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Policy and practice of nursing education in Cyprus
Abstract
Undergraduate thesis, University of Wales, 1990 Dissertation submitted in part fulfillment of the regulations for the degree of magister in education University of Wales Includes bibliographical references(p.125-139) The present study examined how Nursing Education in Cyprus is planned and how it is implemented. It aimed to answer the question why Nursing Education in Cyprus is not perceived as satisfactory both to these who give it and to those who receive it. For this it examined first, the participants and factors involved in the planning of the policy as regards to students, teaching personnel and educational programme. This information was collected from files οη decisions of the Board of Management of the school and the Ministry of Health On Nursing Education matters. Second, it investigated the implementation of Nursing Education as it is perceived by students, teachers and heads of the practice area. The investigation was carried out by asking them to complete questionnaires. The collected data was analyzed by computer. The analysis of the data indicated that οn the whole the participants expressed dissatisfaction. They expressed the opinion that Nursing Education must be at university level. The students emphasized that they need to have student status, they find their education very stressful and that they do not receive adequate help and support. The teachers felt that they gave the students all they needed within the constraints of the tight timetable and their commitments. The heads of the practice areas accept responsibility for teaching the students in the clinical areas, but various factors inhibit them from doing so. The study showed some significant difference of opinion between the junior and senior students and the students and the other groups of participants, and in some areas, between the teachers and the heads of the practice areas. The differences of opinion were due to incongruities in expectations, role perception and lack of communication. To improve the situation action should be taken to upgrade Nursing Education; to give the students the necessary attention; to promote staff development and to establish effective communication with all involved in Nursing Education. Η Βιβλιοθήκη Σχολής Επιστημών Υγείας διαθέτει αντίτυπο της πτυχιακής εργασίας σε έντυπη μορφή.
... Nursing education in Cyprus has been developing for almost over a century. The first nursing training programme started in 1946 (Antoniou, 1990) but officially, planned courses for general nurses were organized and commenced in 1960 when Cyprus was declared as an independent state. ...
... A major evaluation report from experts from the World Health Organization (WHO, 1987) identified problems similar to those reported in other countries, like linking theory to practice, poor acquisition of skills and problems in the supervision of clinical practice. Two studies regarding nursing education in Cyprus also confirmed weaknesses in the level of support both nurse teachers and clinical teachers are able to provide to nursing students in Cyprus (Antoniou, 1990; Papastavrou, 1997). In 2002, a team of experts from the EU member states performed an evaluation mission (peer review) with the support of TAIEX (Technical Assistance and Information Exchange) in Cyprus (EU, 2002) which resulted in improving the continuous education programs for nurses. ...
The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Exploration of this environment gives insight into the educational functioning of the clinical areas and allows nurse teachers to enhance students' opportunities for learning. Since Cyprus is undergoing major reforms in nursing education, building on the experience and knowledge gained, this study aims to explore the present clinical situation and how this would impact on nursing education moves to the university. As nursing education would take on a different approach, it is assumed the learning approach would also be different, and so utilization of the clinical environment would also be improved. Six hundred and forty five students participated in the study. Data were collected by means of the clinical learning environment and supervision instrument. A statistically significant correlation was found between the sub-dimensions "premises of nursing care" and "premises of learning" indicating that students are relating learning environment with the quality of nursing care and patient relationships. The ward atmosphere and the leadership style of the manager were rated as less important factors for learning. The majority of students experienced a group supervision model, but the more satisfied students were those with a "personal mentor" that was considered as the most successful mentor relationship. The findings suggest more thorough examination and understanding of the characteristics of the clinical environment that are conductive to learning.
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