Evaluation of the personal and professional development course in a nursing programme: A case study
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Date
2006
Authors
Mohamed, Rasidah
Journal Title
Journal ISSN
Volume Title
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Abstract
In the rapidly changing 21st century, nurse practitioners are expected
to possess higher order thinking ability to constantly update technical skills
while possessing caring attitude. To meet this demand nursing education
must develop nurses with continuous learning ability and soft skills attributes
of effective communication, critical and reflective thinking, teamwork,
counselling, intercultural understanding, ethics, and problem solving. These
attributes are developed into a Personal and Professional Development (PPD)
course within the Bachelor of Nursing programme. For evidence-based
changes the PPD course was evaluated following the Naturalistic Inquiry
method using a multi model approach. To ensure Quality Assurance (QA) of
evaluation, the Donabedian QA model of evaluating the course structure,
process and outcome was used to identify strengths and weaknesses of the
PPD course. The course structure component of the evaluation examined the
PPD course content, teaching and learning and assessment method used.
The evaluation used a panel of content expert to qualitatively analyze the
adequacy of the PPD course structure. The process component of the
evaluation examined students’ experience of undergoing the PPD course.
This was evaluated quantitatively using a Modified Course Experience
Questionnaire (CEQ). The findings were developed into open-ended
questions to qualitatively obtain rich in-depth understanding of students’
opinion. The course outcome component of the evaluation was qualitatively
evaluated through participant observations method of observing students in
the clinical field following their PPD course. Result of the study indicated
expert panels were of the opinion, the PPD course structure was developed
on a sound foundation but minor changes were required. Students were of the
opinion they had gained personally and professionally through the good
teaching learning and assessment method used. Student learning outcome in
clinical practice was also found to be positive, as most students observed
were able to effectively apply the PPD attributes. Weaknesses identified
included the need to ensure students understand the subjects taught by using
both English and Bahasa Melayu as media of instruction. The communication,
counselling, trans-cultural nursing and collaboration subjects are to be
modified while ethics and health promotion topics are to be removed. The gap
between theory and laboratory session needs to be lengthened and students
are to be closely followed by clinical supervisors for early identification and
rectification of the weaker ones. To ensure quality in students’ clinical practice
experience, all clinical supervisors are to undergo a clinical supervisory
course.
Description
PhD
Keywords
Biological Science , Nursing programme