Competency Level of the Faculty and Performance of the Nursing Students in the Enhancement Program: Basis for Program Upgrading
Chapter 1
THE PROBLEM
Background of the Study Teaching in college or university is marked by historic paradox: though institutions constantly talk up its importance, they evaluate faculty members primarily on the basis of evaluations made outside the classroom by the students. Teaching is what is almost every professor does, it occupies the greatest amount of most instructors’ time, but less operates at the highest level of competence. Quality teachers are the single greatest determinant of student achievement. Teacher education, ability, and experience account for more variation in student achievement than all other factors. Studies have found that 40 to 90 percent of the difference in student test scores can be attributed to teacher quality (www.scribd.com). Knowing the subject matter, understanding how students learn, and practicing effective teaching methods translate into greater student achievement. Therefore, it is vitally important that teachers be well prepared when they begin teaching and that they continue to improve their knowledge and skills throughout their careers. Some instructors regard teaching so important, personal and idiosyncratic that no training could ever meet the demands of quality education not even by the use of teaching strategies itself. Teaching for them is already a habit and doesn’t need any further enhancement or improvement. Nursing is a universal profession that is practiced in its present form all over the civilized world. It touches human life from conception to death. Fewer careers in this world offer the satisfaction, stimulation, and variety of opportunities and rewards as nursing. But sometimes young men and women pay more attention to the sacrifices nurses have to make rather than the rewards. Modern nurse educators following the footsteps of Florence Nightingale went further to design educational programs that matched the profession. They have provided nursing with the theoretical foundation
THE PROBLEM
Background of the Study Teaching in college or university is marked by historic paradox: though institutions constantly talk up its importance, they evaluate faculty members primarily on the basis of evaluations made outside the classroom by the students. Teaching is what is almost every professor does, it occupies the greatest amount of most instructors’ time, but less operates at the highest level of competence. Quality teachers are the single greatest determinant of student achievement. Teacher education, ability, and experience account for more variation in student achievement than all other factors. Studies have found that 40 to 90 percent of the difference in student test scores can be attributed to teacher quality (www.scribd.com). Knowing the subject matter, understanding how students learn, and practicing effective teaching methods translate into greater student achievement. Therefore, it is vitally important that teachers be well prepared when they begin teaching and that they continue to improve their knowledge and skills throughout their careers. Some instructors regard teaching so important, personal and idiosyncratic that no training could ever meet the demands of quality education not even by the use of teaching strategies itself. Teaching for them is already a habit and doesn’t need any further enhancement or improvement. Nursing is a universal profession that is practiced in its present form all over the civilized world. It touches human life from conception to death. Fewer careers in this world offer the satisfaction, stimulation, and variety of opportunities and rewards as nursing. But sometimes young men and women pay more attention to the sacrifices nurses have to make rather than the rewards. Modern nurse educators following the footsteps of Florence Nightingale went further to design educational programs that matched the profession. They have provided nursing with the theoretical foundation
Bibliography: Akkus and Gunel. “Quality Research in Literacy and Science Education”. New York. 2009. Bustos, Alicia S., and Espiritu C., Psychological Anthropological and Sociological Foundation of Education. Katha Publishing Co. Inc. 1985 Calderon and Gonzales Estolas, E.A., general Socilology. Quezon City. National Bookstore. 1974. Gottlesman, I. I., Archives of Gebral Psychiatry. U.S.A. W.H Freeman and Co. 1989. Novak, M.A., Developmental Psychology. N.Y. Mr. Graw Hill Book Co. 1998. Polit and Beck. “Nursing Research: Principles and Methods”. 7th Edition, New York: Lippincott Williams and Wilkins, 2004. Spinks, Jim. “Springer International Handbook of Eduaction, 1, volume 17”. United Kingdom, 2000. Taylor, Carol et al. “Fundamentals of Nursing”. Volume I. 6th edition. New York. Lippincott Williams and Wilkins, 2008. Udan, Josie Q. “Fundamentals of Nursing Concepts and Clinical Application”, 3rd Editon, Philippines: Guani Printing Press, 2009 Venzon, L.M & Venzon, R.M B. Journals Board of Nursing, 2009 Philippine Board Exam Results. Accessed on August 28, 2010 from: http://www.pinoybsn.blogspot.com/ APPENDIX A