Development of Student Nurse-Driven Tools to Assess Learning Needs and Clinical Learning Environments in Order to Establish Guiding Principles for Maintaining High Quality Clinical Education

4851 Words Apr 4th, 2012 20 Pages
DEVELOPMENT OF STUDENT NURSE-DRIVEN TOOLS TO ASSESS LEARNING NEEDS AND CLINICAL LEARNING ENVIRONMENTS IN ORDER TO ESTABLISH GUIDING PRINCIPLES FOR MAINTAINING HIGH QUALITY CLINICAL EDUCATION

ABSTRACT

This paper addresses two major factors of clinical education, namely: students’ determination of their own learning needs and their perceptions of the clinical learning environment, with the end in view of developing assessment tools to help establish and maintain high quality clinical learning environments in nursing education.

Individual semi-structured interviews were conducted in a private setting with seven (7) undergraduate nursing students, in an attempt to gain a deep, interpretive and holistic
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Because nursing schools were created as a response to world market demand, there was then an oversupply of nurses who could not find work in the Philippines. Nursing began to lose its attraction as a profession.

By the early 1980s, there was an insignificant number of applicants to nursing schools. The Philippine Regulation Commission registered only 5,859 enrollees in 1983 compared to a peak of 14,563 in 1980 (Asutilla, 2008).

In order to offset the decreasing enrollment of nurses in the early 1980s, nursing schools adopted a policy of 'open admission' which basically meant anybody could enroll. Since then, according to the Philippine Nurses Association (PNA), the quality of nursing education has started to decline (Valisno, 2006).

The resurgence in the demand for nurses has not created any improvement in nursing education. In 1988, about half of the schools did not meet the standard set by the Department of Education, Culture, and Sports. Because of the continuing policies of open admission and unlimited enrolment, classes remained overcrowded. The massive demand for nurses abroad has led to the depletion of the supply of qualified nursing instructors who would rather work as nurses abroad than teach.

In 2008, only 28,994 examinees passed out of 67,700 nursing students who took

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