Regulation on the Quality of Education Provided by Nursing Schools
1. Guniee, Kathleen K., Ph.D. R.N. “The Aims and Methods of Nursing Education.” New York: The Macmillan Company. (1996)
Throughout the entire book, the whole nursing education and its essential components were discussed. Important parts noted in the book are: (1) the purpose and objectives of educational programs in nursing, (2) the nursing curriculum – defining, developing and planning its contents, (3) the selection of its teachers – points to consider when choosing one (4) factors that influence learning, (5) the lessons – steps in planning a lesson, reviewing, and assignments, (6) methods of teaching – selection of these should be based on some considerations, and (7) evaluative devices commonly used in schools of nursing. Furthermore, the author mentioned that though there are adjustments done in the nursing curriculum to adapt to its society’s needs, the principles, learning activities, and process remains same for all schools. This will evaluate if the current nursing curriculum and its components is effective enough to produce effective and professional nurses.
2. Commission on Higher Education. “Policies and Standards for Bachelor of Science in Nursing (BSN) Program.” CHED Memorandum Order No. 14 Series of 2009. <http://184.108.40.206/chedwww/index.php/eng/content/download/531/3187/file/CM O_14_s2009.pdf>
This memorandum order, which contains the policies and standards for the BS Nursing Program, contains everything there is to know about the course. Included are the virtues that a nursing student must possess, nursing curriculum which contains its required subjects and electives, competency standards, and other requirements for the course. I, myself, recommend that each nursing student have a copy of this memorandum and all other memoranda concerning the said course. I actually was not aware until now that there were virtues needed to be possessed by a nursing student in any memorandum of CHED. This will help the nursing students realize their task and responsibility as a nursing student.
3. Greenawald, Deborah A. “Faculty Involvement Undergraduate Research: Considerations for Nurse Educators.” Nursing Education Perspectives 31.6 (Nov – Dec 2010): 368. <http://find.galegroup.com>
This article discusses the importance and benefits of the involvement of faculty (nurse educators) in the undergraduate research done by nursing students. According to the article, it is the faculty’s responsibility to help the students familiarize with the history, nature, and methods of their chosen discipline. Also, it is discussed in the article that the faculty must not only be involved in the research itself but also to encourage their students to do so. Included in the article are some aspects to be considered in creating research such as work load and time flexibility which can indeed affect the outcome of the research to be done.
4. Wodzinski, Amelia M. “Reshaping Nursing: Through Excellence in Education (End Note) (Duquesne University School of Nursing.” Nursing Education Perspectives 31.6 (Nov – Dec 2010): 406. <http://find.galegroup.com>
This article discusses the importance of a “community-based nursing curriculum” in the view of a newly graduated student from Duquesne University School of Nursing. According to Wodzinkski, having a community-based nursing has been able to produce strong, diverse, and well-prepared nurses who are qualified to treat the community as well as their patients. Just by analyzing the author’s point, it really will be of help to the nursing students since it will serve as somewhat an evaluation on how far the students have learned and how they are to adjust and incorporate this knowledge in real-life situations. True enough, it already has proved to be effective since the University of the Philippines – College of Nursing has its community service for fourth year...