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Graduate Tracer Study of the Faculty of Nursing University of Tripoli, Libya: An Evidenced-Based Information for Curriculum Update and its Implications in Quality Assurance
Abstract
The Faculty of Nursing ensures the quality of education it provides is suitable to the health needs to meet the demands and challenges of health care in the country. Deemed to produce future nursing leaders and educators, the faculty has undertaken its first graduate tracer study. Graduate tracer studies obtain both intrinsic and extrinsic results and benefits. Intrinsic results can be used to point at areas for improvement in study programs and service delivery at universities. The study, based on the Commission on Higher Education-adapted survey questionnaire filled in by the Bachelor of Science in Nursing graduates batch 2011-2017. With descriptive-normative research design and snowball sampling technique, smoothed the way for 126 respondents out of 189 graduates. Data showed a predominance of females over males, single over married, mostly within 2528 years of age. Majority were employed as full time in a government health facility, as well as with satisfaction in their work as a nurse ascribable to monetary remuneration. The job placement rate of the graduates is 65%, filling in the shortage of nurses in Libya. The competency-based curriculum is consistent, aligned and relevant to the nursing job requirements in Libya. Accorded well to the World Health Organization’s patient safety curriculum, ‘Safe and Quality Nursing Care’ competency appraised as the most used in their area of nurse work. Followed by ‘communication’, ‘human relations’, ‘research’, ‘problem solving’, and ‘leadership’. ‘Critical thinking’ however deemed as least used competency in the care of patients. The study recommends regular graduates tracking, further curriculum development and policy on educational achievement as one of the criteria for remuneration. Furthermore, researches on topics related to extent of knowledge and application of the learned competencies in nursing education, employability and the employers’ preferences on employability of the graduates, job satisfaction and its factors among graduates and competencies used by nurse-employed and non-nurse employed nursing graduates. Lastly, an assessment of the faculty’s program and learning is essential for teaching innovations’ upgrade and development not to disregard strategies to improve critical thinking abilities and use among nurses in their area of practice. This is to achieve the end goal of this present study, to entrench quality assurance within the faculty from the evidenced-information in distinction to the voice of its graduates.
... The importance of tracer studies in tertiary institutions is as input for universities, especially faculties in improving education systems and management [7]. The information obtained from these alumni includes alumni biodata, the readiness of graduates in the world of work, absorption of graduates (work recommendations, working conditions), curriculum suitability (suitability of education applicable in the world of work, assessment of curriculum that is following the world of work), transition from higher education to the world of business and industry, knowledge of the environment [8]. ...
ARTICLE INFO ABSTRACT Graduate tracer studies constitute an important tool for educational planners, as they provide valuable information for evaluating results of the determine courses in demand by industry and organizations. The researchers utilized a modified survey questionnaire developed by the Office of Department of Labor and Employment and some of the items were taken from related studies served as the data gathering instrument. There were 566 graduates from the different satellite campuses of JRMSU involved in the study. They randomly from the final lists of 5503 graduates of the different School Years 2010 females with good standing in terms of workers. Most of the graduate's w and retail trade, financial intermediation, manufacturing, and public administration. Majority of their current job is aligned to their bachelor's degree earned at JRMSU. Arts and Sciences percentage of employed graduates. However, in terms of graduates with highest initial earnings, Teacher Education, Criminology Studies, HRM and Tourism have the most employed. Graduate Tracer Study should be a regular activity of Jose Riza level in all campuses.
Studies on what programmes graduates studied while at the University, and how this ties in with employment; "Graduate tracer studies", have now spread worldwide. Such studies help inform and revitalize university programmes thus; they improve quality of higher education and learning since they provide important feedback results for use. In addition, this paper argues that graduate tracer studies also help to analyse how competencies acquired by the graduates during their university study relate to their jobs, and how such can help in understanding of the relevance of university programmes to the job market. Basically, we attempt to answer if and how university training produces competencies applied at work, or if there is a mismatch between training and work? The paper is discussed within the context of two connecting variables; study outcomes at university and the job situation. The paper answers two research questions thus; how is the graduates' transition to the labour market? and, what competencies are utilised by graduates at work? From a graduate tracer study conducted at Moi University and results analysed from 10 graduate tracer studies done in East Africa, we argue that graduates offer feedback that universities can intrinsically use to improve study programmes including curricula, service and administration, but they importantly, provide results that link study to work environments. There is a strong relationship between the field of study undertaken by graduates and their work. Graduates from Moi University and from East African Universities reported robust competencies acquired from their studies that are important for work. The paper concludes that graduates obtain from university studies, essential competencies that are relevant for work on the job market. The paper informs the East African higher education landscape about how graduate tracer study results are useful, and in specific terms, how universities in the region are training graduates for relevant competencies they use on the job market.
An aspect of quality in higher education is the quality of the outcomes achieved. Higher education adds value by developing job-related skills and competencies. It is also not known to what extent, graduates' competence goes in line with the demands of the employers. is study was to assess the employability and competency of statistics graduates. Data were collected using a structured questionnaire and analysis the using SPSS version 23. is study employed a Kaplan-Meier estimate to compare the duration of unemployed times from two or more groups. To assess whether there is a real difference between groups, we used Log-rank test. From a total of 303 statistics graduates, 17.7% were unemployed and 82.3% were employed. Of employed graduates, 65.8% had a permanent worker and the rest 16.5% of graduates had a temporary worker. e mean duration of unemployed statistics graduate at Bahir Dar University was 12.9 month (95% CI, (9.9, 15.9)). is study revealed that there is a percentage of graduates who are not yet employed and never been employed. erefore, the department must be a linkage with the different government organization and NGO..is may improve the employability of statistics graduates.
In many countries especially in Europe, a new demand has emerged in Higher Education Institutions (HEIs) that they should provide empirical evidence regarding the professional relevance of their study programs. Africa is following suit. The experiences and knowledge gained in Graduate Tracer Studies (GTS) including Methodology, Interpretation of Findings and Dissemination, Lessons Learnt and Challenges should be shared and utilized for quality assurance not only in Moi University but also in East Africa Universities and elsewhere. This paper highlights the experiences with graduate tracer studies at Moi University including the methodology adopted, results obtained from graduates, opportunities, lessons learnt and challenges. The methodology of the study includes survey preparation and field phase, data analysis, interpretation of findings and dissemination. Moi University Tracer Studies (MUTRACE) experiences presented a lot of opportunities and challenges which are discussed in this paper. If the findings of Graduate tracer study are adapted, they can immensely help to improve the quality of education and services in HEIs. They can also be of value at informing policy and guidelines for HEIs, CUE in Kenya and IUCEA. In conclusion, GTS culture should be embraced in all HEIs in East Africa and the findings of graduate tracer studies used for Quality Assurance purposes among other objectives.
The emphasis on the use of the nursing process in both nursing education and clinical practice would lead one to expect that the process of critical thinking is well understood and applied in nursing situation. But this is not the case. There is a substantial body of evidence to show that tasks, ward routines and rituals and procedures socialization of neophytes in nursing are strong obstacles to use of critical thinking skills in nursing. Rapid technological changes and increase consumer demand for health services dictate the need for professionally prepared nurses who are competent and capable of critical thinking abilities to process complex data and make and intelligent decision. But the question is, is nursing education and practice promoting critical thinking? This paper examines critical thinking in relation to other modes of thinking used by clinical nurses and issues in providing quality nursing care. In addition, thought processes that can influence nurse’s ability to provide safe, high-quality care are explored. The importance of exploring these thought process is to offer the reader a context in which to judge the appropriateness of nursing actions. Implications to nursing are discussed. Keywords: Critical thinking, nursing, disposition to critical thinking, evidence-based practice, uncertainty in nursing.
Background The urgent need for patient safety education for healthcare students has been recognised by many accreditation bodies, but to date there has been sporadic attention to undergraduate/graduate medical programmes. Medical students themselves have identified quality and safety of care as an important area of instruction; as future doctors and healthcare leaders, they must be prepared to practise safe healthcare. Medical education has yet to fully embrace patient safety concepts and principles into existing medical curricula. Universities are continuing to produce graduate doctors lacking in the patient safety knowledge, skills and behaviours thought necessary to deliver safe care. A significant challenge is that patient safety is still a relatively new concept and area of study; thus, many medical educators are unfamiliar with the literature and unsure how to integrate patient safety learning into existing curriculum.
Design To address this gap and provide a foothold for medical schools all around the world, the WHO's World Alliance for Patient Safety sponsored the development of a patient safety curriculum guide for medical students. The WHO Patient Safety Curriculum Guide for Medical Schools adopts a ‘one-stop-shop’ approach in that it includes a teacher's manual providing a step-by-step guide for teachers new to patient safety learning as well as a comprehensive curriculum on the main patient safety areas. This paper establishes the need for patient safety education of medical students, describes the development of the WHO Patient Safety Curriculum Guide for Medical Schools and outlines the content of the Guide.
Measures of professional success provided by surveys on higher education graduates can be divided into objective (e.g. income or professional position) and subjective (e.g. job satisfaction, reported use of knowledge and skills, work autonomy) indicators. In this article a broad range of measures of professional success is used to describe aspects of employment and work of graduates from 11 European countries and Japan and to analyse the relevance of structural conditions (e.g. country of the institution, type of study programme and field of study) and personal factors (e.g. gender, parental educational background, competences at the time of graduation, employment conditions e.g. economic sector, size of organisation, and the experiences after graduation). The analysis clearly demonstrates the relevance of both structural and personal factors, but no single variable prevails.
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