Nursing Education Philosophy - Essay Example

Introduction When considering the ways in which nursing learn and are educated throughout the world, many different elements can be examined in order to understand why some teaching methods appear to have effective outcomes while others do not. Constructivist argues that learners have a capacity to create their own knowledge and adapt a unique way of understanding the content taught. Constructivist is defined as a method that is based on observation and scientific on how people learn study. Nursing training should support learners to have an organized way of applying knowledge. As there are significant differences in how nurses are supervised within the realm of nurse education in Oman as compared to other countries in the West, those differences form the focus of this paper. Currently, in Oman, nursing students receive their academic education, clinical supervision and speciality training from the same academic educators. This is in contrast to how nurses are educated in the UK, the United States, Australia, and most of Europe wherein nursing students have the academic component, which emphasized the practical part using simulation for accurate leaning, and engage with professionals in the field as part of higher education. This paper will first seek to explain the rationale why this is an important topic to consider, provide contextually and background information on the topic, then look specifically at the elements of this topic to consider the main points of debate, and finally conclude with a short conclusion on where this debate might go in the future.Insufficient if it emphasizes traditional methods of teaching that are lecturer centered to a rather more involving and engaging teaching method. Philosophy A lens of Constructivist will frame the paper in order to examine the efficacy and value of this current method that utilizes both observational and scientific justification in drawing conclusion in nursing education. Constructivist is a normative ethical theory that holds that the most effective and economical action is the one considered to support learners in constructing their knowledge while under the supervision of a facilitator (Delaney, 2003).This has been chosen as the guiding framework for this paper because it is most in line with finding a method for considering nursing education. The information requires re-publishing in order to produce the most efficient methodology that involve the finding a result that aligns with the goals of nursing practice. Focus will be on finding methods that help nurses to become qualified clinicians in the most effective program possible. Constructivist theory may encourage too much freedom, which might work against the short during nursing learners get exposed to practical clinical education while at college. From the current literature, it appears that the program in Oman is not currently the best possible clinical philosophy that defines a patient based approach that esures effective intervention as it deprives the specializing learner the opportunity to interact with professionals while still learning thus inhibiting constructive education. Therefore, a more effective teaching method should be embraced to promote the quality of education for the nursing students. Rationale In Oman, the academic nursing educators cover both normal sessions as well as specialty classes in order to cover nursing students’ education. They are also responsible for supervision and education of students in the practical clinical setting where there are no mentors or preceptors to take this role in the hospitals. This rises some questions as to how much of quality time comes from the academic teachers in the vast field of nursing. Currently, this is not the practice in Europe, Australia, and North America. Debate There are essentially two primary components to the debate over whether or not it is beneficial to have a separation between academic teaching and specialty education or, in fact, if it matters at all(Duchscher, 2008: Bambini, Washburn and Perkins, 2009) . The first is the economic realities of needing to educate nursing students in as effective manner as possible and the second are in having specialized nursing students come out of their program with the best expertise in the respective fields (Harlow, and sportsman, 2007). An approach is needed to ensure both components are fully satisfied for a successful nursing output in Oman. Therefore, with increasing pressures on the higher learning arena, it is important that there is commensurate value for money garnered from the nursing teaching program (Balzer, 2010).The advancement in education technology and constructivist theory has made patients to expect a match in increased quality care, which should be the main indicator of becoming value of nursing education(Balzer, 2010). Around the world, there has been an increasing number of nursing students enrolling in programs (why), while there is still a decrease in resources and an increase in the expectation of accountability (statements/ claims need to be supported with evidence). In order to ensure that nursing students are entering the workforce with the appropriate level of training, they must be effectively assessed in both their theory learning and their specialty skills (Bamber, Trowler, Saunders, & Knight, 2009). Neil (2011) asserts that assessment becomes less challenging when those who are doing the assessment exhibit less concern regarding practical skills in the clinical field, which should not be the case. Nursing education at all level should emphasize the need to prioritize clinical and practical nursing knowledge than theoretical understanding hence reducing the need for class-based assessments. According to Neil (2011), practical experience is critical in the nursing practice as it promotes an evidence based knowledge on experience. Economically, several variables need close observation. There may beinitial savings derived from having academic tutors handle the clinical and supervision aspects of the nursing education, as well as the specialty training. By not taking the time away from nurses and ward sisters in hospital, or by training specialist clinical teachers, there is an initial savings in relationship to the training budget for an individual nursing student (Blackmore&Kandiko 2010). However, there are queries that need to be asked in relationship to the long-term cost of training nursing students this way. If these nursing students require further time on the ward to catch up with where other graduates might have been earlier, then that suggests that the longer-term costs of this approach are higher than they would be for a different method (Harlow & Sportsman 2006). The main aim of effective teaching method for nursing students is to improve the quality of service to the patients. Mentorship that introduces a facilitator who has plenty of knowledge and experience to guide the learners is one method that has shown a high level of effectiveness in educating nursing students and helping to bridge their theoretical knowledge, clinical skills and specialty skills as stated by Neil (2011) about the need for effective methodology in nursing teaching to facilite effective delivery of services. Primary care settings can become settings for learning environments, helping nursing students to join up their theory learning with practical work (Neil 2011). This has already shown some success in the UK and according to Omansky (2010), mentors not only teach and supervise but also examine specializing students. In addition, mentor act as preceptors in the USA(Neil 2011). It is time to extend mentorship to Oman nursing education despite the challenges of capacity. Mentorship will shift more attention towards the nurse education than the training and facilities, is the current focus in Oman(Neil, 2011). There is also a question of the confidence with which specializing nursing students graduate. Studies have shown that academics have the opportunities to practice their skills onwards under their personal responsibility to offer services effectively t the patients of ward nurses show greater confidence in their skills and feel comfortable beginning work after graduation (Bambini, Washburn, & Perkins 2009). This goes back to not only the economic question of getting the most value from the new graduates, but also for helping nurses to feel most qualified as early as possible (Blanzola, Lindeman& King 2004). Conclusion For a country that has more resources than other countries, it is well worth considering the long-term viability of the current nursing education standard using constructivist theory. When considering the most practical direction to go in the future, it is important to look not only at the short-term costs of the training program, but also at the long terms benefits of quality health care. Nursing students in Oman do not have access to a formalmentorship system and may miss out on the appropriate chance to construct their nursing understanding by developing clear and effective teaching methods. As such, they feel inadequately prepared to begin their clinical work as soon as they qualified graduates from nursing programs. This has a cost for the hospitals, but also for the nurses themselves who also need to take longer to feel confident in their skills. This research just describes a small portion of a large number of inadequacies experienced in nursing. As such, more scholars need to invest in this area so that more recommendations may change the way nurses are trained. It is important to increase allocation for nursing education to facilitate sustainable research programs to continuously improve the quality of service. Read More