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Nicolas, Marietess M. |
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Integrated technological approach in nursing education towards a proposed policy framework / |
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Marietess M. Nicolas. |
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46 |
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| Dimensions |
28 cm. |
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xiv, 204 pages |
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Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2014.;A dissertation presented to the Faculty of the Graduate School of Arts, Sciences and Education Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree Doctor of Education in Educational Administration. |
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This descriptive cross sectional study aimed to propose a policy framework for the enhancement of Integrated Technological Approach (ITA) implementation in nursing education and to assess the extent of learning of nursing students among three nursing campuses using researcher-made instrument which was subjected to validity and reliability tests. In consideration to the purpose of the study, mixed methods was employed specifically triangulation using structures observation and focus group discussion to validate quantitative responses. It described the characteristics of simulator as regards to types and capacity to mimic clinical scenarios. A total respondents of 1,661 (92.33%) level three nursing students and 22 (100%) trained teachers participated in the research study. The null hypothesis on significant differences among the four criteria of implementing ITA and six criteria on the extent of learning employed t-test. While the null hypothesis on significant relationship on the extent of experienced ITA implementation and six criteria on the extent of learning among groups of respondents was subjected to the Pearson PRoduct Moment Correlation Coeficient. The findings of the study are the following: 1. All three nursing campuses used HPS type of simulator and capable for intermediate to high level capacity to mimic clinical scenarios and aligned to level three classroom lecture. 2. The extent of the ITA implementation in nursing education as regards to environment of learning, characteristics of virtual reality simulation equipment, virtual reality pre-conference and actual virtual simulation were interpreted very great extent or 100% performance. 3. The extent of learning of the nursing students utilizing ITA as regards to KAR, TSA, CT and DM, SC, CP and CT were interpreted very greatly extent or 100% performance of activity. 4. At 0.05 level of significance, there is no significant difference on the extent of ITA implementation as experienced by the trained teachers and students nurses as regards to a.) Environment of learning b.) Characteristics of virtual reality simulation equipment c.) Virtual reality simulation pre-conference and d.) Actual virtual reality simulation. 5. At 0.05 level of significance, there is a significant difference on the extent of learning clinical performance utilizing the ITA as experienced by the two groups of respondents. However, no significant difference was shown in terms of the following: a.) knowledge acquisition and retention b.) technical skills acquired c.) critical thinking and decision making d.) self-confidence e.) collaboration and teamwork. 6. At 0.05 level of significance, there is a significant relationship on the extent of ITA implemented on characteristics of simulation equipment and the extent of learning CT and DM; teaching virtual reality simulation pre-conference and extent learning KAR, TSA, CT and DM and CP among trained teachers. While a significant relationship on the extent of ITA implemented on environment of learning; characteristics of simulation equipment; virtual reality simulation pre-conference, and actual virtual reality simulation and all criteria set on extent of learning among students nurses. 7. The research study proposed an adopted and modified a framework for educational policy analysis designed by Haddad and Demsky in 1995. Considering the findings of the study, the following are drawn conclusions: 1. There is a very great extent or 100% performance of ITA implementation in nursing education. 2. There is a very great extent or 100% performance of learning by the nursing students utilizing ITA in nursing education. 3. There is no significant difference on the extent of ITA implementation between trained teachers and student nurses. 4. There is a significant difference on the extent of learning clinical performance of nursing students utilizing the ITA as experienced by the trained teachers and student nurses. 5. The trained teachers have moderate relationship. Degree of relationship is influenced is influenced by increase or decrease implementation revealed from triangulation. 7. Type of simulator used, capacity of simulators to mimic clinical scenarios and quality of integration of previous learning to simulation scenario affects ITA implementation and achievement of overall learning outcome. The following recommendations are proposed: 1. For the administration to continue supporting ITA nursing education upgrading among the three nursing capmuses. 2. Formation of an internal committee to review the existing implementation of the ITA and integration to curriculum and instruction and its application to simulation scenarios. 3. Utilization of the proposed framework to serve as basis for an enhancement of ITA in nursing education. 4. Faculty development program for continuous enhancement of skills, knowledge and attitude of trained faculty facilitators in the use, simulation script development and administration of the teaching methodology focusing on the needs of a Filipino learner. 5. Promote faculty inter-professional sharing of ITA implementation among other healthcare fields. 6. Conduct general orientation program to maximize student ITA access to promote readiness and receptiveness to learn. 7. Enhance simulation fidelity and pre-conference to incorporate new experiences to previous in order to accommodate new knowledge and form new meaning from the simulation experience. 8. A research study may be conducted to include other colleges of nursing using ITA. |
| Uniform Resource Identifier |
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| Fuller form of name |
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|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |