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Famadico, Lily F. Ferrer |
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The nurse professoriate viewed from the lenses of cultural domains |
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Famadico, Lily F. Ferrer |
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3896146 |
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28 cm. |
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xvi, 279 pages |
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Thesis (Doctorate) Pamantasan ng Lungsod ng Maynila, 2006;A Dissertation Presented to the Faculty of the Graduate School of the University of Sto. Tomas |
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56 |
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ABSTRACT: This study is focused on the following concerns: how cultural domains are incarnated in the nurse professiorate's understanding and praxis of instruction, research and community service; identify the factors in the internal and external environments which influence the value of the nurse professiorate; and describe the culture of the nurse professiorate in the college of nursing. The narrative interpretive method of research was used when the researcher listened to stories of the participants in order to understand the cultural domains of the nurse professiorate in the workplace. Documentary analysis was utilized as a method to assess their participation in instruction, research and community service. There were twenty six (26) nurse professiorate from both the government and private colleges of nursing who participated in the study. These participants were chosen through purposive sampling based on the following criteria: they must have taught in the college for five years and up; and they must have been active members of the organization to be sure that they have immersed in its culture. Instrumentation. The main instrument used for gathering data was a semi-structured interview guide. Questions regarding cultural domains involving the professiorate were asked orally in a face-to-fce format. Analysis. Data were analyzed using the narrative interpretive analysis that is a qualitative means of analyzing stories. The researcher unpacked the structure of the story and offered her interpretation of events that took place. The analysis was divided into two broad phases - descriptive and interpretive. In the descriptive phase, the researcher gave as much detail as possible, of the conversation both in terms of words, paralinguistic and silences. In the interpretive phase, the researcher connected the narrative with the literature that was used to interpret the story. Findings. Data revealed that the nurse professiorate of the colleges of nursing under study had different conceptions of what constitute teaching. Some of them placed emphasis on the holistic development of the learners, some, on the development of knowledge as a basis for informed practice, and a few for the development of proper attitude in their practice of nursing. The nurse professiorate were engaged in various levels of research practice. Only a few were actively engaged in research work. Involvement in community service was motivated strongly by the university requirements. Five cultural values: honesty, commitment, competence, compassion/caring and respect were identified by the nurse professiorate. The dean was viewed as the most powerful person in the school organization. The other powerful persons identified were the administrative staff, the department heads/level chairs and the senior faculty members. Rites and rituals observed and participated in by the professiorate from both types of institutions were more alike than different. Communication with peers were was predominantly verbal usually carried out through person-to-person, or person to small group sharing. Further analysis of data showed that the professiorate tended to exhibit patterns of behavior taht are becoming as members of the organization, and were inclined to view their behavior as belonging to their particular organization. A description of the culture of the nurse professiorate in the college of nursing evolved from the intense analysis of verbal data. The culture of instruction, research and community service interacts with the four cultural domains which consist of energizing, edifying, preserving and connecting elements. Conclusions. The culture of instruction encompasses teaching about holistic development of students as well as teaching with appreciation of students individuality. The culture of research was evident in the colleges of nursing in the study, but the professiorate's active participation as researchers was limited to research mentoring and consultation. Their involvement in community service was motivated by the university requirement. The culture of community service was evident through community efforts, school based community service and as private citizens with the objectives of preventing disease, prolonging life and promoting health of the individual, family, and community. |
| Uniform Resource Identifier |
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lcc |
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Book |