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Future Direction of Nursing Education in Pakistani Context
... In last few years, a rapid expansion of nursing institutions has been observed in Pakistan which has significantly affected the balance of available and required resources in the country (Bibi et al., 2020). In 2011, there were only 11 nursing institutions; the number raised to 35 and then 62 in 2015 and 2017 respectively (Huda and Alisbinat, 2015;Pakistan Nursing Council, 2017). ...
... In 2011, there were only 11 nursing institutions; the number raised to 35 and then 62 in 2015 and 2017 respectively (Huda and Alisbinat, 2015;Pakistan Nursing Council, 2017). However by 2020; just within the last 2 years, the number increased exponentially to around 166, unfortunately, because of the fact that entrepreneurs and non-nursing personnel took "opening nursing institute" as an opportunity to grow their business (Bibi et al., 2020;Huda and Alisbinat, 2015). Subsequently, very few nursing institutes in the country could sustain the standards of teaching and learning and taking care of the challenges like enhancement of nursing theory guided practice. ...
... Nursing theories" conceptualization, like other applied sciences, requires a conducive environment where classroom teaching, library, simulated clinical space, and finally actual clinical sites are the basic needed resources. In Pakistan, there are many nursing institutions that are established in rented buildings; most of them lack required space for class rooms, simulation labs and library (Bibi et al., 2020;Huda & Alisbinat, 2015;Syed, 2016). Similarly, many of the nursing institutes do not have their own hospitals or have no affiliation with any hospitals, thus missing clinical experience as integral part of nursing students" training (Huda & Alisbinat, 2015;Syed, 2016). ...
The article highlights the importance and need of nursing theory guided practice
... Several institutes have started degree programs in recent years; however, limited resources made it difficult to meet the criteria laid down by the Pakistan Nursing Counsel and Higher Education Commission. 10 Two hundred and sixteen students including 56 males (25.9%) and 160 females (74.0%) were interested in completing the inventory, as evidenced by a 100% response rate. Our data revealed the majority of nursing students were female and day scholars -a fact that is supported by the literature that nursing has been portrayed as a feminine profession. ...
Objective: To assess the educational environment at the Institute of Nursing using the Dundee Ready Education Environment Measure (DREEM) inventory. Methods: A descriptive cross-sectional study was conducted at the Institute of Nursing, Wah Medical College from July 2022 to June 2023. All students (n= 216) enrolled in Generic and post-RN programs of BScN of the Institute of Nursing, Wah Medical College were given a DREEM questionnaire. The inventory consists of 50 items. The mean and standard deviation of all the variables were calculated and presented as tables. For each of the five domains, scores were calculated as the cumulative total of individual responses for all of the items in that domain. Data was analysed by SPSS 23. Results: The total DREEM score was found to be 138.08+18.77 out of a maximum of 200 corresponding to 67.48% of the maximum score (95% CI: 1.08-3.65). Students tend to have a more favourable perception of their educational environment rather than a negative one. The domain with the highest mean score was the Students’ Perception of atmosphere for which the mean score was 33.63 ±6.50. The lowest mean score was for the students’ self-perception of performance for which the mean score was 17.29 ± 2.98. Conclusion: The present study revealed that all groups of nursing students perceived the learning environment highly positively. Nevertheless, the study also revealed areas of the learning environment which can be improved further.
... The comparison between nursing education in Pakistan and Indonesia differs in terms of curriculum and years of study. Recently, Pakistan's nursing education moved from diploma in nursing with a three-year program to baccalaureate degree to handle future demand in 2018 (Bibi, 2020). In Indonesia, most nursing education at the undergraduate level is divided into three categories; namely, a three-year diploma in nursing, a four-year bachelor of applied sciences in nursing, and a four-year bachelor of nursing (Ferry Efendi et al., 2018). ...
Background: Many Indonesian nurses working in Saudi Arabia failed to get the
professional classification from the Saudi Commission for Health Specialties (SCFHS)
based on their educational nursing background. Purpose: This research aims to explore the experiences of Indonesian nurses facing recognition barriers in the SCFHS policy on nursing bachelor’s degrees obtained before 2014. Methods: A qualitative study was used in this research with a case study approach. Data was collected through focus group discussions with semi-structured interviews. The research subjects were 12 I Indonesian nurses as participants with inclusion criteria being nurses still active and had been terminated from government and private hospitals in Saudi Arabia. Data analysis was guided by Colaizzi’s method, followed by Taguette transcripts. Results: Three themes were identified from the data analysis: perceived unfairness, professional recognition, and classification issues. The first theme consisted of three sub-themes: disappointment, work contract, and salary. The second theme consisted of three sub-themes: nursing background, upgrading, and Indonesian nurses, and the third theme consisted of two sub-themes: failure and nurse specialist. Conclusion: Indonesian nurses who obtained bachelor’s degrees in nursing before 2014 were rejected by SCFHS in terms of professional classification recognition. To minimize these obstacles, the Indonesian government must evaluate the implementation of the educational nursing system that is not recognized by SCFHS, while the Kingdom of Saudi Arabia could implement the SCFHS regulatory equity for Indonesian nurses. Implications for Nursing: The future of nurses’ careers depends on the acceptance of the nursing education and passing the professional body policy to recognize the
professional classification.
... National bioethics committee, which was established by Government of Pakistan in 2004 for regulating and promoting Healthcare Ethics in Pakistan through its two sub-committees: Medical Ethics Committee and Research Ethics Committee (Shekhani, Iqbal, & Jafarey, 2021). Pakistan Medical Commission and Pakistan Nursing Council are statutory and regulatory authorities for the medical and nursing professionals in Pakistan (Bibi, Khan, & Noreen, 2020). Despite these promoting and regulatory bodies, practice of Healthcare Ethics is still hampered. ...
In healthcare professionals should possess sufficient knowledge of ethics and they should practice ethics with positive attitudes. However, review of literature shows that the healthcare ethics are neglected inside Pakistan. Keeping this in mind, this study has examined knowledge level, attitude type and nature of practice regarding Healthcare Ethics among doctors working in selected hospitals of Pakistan. Using the Cross-sectional design, data was collected from (n=544) doctors through an online self-reported questionnaire. Data were analyzed over descriptive and inferential statistics. The results revealed that doctors possessed sufficient knowledge about healthcare ethics. For such reasons, the doctors had adopted good ethical practices. Knowledge level, attitudinal patterns & types of practices varied according to sociodemographic characteristics. Also, sociodemographic variables were significantly associated with three dimensions of Healthcare Ethics. Findings obtained from this study have provided valuable insights regarding status of healthcare ethics in Pakistan. This study concludes that continuous emphasis should be made on increasing awareness about the healthcare ethics in Pakistan.
Background
A doctoral degree, either a PhD or equivalent, is the academic credential required for an academic nurse educator position in a university setting; however, the lack of formal teaching courses in doctoral programs contradict the belief that these graduates are proficient in teaching. As a result, many PhD prepared individuals are not ready to meet the demands of teaching.
Methods
An integrative literature review was undertaken. Four electronic databases were searched including the Cumulative Index to Nursing & Allied Health Literature (CINAHL), PubMed, Educational Resources Information Center (ERIC) and ProQuest. Date range and type of peer-reviewed literature was not specified.
Results
Conditions and factors that influenced or impacted on academic nurse educators’ roles and continue to perpetuate insufficient pedagogical preparation include the requirement of a research focused PhD, lack of mentorship in doctoral programs and the influence of epistemic cultures (including institutional emphasis and reward system). Other factors that have impacted the academic nurse educator’s role are society’s demand for highly educated nurses that have increased the required credential, the assumption that all nurses are considered natural teachers, and a lack of consensus on the practice of the scholarship of teaching.
Conclusions
Despite recommendations from nursing licensing bodies and a major US national nursing education study, little has been done to address the issue of formal pedagogical preparation in doctoral (PhD) nursing programs. There is an expectation of academic nurse educators to deliver quality nursing education yet, have very little or no formal pedagogical preparation for this role. While PhD programs remain research-intensive, the PhD degree remains a requirement for a role in which teaching is the major responsibility.
Background
The Lancet Commission and the Global Health Workforce Alliance reported that professional education has generally not kept up the pace of health care challenges. Sub Saharan Africa needs an effective and efficient nursing education system to build an adequate, competent and relevant nursing workforce necessary for the achievement of Sustainable Development Goals. The Plan of Action for Scaling up Quality Nursing and Midwifery Education and Practice for the African Region 2012 - 2022 provided a framework for scale up of nurses and midwives. This integrative review examined literature on nursing education challenges and solutions in Sub Saharan Africa to inform development of a model for improving the quality, quantity and relevance of nursing education at local level. MethodsA search of PubMed, Medline on EBCSOhost and Google Scholar was conducted using key words: nursing education, challenges, solutions and/ or Africa. Published works from 2012 to 2016 were reviewed to explore reports about challenges and solution in nursing education in Sub Saharan Africa. Full texts of relevant studies were retrieved after reading the tittles and abstracts. Critical appraisal was undertaken and the findings of the relevant studies were analysed using thematic analysis. ResultsTwenty articles and five grey sources were included. Findings of the review generally supports World Health Organisation framework for transformative and scale up of health professions education. Six themes emerged; curriculum reforms, profession regulation, transformative teaching strategies, collaboration and partnership, capacity building and infrastructure and resources. Challenges and solutions in nursing education are common within countries. The review shows that massive investment by development partners is resulting in positive development of nursing education in Sub Saharan Africa. However, strategic leadership, networking and partnership to share expertise and best practices are critical. Conclusion
Sub Saharan Africa needs more reforms to increase capacity of educators and mentors, responsiveness of curricula, strongly regulatory frameworks, and availability of infrastructure and resources. The review adds to the body of knowledge to enhance efforts of stakeholders in the improvement of the quality, quantity and relevance of nursing education in Sub Saharan Africa.
Background
Nursing educators must be qualified to teach patient safety to nursing students to ensure patient safety in the clinical field. The purpose of this study was to assess nursing educators’ competencies and educational needs for patient safety in hospitals and nursing schools.
Method
A mixed-methods sequential explanatory design employed a survey and focus group interview with nursing educators (school clinical instructors and hospital nurse preceptors). Thirty-eight questionnaires filled out by clinical instructors from six four-year nursing universities and 106 questionnaires from nurse preceptors from three high-level general hospitals in the Seoul metropolitan area were analyzed to obtain quantitative data. Focus group interviews were conducted among six clinical instructors from one nursing school and four nurse preceptors from one high-level general hospital in Seoul.
Results
Nursing educators had higher levels of attitude compared with relatively lower levels of skill and knowledge regarding patient safety. They reported educational needs of “medication” and “infection prevention” as being higher and “human factors” and “complexity of systems” as being lower. Nursing educators desired different types of education for patient safety.
Conclusion
It is necessary to enhance nursing educators’ patient safety skills and knowledge by developing and providing an integrated program of patient safety, with various teaching methods to meet their educational needs. The findings of this study provide the basic information needed to reform patient safety education programs appropriately to fit nursing educators' needs and their patient safety competencies in both clinical practice and academia. Furthermore, the findings have revealed the importance of effective communication between clinical and academic settings in making patient safety education seamless.
Objective
to explore priority actions for strengthening the role of Advanced Practice Nurses (APNs) towards the achievement of Universal Health Converge (UHC) as perceived by health key informants in Jordan.
Methods
an exploratory qualitative design, using a semi-structured survey, was utilized. A purposive sample of seventeen key informants from various nursing and health care sectors was recruited for the purpose of the study. Content analysis utilizing the five-stage framework approach was used for data analysis.
Results
the findings revealed that policy and regulation, nursing education, research, and workforce were identified as the main elements that influence the role of APNs in contributing to the achievement of UHC. Priority actions were identified by the participants for the main four elements.
Conclusion
study findings confirm the need to strengthen the role of APNs to achieve UHC through a major transformation in nursing education, practice, research, leadership, and regulatory system. Nurses should unite to come up with solid nursing competencies related to APNs, PHC, UHC, leadership and policy making to strengthen their position as main actors in influencing the health care system and evidence creation.
Objective:
The objective of this study was to evaluate the perceptions of nursing students about their education environment in private college. It also compared the perceptions among gender group and two bachelor programs.
Methods:
The 219 students participated in the study from Generic Bachelor of Science in Nursing and Post Registered Nurse Bachelor of Science in Nursing programs of Shifa College of Nursing, Islamabad, Pakistan. Dundee Ready Education Environment Measure (DREEM) was utilized for data collection. Descriptive statistics were run to calculate scores, mean, standard deviation; t-test applied for program and gender comparison.
Results:
The overall total mean scores 119/200 is suggestive of more positive than negative perception of education environment. The mean score of 13/28 in social self-perception subscale suggest social environment as 'not a nice place'. The t-test revealed higher positive perception of Post Registered Nurse Bachelor of Science in Nursing program (P=0.000) and more positive perception of female students than male (P=0.000).
Conclusion:
There were commonalities and differences in perception of the nursing students. Both positive and negative perception is reported; there is overall sense of positive environment but social component requires immediate attention along with other unsatisfactory components. Establishing supportive and conducive environment would be important to bring desirable change in education environment.
There is global emphasis on transforming health workforce education in support of universal health coverage.
This paper uses a social accountability framework, specifically the World Health Organization's six building blocks for transformative education, to explore key informants' perspectives on nursing education in South Africa.
Using a snowballing sampling technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of the research area. Semi-structured interviews were conducted with the key informants after informed consent had been obtained. The interviews were analysed using template analysis.
South Africa has strategic plans on human resources for health and nursing education, training, and practice and has a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC). Key informants criticised the following: the lack of national staffing norms; sub-optimal governance by both the SANC and the Department of Health; outdated curricula that are unresponsive to population and health system needs; lack of preparedness of nurse educators; and the unsuitability of the majority of nursing students. These problems are exacerbated by a perceived lack of prioritisation of nursing, resource constraints in both the nursing education institutions and the health training facilities, and general implementation inertia.
Social accountability, which is an essential component of transformative education, necessitates that attention be paid to the issues of governance, responsive curricula, educator preparedness, and appropriate student recruitment and selection.
BACKGROUND: The product of the educational nursing programs in Iran is training nurses who less have professional apprehension and commitment for participating in professional decisions. Whereas nurses especially those in high academic levels are expected to more involve in professional issues. OBJECTIVE: The aim of this study was to explore Iranian nurse leaders' experiences of making educational nursing policy with emphasizes on enhancement of nurses' participation in professional decisions. METHODS: We used a qualitative design with thematic analysis approach for data gathering and data analysis. Using purposive sampling we selected 17 experienced nurses in education and making educational nursing policies. Data gathered by open deep semi-structured face to face interviews. We followed six steps of Braun and Clarke for data analysis. RESULTS: In order to enhance nurses' participation in professional decisions they need to be well educated and trained to participate in community and meet community needs. The three main themes that evolved from analysis included opportunities available for training undergraduate students, challenges for PhD nurses and general deficiencies in nursing education. The second theme includes three sub-themes; namely, the PhD curriculum, PhD nurses’ attitudes and PhD nurses’ performance. CONCLUSIONS: We need for revising and directing nursing education toward service learning, community based need programs such as diabetes and driving accidents and also totally application of present educational opportunities. The specialization of nursing and the establishment of specialized nursing associations, the emphasis on teaching the science of care and reinforcing the sense of appreciation of pioneers of nursing in Iran are among the directions offered in the present study
To aim of this study was to explore undergraduate nursing student (n = 256) perceptions of clinical reasoning ability and learning transfer after participating in either a standard post simulation debriefing or a debriefing based on transfer of learning principles.
Background:
It is assumed that students will transfer what they have learned from simulation to real world practice, however, some students are unable to identify the relevance of simulated learning experiences if scenarios are dissimilar to clinical placement settings. The nature and extent what is able to be transferred from simulated to real settings is unclear, particularly in relation to complex processes such as clinical reasoning. Transfer of learning to a new situation involves deliberate cognitive effort, including reflection and mindful abstraction of central attributes of a problem. As reflection is a key element in learning transfer, the debriefing element of simulation was seen to be a platform for this study.
Method:
A convergent parallel mixed methods design used a pre-test, post-test survey and focus group interviews.
Results:
No statistically significant difference in post-test clinical reasoning scores between groups was found. There was a statistically significant improvement in 12 out of 15 criteria among the control group and in 8 of the criteria among the intervention group. Qualitative findings provided some evidence that learning had transferred to clinical settings. Evidence of "near" transfer was more evident than "far" transfer.
Conclusion:
Positive findings included that all students perceived they had transferred the skills of patient assessment and effective communication during episodes of patient care. The concept of a "framework" being verbalized by many of the intervention group during practice is a promising finding and may be a useful direction for further research focusing on the instructional demonstration of explicitly promoting a level of abstraction of problems and prompting participants to search for conceptual connections. This may indicate retained idea or concepts from the debriefing which may be useful in future practice.
Nursing competency includes core abilities that are required for fulfilling one's role as a nurse. Therefore, it is important to clearly define nursing competency to establish a foundation for nursing education curriculum. However, while the concepts surrounding nursing competency are important for improving nursing quality, they are still not yet completely developed. Thus, challenges remain in establishing definitions and structures for nursing competency, competency levels necessary for nursing professionals, training methods and so on. In the present study, we reviewed the research on definitions and attributes of nursing competency in Japan as well as competency structure, its elements and evaluation. Furthermore, we investigated training methods to teach nursing competency.