Making it Work – A BSN Faculty’s Process of Curriculum Redesign

Elliott, Shannon; Rees, Glynda; Shackell, Eileen; Walker, Joan

doi:10.1515/ijnes-2016-0057

Cited by 5 publications

(2 citation statements)

References 7 publications

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“…It is often a challenge for educators in planning nursing students for practice in response to continuously varying educational strategies, methodologies and knowledge, a BSN nursing program determined that a curriculum redesign was necessary and is known for being responsive to the development of the significant educational standard that greatly affects registered nurses' employability in the academic field. To cope with internationalization and globalization of educational institutions is to redesign of curriculum development [39]. Consequently, downsizing of student population in nursing education is drastically felt that universities or schools are confronted to manage through reduction of nurse educators being hired.…”

Section: Discussionmentioning

confidence: 99%

Understanding Philippines Nurses' Competency in the Delivery of Healthcare Services

Feliciano¹,

Boshra²,

Mejia³

et al. 2019

J Pat Care

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Background: Growing rates and causes of medical errors made by nurses have just arisen as a substantial concern that can consequence to mortality and frailty of numerous individuals annually. Evaluating nurses' competency is challenging as no single method is deprived of its assessment. Thus, it led to recognize influencing characteristics towards nurses' competency in healthcare services delivery. Methods: This descriptive, cross-sectional study assessed nurses' competency of a purposive sample of 211 registered nurses employed in selected private and public hospitals of Central Luzon, Philippines. Results: Most of the respondents were under 21-60 years old (mean=31.64, SD=2.46), predominantly single 146 (69.20%), female 131 (62.10%), registered nurses 162 (76.80%) that were permanently employed as staff nurses 128 (60.70%) for 1-30 years in service (mean=6.43, SD=1.85) that earned Php 6,000-60,000 (mean=17.951, SD=3.68) which is less than expected to receive. Overall, nurses had positive perceptions toward their competency (mean 4.49 ± SD 0.88). Among the seven-dimension competency scale, 'legal/ethical practice' was the highest mean score (mean 4.60 ± SD 0.55) reported, while 'teaching-coaching' (mean 4.36 ± SD 0.62) the lowest. Permanent nurses revealed higher self-perceived competencies than non-permanent ones. Comparing nurses' nature of work, nurses had better self-perceived competencies than other field of work. It was also emphasized that demographic and work-related characteristics towards perspective on nursing competency had significant differences using multivariate analyses. Conclusion: This study highlighted nurses' competency in delivering healthcare services in the Philippines. Demographic (marital) and work-related (nature of work, salary, length of service) characteristics affect their competency level. They have greater competency level in their workplace with permanency at work. Finally, the results provided unique theoretical underpinning that expands on previous knowledge and literature on factors that affect the nurses' competency level.

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Section: Discussionmentioning

confidence: 99%

Understanding Philippines Nurses' Competency in the Delivery of Healthcare Services

Feliciano¹,

Boshra²,

Mejia³

et al. 2019

J Pat Care

View full text Add to dashboard Cite

show abstract

“…Other researchers have reported that curricula revision was enhanced by using external consultants to facilitate change. 29,30 Quality of teaching and learning…”

Section: Partnership Involvement In Curriculum Changesmentioning

confidence: 99%

The implementation of a competency-based nursing curriculum in a developing country: A qualitative descriptive study

Nguyen

Kunaviktikul²,

Stone³

et al. 2022

F1000Res

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Background: Competency-based nursing curricula prepare nurse graduates with the required competencies to function effectively in a rapidly changing and increasingly complex healthcare environment. Implementation of a competency-based curriculum requires considerable investment in time and resources, and this process has not been described in Vietnam, a developing country. This research explores nurse educators' experiences from six Vietnamese nursing schools regarding implementing a competency-based nursing curriculum through the lens of McGrath’s Input-Process-Output model. Methods: A qualitative descriptive method was used. A total of 11 participants were nurse academics purposively chosen from six nursing schools where a competency-based nursing curriculum has been implemented, and 11 in-depth interviews were conducted. Results: Participants identified various issues in implementing a competency-based nursing curriculum, including the need for curriculum redesign, required improvements in teaching and learning, and resistance from teaching staff. Adequate human resources and the availability of infrastructure facilitated the process. Simultaneously, barriers to implementation included nurse educators with poor preparation for a new curriculum, inadequate infrastructure, limited equipment, and no policies that support a competency-based curriculum. Conclusions: The study findings describe the process of moving to a competency-based nursing curriculum implementation in a low to the middle-income country from the perspective of nurse educators and indicate critical success factors in facilitating the process in similar environments.

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The experiences of nurses and midwives regarding nursing education in Ghana: A qualitative content analysis

Salisu

Sadooghiasl

Yakubu

et al. 2020

Nurse Education Today

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Making it Work – A BSN Faculty’s Process of Curriculum Redesign

Cited by 5 publications

References 7 publications

Understanding Philippines Nurses' Competency in the Delivery of Healthcare Services

Understanding Philippines Nurses' Competency in the Delivery of Healthcare Services

The implementation of a competency-based nursing curriculum in a developing country: A qualitative descriptive study

The experiences of nurses and midwives regarding nursing education in Ghana: A qualitative content analysis

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