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Silliman University

Curriculum Development

Jan Michael R. Remolado

Student

January 2023
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Introduction

Quality of nursing education program is a complex topic that involves the

combination of teaching and learning materials, human resources, teaching and learning

processes, curriculum, teaching and clinical experiences, teacher’s attitudes and commitment

that are necessary to achieve set learning expectations and produce an exceptional

performance of nursing students (Backes DS, 2018). In essence, the nursing education

program can be classified as excellent or of high quality if it can be rated high (at least 80%)

in all criteria used in its assessment.

The fundamental focus of nursing education program is to produce nursing

professionals that are clinically competent and can contribute immensely to the provision of

quality and safe nurse care (Forsberg E, 2011). Quality nursing education can be attained if

nursing faculty obtain a balanced experienced in both theory and clinical areas.

Consequently, this vast knowledge may results in nurses workforce that can apply the theory

and lessons learnt in simulation laboratories into the delivery of health care in everyday living

(Lauder W, 2004).

Worldwide, nurses are known to play a vital role in the rendering of health care

services including many fundamental health-related services, particularly in rural areas. The

increase of workforce without compromising on quality is imperative to help achieve

Sustainable Development Goals (SDGs) targets that are set by the United Nations and its

member countries, especially the one focused on universal health coverage (Nations, 2019).

Quality of nursing education program can be viewed as a long-term contributor to attaining

quality universal health coverage in the production of qualified nurses.

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The assessment of the quality of nursing education program globally has usually been

based on the pass rates in licensure examinations by several government organizations (E.,

2017). Although, several quality factors such as accreditation, students’ practical exposure

and profile of faculty are sometimes considered to some extent (JF, 2009). The issue of

quality of nursing education program in Philippines colleges of higher education is extremely

sensitive due to the high number of trained registered nurses exported to other countries such

as the United States of America, United Arab Emirates and Germany (Castro-Palaganas E,

2017).

The quality of nursing education program has been strongly associated with quality of

curriculum, faculty and resources. These resources such as teaching materials and facilities

are required to assist instructors in their delivery of nursing education (Chaatit, 2015). The

World Health Organization has also affirmed some standard criteria or area that quality of

nursing education program should be measured with of which faculty profile or development

is included (WHO, 2015). This activates the discussion into whether the quality of nursing

education program hinges on the profile of the faculty.

Aside from the challenge of quality of faculty members in nursing education program,

there are also problems of shortage of nursing instructors which usually affects the clinical

teaching and learning environment and this clinical training feature of the nursing education

program results in long term detrimental effects in practicing nurses if not well taught

(Ironside P, 2014). Also, other issues associated with quality of faculty members which

consequently affects the quality of nursing education program includes aging nursing faculty,

less attractive faculty positions and length of education required to secure a faculty

appointment (Siela D, 2009).

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PHINMA – Cagayan de Oro College

As an innovative Philippine business institution, PHINMA believes that access to quality
education is the solution to many of our country’s problems. While the enrollment rate in the
Philippines has always been high, PHINMA discovered that most students do not finish
tertiary education. Students were willing to learn but did not have the resources to stay in
school.

That is why in 2004, PHINMA Education was established.

PHINMA Education is making education accessible in key growth areas all over the country.
It has transformed existing educational institutions to provide better academic, operational,
and community support for all of its students. Through its efforts more students are able to
earn college degrees and become globally competitive professionals.
The PHINMA Education Network is now composed of six secondary and tertiary educational
institutions spread throughout the country
Story: PHINMA Cagayan de Oro College was established back in 1948 as Parent-Teacher
College – a nonpolitical and nonsectarian educational institution. The school served the youth
and working individuals by providing education from the primary to the tertiary levels. In the
next 30 years, PHINMA COC expanded its course offerings to include Computer Science,
Engineering, and Mass Communications.

Mission: To make lives better through education.

VALUES to LIVE and WORK by

 Integrity
 Professionalism
 Competence
 Teamwork
 Commitment
 Openness
 Patriotism
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Nursing Profession Expectations, Accreditation Standards, Student Attributes and

Needs, Cultural Competence Knowledge and Skills are met/not met by the curriculum
The most important practical lesson that can be given to nurses is to teach them what to
observe—how to observe—what symptoms indicate improvement—what the reverse—which
are of importance—which are of none—which are the evidence of neglect—and of what kind
of neglect.
—Florence Nightingale, 1860, p. 105

College Dean Profile

 With hospital experience
 Graduate of MN program
 On-going: Doctor of Management

Clinical Instructors Profile

 Total: 35
In terms of Continuing Education (Masters, PhD)
 With full-pledge (MN and MAN): 2
 On-going (MAN program): 3
 On-going (PhD program): 1
 No Masters: 29
These clinical instructors who don’t have masters were encouraged by the Human Resource and
College Dean to enroll on the said program

In terms of Hospital Experience

 With hospital experience: 25
 Without hospital experience: 10

In terms of subject loading

 Regular load: 24 units
 ALL clinical instructors have its overload: 25 units to 55 units
 The subjects were distributed to the clinical instructors based on the level of expertise.

In terms of Performance Evaluation

 Most of the faculty are “ABOVE AVERAGE’ performance in terms of Teaching
Strategy, Professionalism, Interpersonal Skills, and Communications Skills

The school encourages the faculty to attend trainings and seminars for professional development.

Clinical education is the heart of nursing education (Jasemi M, 2018) and the costliest

part of the nursing curriculum (Mohammadi MM, 2015). Clinical education is a part of health

care education which is provided to students by experienced clinical instructors in

educational and medical centers such as hospitals and outpatient clinics (M, 2018). Evidence

suggests that clinical instructors are the most important factor in achieving clinical outcomes

(Ismail LM-N, 2015). An instructor can compensate for the lack of textbooks and educational
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facilities, or turn the best learning environment and subject into a passive environment

through their inability to make the desired emotional connection .

Effective clinical instructors demonstrate commitment, internal motivation, problem

solving skills, flexibility and creativity, time management, leadership and management,

accessibility, lifelong learning, morality, and up-to-date knowledge and skills (Jahan F,

2008). Research suggests that the clinical instructors’ characteristics such as teaching ability,

behavior, and character affect students’ learning (Goldie J, 2015). Today, the use of effective

clinical instructors has become a major concern for the academic education systems (Nazari

R, 2015).

Communication skills were considered an important behavioral characteristic of an

instructor. Studies have also reported communication skills as an essential feature of a

clinical instructor (Darvishpour A, 2019). Evidence shows that teachers with good

communication skills make the clinical environment attractive for the students and enhance

their motivation for learning (Kol E, 2018). Teachers with good communications skills can

manage the possible clinical conflicts and prevent the effect of these conflicts on the students’

learning process (Darvishpour A, Good clinical instructor from the perspective of nursing

students: a qualitative study, 2019). Appropriate teacher-student communication reinforces

the students’ stress coping skills and facilitates learning (Salarvand S, 2015). Proper

communication is necessary for learning and teaching, and instructors can bring about

positive academic and behavioral changes in students by establishing a good communication

with students.

Being a faculty member was another characteristic of clinical instructors. To achieve

clinical education objectives, it is necessary to employ faculty members (Labrague LJ, 2020).

A nursing faculty member is someone who helps students to achieve clinical competence via
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various strategies. In some clinical wards, the clinical nurses are sometimes used as instructor

due to the shortage of competent faculty members. The faculty members have a special

position in the education system and can professionally teach the students owing to having

characteristics such as interpersonal skills and academic and clinical competencies (Lawal J,

2016). To achieve the clinical education objectives, every university should have adequate

faculty members and set short-term and long-term goals to hire the required faculty members.

Professional acceptability was another characteristic of a clinical instructor. Various

factors are associated with the acceptability of a clinical instructor, the most important of

which are a good sense of humor, good professional communication with the personnel and

patients, criticizability, and honesty (Jafari H, 2014). Teachers with adequate clinical

acceptability can finely manage the possible clinical conflicts and facilitate the students’

learning (Darvishpour A, Good clinical instructor from the perspective of nursing students: a

qualitative study, 2019). A teacher’s clinical acceptability can make the clinical learning

experiences enjoyable for the students and provide them with maximum advantage of the

clinical possibilities for learning.

Teaching skills was found to be another clinical characteristic of the clinical

instructors. Studies have emphasized that clinical instructors should have academic

competence (Valiee S, 2016). The most important academic characteristics of clinical

instructors include being available, using new teaching methods, encouraging students,

providing regular feedback, avoiding negative feedback in the presence of the patients and

staff, and using objective criteria for assessment (Elçigil A, 2011). As the main pillar of

education, an instructor should have sufficient learning and teaching skills to convey complex

clinical concepts to students in an organized and comprehensible manner.

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Ethical orientation was considered another characteristic of a clinical instructor.

Similar studies have also emphasized that clinical instructors should be good role models for

their students, should have characteristics such as honesty, confidentiality, criticizability,

sense of humor, and sincerity, and should encourage their students (Reising DL, 2018).

Studies have shown that a clinical instructor’s morality can make the clinical experiences

enjoyable for the students (C., 2018). The ethics-oriented instructors as role models can boost

the professional ethical values in students.

Appearance was another characteristic of a clinical instructor. Appearance deals with

an instructor’s physical features, neatness, and clothing. A qualitative study in Iran showed

the nursing students believed the physical characteristics of a clinical instructor were an

influential factor involved in clinical education (Heidarzadeh M, 2012). Another study in Iran

indicated the nursing students reported having a neat and tidy appearance as the most

important feature of a clinical instructor (Beigzadeh A, 2015). The nursing instructors as role

models (Heshmati-Nabavi F, 2010)should pay enough attention to their appearance.

Accreditation Standards

Based on the school status, it never undergo or submit to any accrediting

organizations thus the school is still operating according to the PHINMA Organization

standards and instructions.

One of the important criteria in nursing education is to present education based on

educational standards. In this regard, using a model of quality assurance such as accreditation

as one of the well-known models is of great importance. Historically, focusing on the quality

of nursing care and education has been effective not only in nursing care, but also in the

qualitative development of health services in other health-related professions (Sheingold BH,

2014). Therefore, the education of nurses has been increasingly noted in recent decades,
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training nurses in nursing schools has been the subject of many studies and discussions. One

of the important criteria to guarantee the training of the empowerment and the responsiveness

of nurses is providing education based on educational standards. Utilizing models for

education quality assurance will be very helpful in this regard. Previous researches regard the

systematic and regular assessment of nursing programs as a basis for strengthening the

program by focusing on the advantages and improving the weaknesses (DM., 2019). The

World Health Organization has also focused on accreditation through a global strategy, and

considers the Workforce 2030 plan an opportunity to strengthen accreditation, and training

competent and eligible nursing workforce (Organization., 2016).

Accordingly, the WHO recommends that educational institutions establish

accreditation mechanisms by 2020 as an appropriate criterion for the implementation and

assessment of nursing programs, public responsiveness towards the community, the

development of programs based on missions and objectives, and their compliance with

national standards (Ellis P, 2012). Due to its dynamism, quality assurance models seriously

focus on accreditation, because a fundamental aspect of accreditation is its continuous

improvement and upgrading to a higher level (JW, 2007). In addition, accreditation can also

play an important role in the stabilization of performance, the enhancement of quality and the

motivation to change (Ellis P, 2012).

The nature of quality improvement programs, including accreditation, shows that

discussing the current issues and challenges is one of the most important factors in

developing them. What is obtained from the previous studies is that there are a limited

number of analyses done on various types of accreditation of educational institutions in the

field of nursing, and different countries have implemented either programmatic or

institutional accreditation, based on specific circumstances (Fortes MT, 2011). In this regard,

many developing and less-developed countries are also attempting to adopt the accreditation
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standards of developed countries in order to implement accreditation. But due to the

differences in structures, available resources, and also social and cultural conditions in

different countries, this issue poses a major challenge and problem in terms of how to

purposefully develop the accreditation model and the achieve its goals. Despite the fact that

the WHO emphasizes the development of accreditation as a model approved by governments

in order to formalize it and to finance quality improvement programs, achieving

accreditation goals requires its localization and compliance with political, social and

educational structures.

Student Attributes and Needs

Changing the nursing program to a competency-based curriculum will have a ripple

effect in all the aspects included in the rapid assessment. By changing to a competency-based

program with a primary health care focus instead of having a content-based program with

a tertiary care focus will entail the following: (1) the content of the program needs to change

in order to address the conditions primarily treated at primary health care level; (2) the

clinical facilities used for work-integrated learning need to shift from easily accessible

tertiary care to more primary health care facilities – with all the logistical and financial

implications; (3) the educational institutions need to collaborate with the clinical institutions;

(4) the assessment methods have to be aligned with the expected competence; hence pen-and-

paper assessment may not be the most appropriate assessment method; (5) a competency-

based curriculum requires teaching methods other than the traditional lecture method; (6)

depending on the competencies required, supportive material such as well-equipped libraries,

computer laboratories and simulation laboratories may be necessary; (7) creating

opportunities for students to become competent either through simulation or through work-

integrated learning; and (8) more advanced book-keeping and management skills than that
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which was used by nursing schools may be required to keep track of students and

performances which may require more non-academic staff.

One of the essential requirements of healthcare systems to meet the broad needs of

patients is the employment of well-qualified nurses (Medicine, 2011). In this respect, one of

the important responsibilities of nursing education systems is providing high-quality

education to nursing students and preparing competent nurses so that they can provide

patients with safe and high-quality care in the future (Ellenbecker CH, 2017). As a step

toward that end, nursing educators need to use new educational strategies to actively engage

nursing students in learning activities in academic and clinical settings (Jeppesen KH, 2017).

Engaging nursing students in academic environments and clinical settings is a

challenging issue for nursing educators, worldwide. In recent years, many nurse researchers

have investigated various educational strategies to explore and develop the best ways to

increase nursing students’ academic engagement.

Many of the training strategies had been created innovatively or derived from other

disciplines such as management, technology, art, and theater. But the role of today

technologies such as Internet in creating educational strategies was more prominent than the

other (Lee H, 2018). Generally, in many of the strategies used, students’ academic

engagement increased, but the main problem was that the tools used to measure the degree of

engagement were mostly self-reported or subjective.

The use of technology, particularly the response system and online learning, was more

common among nursing educators, which is in line with today advances in smart

technologies. Students of new technologies’ era (‘digital native’ learners) are constantly

engaged with the updated smart technologies (Lee H, 2018). In addition, online learning has

witnessed a noticeable growth within healthcare education, nowadays (Revell SM, 2010).

Accordingly, if nursing educators want to maintain and enhance the students’ academic and
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clinical engagement, they should equip themselves more with innovative technologically-

driven learning techniques.

Expected Program Outcomes

The BS Nursing program is a four-year course where we teach students nursing concepts
alongside Related Learning Experiences (RLE). Through our outcome-based curriculum, we
train students to become competent through simulated clinical and active learning activities.
Our program also provides an intensive nursing practicum that will make our students
skilled, refined, and worthy of entering the nursing profession. Graduates of our BS Nursing
program become Registered Nurses upon passing the board exams conducted by the
Professional Regulation Commission. As nurses, they may opt to focus on client care in
private hospitals and settings, serve in public health and communities, provide nursing
education, or hold leadership and management positions such as nurse managers and
directors. Graduates of the BS Nursing program must take the board exams conducted by the
Professional Regulation Commission to qualify as nurses.

PHINMA Education Curriculum Design is synchronous with other PHINMA Schools

such as PHINMA Cagayan de Oro College, PHINMA University of Pangasinan, PHINMA

University of Iloilo, Southwestern University PHINMA in Cebu City, PHINMA Saint Jude

College in Manila, PHINMA Republican College in Quezon City, PHINMA Rizal College of

Laguna, and PHINMA Union College of Laguna.

Only one out of every four Filipino students who enter first grade will finish a tertiary

degree. This is the reality for many students who face financial, social, and psychological

barriers to getting a college education. Without it, they have a smaller chance of uplifting

themselves, their families, their communities, and the country. PHINMA Education, by intent

and design, caters to those who need it the most: the underserved youth.

The organization have built a strong track record in acquiring and turning around schools.

Our “bare-bones, no-frills, brass knuckles” strategy focuses resources on fully equipping

graduates with skills they need to succeed in the increasingly globalizing workplace. They

work with students, fellow educators, and partners both in the Philippines and Indonesia, and

the rest of the world, to provide quality, accessible education towards gainful employment.
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Presently, they offer 110+ programs covering the entire education chain. They invest

heavily in its teachers who deliver lessons using the Active Learning method. This is

supplemented by the Student Success Program (SSP), which emphasizes the three mindsets

of “I want, I can, and I belong.” They work with industry partners to ensure the curriculum is

relevant while teaching Core Work Skills that are necessary in every industry.

These strategies have produced encouraging results in licensure exam passing rates

and the employability of our graduates. While nine out of 10 freshmen come to us ill-

equipped for college, these same students leave armed with a solid background in fields such

as business, information technology, hospitality, engineering, and healthcare, among others.

Since 2004, PHINMA Education has produced 122 board topnotchers and over 26 thousand

professionals.

Student’s progress and Learning Outcomes toward the terminal outcome

Competency Appraisal 2 or Nursing Seminar 2 deals with the application of the

concepts, principles and processes basic to the practice of nursing with emphasis on health

promotion, health maintenance, preventive, risk reduction, curative and rehabilitative aspects

of care of sick individual with alterations in cellular aberrations, adjustment problems and

maladaptive patterns of behavior, acute biologic crisis, disaster and emergency. It includes

the utilization of the nursing process and the core competencies under the eleven (11) key

areas of responsibility.

In PHINMA, term is divided into 3 parts: Term 1, Term 2 and Term 3 with additional

PEN WIDE. In Term 1, the focus of learning are Obstetric Nursing, Pediatric Nursing,

PALMER, Community Health Nursing and Perioperative Care. In Term 2, its focus is

Medical-Surgical Nursing and term 3 will be Oncology, Emergency Nursing and

Pharmacology.
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The faculty did discussions per concept and this is followed by giving

post-test/assessment to the students. The total items for the post-test per term are 3,000

nursing board exam questions, and the long quiz and term exam each have 500 nursing board

exam questions. After they finish Terms 1, 2, and 3, the students will be taking PEN Wide,

which is 50% of their total grade. And the PHINMA National is responsible in making the

PEN Wide Examination. 

Term 1 17%

Term 2 17%

Term 3 16%

PEN Wide 50%

Final Grade 100%

This way of assessing the students using this grading system applies to all major and

minor subjects. And per the feedback of the students, they usually failed on their subject(s)

because of the difficulty of the questions during PEN WIDE. And in the case of the 4th-year

nursing students in this semester, after the final grade is already computed, no deliberation

will be made. With this kind of system, PHINMA Cagayan de Oro College has consistently

gotten 100% passers in the nursing board examination from 2013 up until the present.

Learning Theories

Behaviorism

Behaviorism has been the dominant approach in psychology researches. At the

beginning of the 20th century, traditional behaviorists believed that learning is a change in

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observable behavior and it happens when the communication occurs between the two events,

a stimulus and a response (AA, 2009).

In nursing education, it is possible to provide access to skills by performing the

procedures through using the mannequins. Thus, by using the harmless trial and error

method, the students will gain to the desired skills. Satisfying results will lead to its

strengthening. Unpleasant results cause the students to find alternative answers through trial

and error and eventually reach to the correct answer for each question. These results may be

the observation of satisfied clients, the classmates, or the teacher applauded (G, 1995).

One of the other main concepts of the Thorndike theory that have left an important

educational effect is elements of the concept like learning transfer. Throughout the history of

education, this question always has been always considered that what makes transferring our

learning from one position to another. Before Thorndike investigations in this case, the

psychology mentality (carnal forces) was to explain the phenomenon of learning transfer

(MP, 2005).

This theory is applied in the nursing. Students in a clinical setting encounter a number

of different points, which need different combined forces. Therefore, it is comprehensive

without being overwhelming to collateralize all the forces together. Skinner conditioning

theory more than to be a scientific theory of learning is a set of principles and techniques,

which noted to its use in different fields for administration of the humans. Skinner looked at

the final result of the behavior, except that he knew the behavior as a voluntary action, which

is formed by its outcome (Joyce BR, 2005).

This method can be used especially in teaching clinical skills. At first, the initial

behaviors of each procedure are encouraged in order to implement the procedures fully.

Then, they will be encouraged to fully understand and implement the correct procedures and

gradually increase the distance of encouragements. Encouraging at this stage is desirable to

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establish and maintain behavioral conduct. Teachers can teach each procedure by giving

information or clues to the student before starting the procedures. For example, they can

remind them for having appropriate or expected behaviors for accessing to the desired

behavior in less time. Computer programs that are designed to learn specific methods of

patient care also use the same methods (FM, 2007).

In the clinical setting, these results may be desirable and pleasing such as client

satisfaction and admiration of the classmates. In this method, each bad or good behavior is

based on the student's understanding from desirable or undesirable consequences of behavior

and the boundary is not well separated from each other.

The role of an instructor or a manager is providing stimuli, manipulating the learning

environment, providing reinforcement and transferring information and the students are

passive recipients of information and knowledge and execute the commands. In this theory,

the environment is stimulating and enhancing. Consequently, its role is vital and the role of

environment in learning is more than the role of heredity (Lasater K, 2009).

Cognitive

Learning combined with understanding instead of mechanical repetition of excitation-

response relationship needs to be consistent with previous experiences or existing knowledge

in order to create new awareness. Nursing educators can use these principles in the training

sessions to be seen as a whole not as a collection of discrete facts. For example, if a session is

connected about the structure and function of the respiratory tract disorders such as bronchitis

and the activities of daily life, the students can understand the anatomy and physiology, the

disease state (bronchitis), and its effect on the patient as a whole and not as the unrelated

three units. In the meantime, it is possible to use the methods for solving the problem. For

example, rather than to teach the students for caring of a person with bronchitis, the created
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disturbance within body's physiology by the disease can be described and ask the nurse to

analyze the problems that may occur to the patient. By relating these factors into physiology

and to the patients who previously had to take care of them, appropriate nursing care could be

identified (A, 2004).

It has a close relationship with the students’ previous knowledge and requires into lot

of interactions between teachers and learners based on the using of the advance organizers

and subsequently, the content of education is inferior that is appended into current learner's

cognitive structure. Pre-organizer is already a general concept, which is stated in the

introduction before the new material to provide an anchor-like structure for absorbing new

material. It may be offered as a diagram, a flowchart, a general word, or a phrase (Quinn,

2007).

Training should be designed and implemented to be compatible with learners’

thinking and has forced them to think. It is better for the teacher to offer the training with all

three intellectual systems of enactive, iconic and symbolic image.

When a student earns the motion skills of blood pressure measurements without

knowing its importance, he/she is located in the inactive stage. Then the student will begin

taking the blood pressure concept by thinking about the image of a pump (the heart) with a

number of narrow and wide tubes (blood vessels) and the blood flow inside.

The student who gradually reaches into symbolic stage can define blood pressure, and

explain the importance of cardiac output and the environmental resistance. Therefore, the

teacher can use this illustration or an example from daily things help the learners in learning.

In addition, there is also a coding system, which the given facts were grouped by it and are

related to each other. This system allows the learner to go beyond the given information and

by inference from the previously learned principles, which were stored in the system, to

create new ideas.

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Challenges Facing the Institution

Aligning education with the practice environment

Nursing education has a significant impact on the knowledge and competencies of

nurses, all health care providers. Nurses with Bachelor of Science in Nursing (BSN) degrees

are enabled to meet various patients’ needs; function as leaders; and advance science that

benefits patients and the capacity of health professionals to deliver safe, quality patient care.

Utilization of healthcare information technology (IT) is predicted to persist in

expanding considerably. Medical schools, institutions, practitioners and students will all need

to cultivate techniques for dealing with the abrupt amount of new information, concepts and

skills (L. Jamshidi, 2012). It might assist with safer care when technology is used, but it will

also demand monitoring, synthesizing and managing larger volumes of data for the patients

allocated to their care. The challenging role of the prospective nurses will demand that

a Registered Nurse acquire a widened knowledge base, command of skills and proficiencies

that will enable the delivery of a highly complex patient care in cooperation and collaboration

with an inter-professional team (S. Reinhard, 2012).

Curriculum Enhancement

Continuous curricular modifications are an essential phenomenon in nursing academia

in order to level learning with the rapidly evolving professional practice. Faculty members

gain insight on the students’ feedback on their clinical placements by the end of each

semester through individual and group discussions using Interpretive Descriptive qualitative

research methodology. Nursing programs aim to prepare nurses who are able to deliver safe

and high quality care and would be able to adapt to the evolving environments of practice.
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Nursing pedagogues endeavor to expose the students to various learning experiences to make

sure that they receive their information through multiple channels and would have access to

the best available evidence. This strategy takes a lot of time and energy from the nurse

educators, and might face multiple challenges (J. Landeen, 2016).

Faculty Development Challenges

Quality education relies largely on well-trained and competent faculty members.

Faculty development and faculty vacancies are demanding challenges in nursing education.

Inadequate capacity in nursing schools, increasing requirements to take part in non-academic

university activities and relatively low pay are a primary contributing factor to the deficit of

nurses and the lack of nursing faculty is a primary causative factor of the capacity restrains.

Educators need practice to allow them to integrate theory into practice through

synchronization of theoretical themes with the practice courses as well as evidence-based

educational strategies more effectively and equip nursing students with the competencies

demanded in the 21st century’s healthcare environment. Nursing schools demand faculty

members who are experts in nursing education and have the knowledge base to function in an

advanced practice role. Furthermore, deans of schools of nursing are demanded to applaud

these experts and act to cultivate systems that celebrate and reward expertise in nursing

education (Bvumbwe, 2016).

Technological challenges

Technology has significant influence on our lives, on practice, education,

management and research. In nursing education, outcome-oriented education is currently

being highlighted rather than process-based learning, for instance through skill-based

techniques; evidence-based techniques in education; providing students a rich learning

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journey unlike former models of formal lecturing; and incorporating evolved learning

technologies in many programs. All these styles share one major challenge: how we merge

the art and science of caring together with the easily accessible technology, so that caring

persists to be converged on humans.

Educational technology is the employment of evolved models of technology to ease

the educational journey and for the former decade, this has incorporated using web-based

education in both live classes and classes uploaded to the internet for later access by learners

(Huston, 2013). It also involves electronic references, such as e-books, a multitude of

internet-hosted material, computer access and broadband internet services within class and IT

rooms, smart-boards, video-conferencing and so on. Educators have a double-edged role: to

include the appropriate employment of technologies in education and train nurses to employ

technology in clinical practice. Despite the changes taking place in the nursing milieu, nurses

still serve at the center of health care system. Therefore, nurses must be properly trained to

care for the human spirit, cultures and societies, educated in both the scientific and technical

aspects of care and who provide holistic caring.

Cultural Diversity

There is a need for enhancing the diversity within the nursing profession in light of

the increasing influx of immigrants, minorities and the expanding globalization, in order to

satisfy the demands of our evolving community. Yet, various obstacles face the

accomplishment of diversity outcomes within the nursing educational programs. Diversity

stimulates educators who are attempting to enhance student learning and achievement. Some

nurse educators hold that diverse students demand excessive energy and time (D. Quintana,

2016).
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Nations, U. (2019). ustainable Development Goals, Envision 2030, Good Health and Wellbeing.
Retrieved from https://www.un.org/development/desa/disabilities/envision2030-goal3.html.
E., C. (2017). Higher education, migration and policy design of the Philippine nursing act of 2002.
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JF, G. (2009). Changing paradigms and challenging assumptions: redefining quality and NCLEX-RN
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