy and health priorities, and financial and non-financial investment in the nursing and midwifery workforce.

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Section: Educationmentioning

confidence: 99%

Building health systems resilience in Central Asia through nursing and midwifery: Evidence to inform policy action

Llop-Gironés,

Azhymambetova,

Asanova

et al. 2024

Preprint

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“…In modern education, the essence of the concept of "educational environment" and its various aspects were studied by Aars and Christensen [9], Abed et al [10], Alahmadi [11], Al-Maroof et al [12], Andersson [13], Berrani et al [14], Bondarenko et al [15], Camacho et al [16], Chrysafiadi et al [17], Dotsenko [18], Fuentes-Moreno et al [19], Horbatiuk et al [20], Huh [21], Kerimbayev et al [22], Kyslova et al [23], Lechthaler et al [24], Lawless and Riel [25], Lee et al [26], Morze and Kucherovska [27], Mousavi et al [28], Orlando et al [29], Sahu et al [30], Shapovalov et al [31], Smogorzewska et al [32], Stratulat et al [33], Tleubay et al [34], Uchitel et al [35], Yang et al [36] and others. The educational environment is considered as a factor of education from the standpoint of understanding education as a special sphere of social life.…”

Section: Related Workmentioning

confidence: 99%

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

Osypova¹,

Tatochenko²

2021

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.

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“…Nine negatively-worded items must be reverse scored for analysis and interpretation (Lechthaler et al, 2020 ) Previous research has indicated that various personal characteristics, such as teaching experience and gender, explain differences in teaching behavior and student outcomes (Inda-Caro et al, 2019 ). The different components of teaching and learning, understanding the current situation of medical nursing students, and the type of education being provided were taken into consideration.…”

Section: Introductionmentioning

confidence: 99%

Perspective of educational environment on students’ perception of teaching and learning

Singh

Saini

Kumar

et al. 2022

Learning Environ Res

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Cross-sectional research was designed using the Dundee Ready Education Environment Measure (DREEM) to examine the impact of the educational environment on students’ perceptions of learning and teaching in a university offering higher education. Using a Likert scale, 300 participants from various streams were assessed. There were no disparities in the students’ judgments in the five DREEM categories of discipline, accommodation, gender, level of study, and disciplines. In general, students judged that the student–teaching environment was satisfactory. To investigate the validity of the DREEM, we conducted Cronbach alpha analysis and exploratory factor analysis (EFA) employing principal component analysis with varimax rotation. Only 44 of the 50 factors were deemed to be significant, with a cumulative explained variance of 46.539%. The total construct dependability of the EFA nine-factor solutions was 0.954. Finally, only five acceptable factors explained 46.539% variance using the criteria of eigenvalue > 1 and Cronbach’s alpha > 0.6. Factor analysis was appropriate as evidenced by the Kaiser-Meyer-Olkin Measure of Sampling Adequacy of 0.942. With a Cronbach alpha of 0.955, the revised first domain of “student perception of learning” was the most trustworthy DREEM item, accounting for 20.19% of the variance. The highest factor loading was for the item “Teaching helps me become a more active learner”. A redesigned DREEM might be valuable for assessing the educational environment at institutions providing higher education.

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Assessing the effects of the nursing education reform on the educational environment in Tajikistan: a repeated cross-sectional analysis

Cited by 6 publications

References 28 publications

Building health systems resilience in Central Asia through nursing and midwifery: Evidence to inform policy action

Building health systems resilience in Central Asia through nursing and midwifery: Evidence to inform policy action

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

Perspective of educational environment on students’ perception of teaching and learning

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