scholarly journals A Need Assessment for Faculty Development in Baccalaureate Nursing Programs in Pakistan

2017 ◽  
Vol 3 (1) ◽  
pp. 168
Author(s):  
Jacqueline Maria Dias ◽  
Claudio Violato
Keyword(s):  
Nursing Education ◽  
Faculty Development ◽  
Needs Assessment ◽  
Baccalaureate Nursing ◽  
Teaching Experience ◽  
Nursing Programs ◽  
Personal Factors ◽  
Advanced Degrees ◽  
Baccalaureate Nursing Programs ◽  
Development Data

Objective: A needs assessment was undertaken for faculty development needs of nurse educators teaching in baccalaureate nursing education programs across Pakistan.Methodology: The survey instrument was developed by the researcher in consultation with an advisory committee. It contained 25 items that reflected the demographic profile of the participants and another 98 statements on a 5 point Likert type scale to assess faculty development. Data collection was done across twenty schools of nursing.Results: The major findings of the study indicated a critical shortage of academically prepared nursing faculty with advanced degrees and teaching experience to perform their role effectively. Female faculty outnumbered male faculty. Five factors were identified that could both promote or obstruct faculty development and included awareness and convenience, institutional support, prevailing leadership, politics and personal factors. Additionally, four factors were extracted for challenges for undertaking faculty development; technology and curriculum, students and resources, academic leadership and professional role. Lastly, four factors were identified as areas of interests for faculty development; learning and instruction, support for scholars, support for teaching and national curriculum.Conclusion: This is the first national needs assessment that has been undertaken for faculty development for baccalaureate nursing programs in Pakistan. Although, the data may not hold international significance it would add to the existing international data base on needs assessment for faculty development.

Incorporating Cultural Diversity and Caring through Simulation in a Baccalaureate Nursing Program

2010 ◽  
Vol 14 (2) ◽  
pp. 50-51 ◽  
Author(s):  
Beth Haas
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Environment ◽  
Cultural Backgrounds ◽  
Baccalaureate Nursing Programs ◽  
Dietary Restrictions ◽  
Baccalaureate Nursing Program ◽  
Different Cultures

Cultural competency is a national healthcare goal for baccalaureate nursing programs. Students care for patients from diverse populations with varying cultural backgrounds. In recent years, simulation has enabled educators to impact students’ worldview by introducing them to different perspectives that exist within different cultures. Simulation provides opportunities that incorporate exposure to religious relics, dietary restrictions, language concerns, family dynamics, and communication skills in a clinical environment. These concepts are essential to nursing education and simulation technology allow students to become aware of humanistic components of caring.

scholarly journals Change and Challenge: Ontario’s Collaborative Baccalaureate Nursing Programs

1969 ◽  
Vol 37 (2) ◽  
pp. 29-46
Author(s):  
Dale Kirby
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Nursing Program ◽  
Regulatory Change ◽  
Program Model ◽  
Nursing Educators ◽  
Baccalaureate Nursing Programs ◽  
Sectoral Differences ◽  
Culture Organisationnelle

There is no formal mandate for or tradition of inter-sectoral collaboration between community colleges and universities in Ontario. Following a regulatory change introduced by the College of Nurses of Ontario in 1998, all Registered Nurse educational preparation was restructured to the baccalaureate degree level through province-wide adoption of a college-university collaborative nursing program model. Despite complex sectoral differences in organizational culture, mandates, and governance structures, this program model was promoted by nursing educators and policy-makers as an innovative approach to utilizing the post-secondary system’s existing nursing education infrastructure and resources. This paper provides an overview of the introduction of Ontario’s collaborative baccalaureate nursing programs and discusses some of challenges associated with implementing and maintaining such programs. En Ontario, il n’y a pas de mandat offi ciel ni de tradition de collaboration intersectorielle entre les collèges communautaires et les universités. À la suite d’une modifi cation réglementaire apportée par l’Ordre des infi rmières et infi rmiers de l’Ontario en 1998, toute la formation pédagogique de niveau baccalauréat du personnel infi rmier a été restructurée par l’adoption à la grandeur de la province d’un modèle de programme de formation en sciences infi rmières offert conjointement par les collèges et les universités. En dépit de différences complexes entre ces deux secteurs aux plans de la culture organisationnelle, desmandats et des structures de gouvernance, les enseignants en soins infi rmiers et les décideurs ont fait la promotion de ce modèle de programme en tant qu’approche novatrice pour utiliser l’infrastructure et les ressources de formation en sciences infi rmières déjà en place dans le réseau postsecondaire. Cet article offre un aperçu de l’introduction des programmes ontariens de baccalauréat conjoint en sciences infi rmières et examine quelques-uns des obstacles associés à la mise en oeuvre et au maintien de ces programmes.

Innovation in Community Clinical Placements: A Canadian Survey

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Catherine Hoe Harwood ◽  
Sheryl Reimer-Kirkham ◽  
Richard Sawatzky ◽  
Landa Terblanche ◽  
Lynn Van Hofwegen
Keyword(s):  
Baccalaureate Nursing ◽  
Nursing Student ◽  
Nurse Educators ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Placements ◽  
Program Administrators ◽  
Baccalaureate Nursing Programs ◽  
Survey Responses ◽  
Student Placements

Ongoing restructuring within the health care system juxtaposed with mandated increased seats in nursing programs have taxed traditional clinical practice settings beyond their capacity. In the search for suitable clinical placements to meet learning objectives and fulfill required clinical hours, nursing program administrators are turning to various non-traditional settings. Yet limited research exists to describe the prevalence and types of 'innovative' clinical placements (ICPs) or the nature and quality of student learning in such settings. Described in this article are findings from a national survey of Canadian baccalaureate nursing programs completed by nurse educators and clinical placement coordinators regarding nursing student placements within ICPs. Participant survey responses provide a national snap-shot of ICPs, along with perspectives on pedagogy, strengths and weaknesses, capacity and sustainability issues, and ethical, legal and academic considerations associated with student placements in these settings.

The Challenges of Inclusivity in Baccalaureate Nursing Programs

2013 ◽  
Vol 52 (4) ◽  
pp. 185-190 ◽  
Author(s):  
Catherine Y. Read ◽  
Judith A. Vessey ◽  
Angela Frederick Amar ◽  
Donna M. Cullinan
Keyword(s):  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Baccalaureate Nursing Programs

Community Health Clinical Education in Canada: Part 1 - "State of the Art"

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Benita E Cohen ◽  
David Gregory
Keyword(s):  
Nursing Education ◽  
Community Health ◽  
Clinical Education ◽  
Student Evaluation ◽  
State Of The Art ◽  
Nursing Programs ◽  
Cross Sectional ◽  
Data Set ◽  
Baccalaureate Nursing Programs ◽  
Health Nursing

This paper presents the findings of a survey of community health clinical education in twenty-four Canadian pre-licensure baccalaureate nursing programs. A qualitative research design was used, involving a content analysis of Canadian course syllabi and supporting documents for community health courses. This study afforded a cross-sectional understanding of the "state of the art" of community health clinical education in Canadian schools of nursing. Clinical course conceptual approaches, course objectives, types of clinical sites, format and number of clinical hours, and methods of student evaluation are identified. The findings suggest the need for a national dialogue or consensus building exercise regarding curriculum content for community health nursing. Informing this dialogue are several strengths including the current focus on community health (as opposed to community-based) nursing education, and a solid socio-environmental perspective informing clinical learning and practice. The national data set generated by this study may have relevance to nursing programs globally.

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