nursing research in the philippines

Research in UPCN

Research at the College of Nursing highlights its role in developing and advancing nursing science and in influencing policy decisions at all levels of decision-making. The faculty are actively involved in research activities based on the set research agenda of the College.

Most of the researches are funded particularly by the Philippine Council of Health Research and Development, Department of Health, and the UP Manila-National Institutes of Health.

The following are the research areas of the College:

• Non-communicable Disease Prevention And Control
• Care Of Older Persons And Those With Chronic Illness
• Women’s Health And Care Of Children
• Nursing Education
• Community Health Nursing
• Human Resources For Health

A. Non-communicable Disease Prevention And Control

This includes studies on identifying factors influencing compliance, service utilization, management, and effectiveness of intervention such as but not limited to smoking cessation, diabetes education, diet and physical activity strategies. This also includes mental health promotion.

The following are researches done by the faculty of the college on the area of non-communicable disease prevention and control.

Research Title

Compliance and Diabetes Management among the Faculty and Staff of the College of Nursing of UP Manila

Mejico, Merle F.

Development of a package of nursing services for the prevention and control of non-communicable disease

Tejero, Lourdes Marie S. Maderal, Vanessa Manila Tuazon, Josefina A.

Integrative Review on Hypertension among Filipinos

Dela Cruz, Felicitas Tuazon, Josefina A. Tejero, Lourdes Marie S. Santos, Marinelli

The Effects of Blood Pressure (BP) Measurement Educational Interventions on Adherence to BP Measurement Guidelines by Public Health Nurses (PHNs) 

Pagsibigan, Jesusa S.

The Development of Service Packages and Clinical Pathway Guidelines for Non-Communication Diseases

Lorenzo, Fely Marilyn E. Maderal, Vanessa Manila Poblete

The Validity and Effectiveness of an Investigator-designed Hypertension Training Program for Advanced Practice Nurses in the Philippines

Duller, Sarla F. Tating Dan Louie Renz P. Tejero, Lourdes Marie S.

The family as primary caregivers for the mentally Ill Patients in a psychiatric ward

Mejico, Merie F.

Effectiveness of eHealth Cardiac Rehabilitation for Health Outcomes of Patients with Coronary Heart Disease in China

Su, Jing Jing Paguio, Jenniffer T. Doris Sau Fung Yu

Effect of Training in Brief Advise on Smoking Cessation on Nurses’ Knowledge, Skills, Attitude and Practice

Cariaso, Josephine E.

B. Care Of Older Persons And Those With Chronic Illness

Concerns with improving support for older persons by establishing evidence on the effectiveness of intervention in the care of the elderly and identifying gaps in services among older persons.

The following are researches done by the faculty of the college on the area of care of older persons and those with chronic illness.

Fall Risk Among Urban Community Older Persons

Valera, Mary Joan Therese

Caregiver’s Burden and Context of Caregiving of Dementia Patients

Manahan, Lydia T.

A Phenomenal Journey in Compassionate Care for a Person with Dementia

Anonuevo, Cora A.

Nursing Interventions of Stoma Nurses and the Quality of Life of Patients with Fecal Ostomy (Thesis)

Batalla, Mary Grace Ann P. Balabagno, Araceli O.

Factors Affecting Adherence to Antiretroviral Therapy of Filipinos Living with HIV (Thesis)

De Torres, Ryan Q. Tuazon, Josefina A. (Thesis Adviser)

Are Health Behaviors and Risk Factors for Atherosclerotic Cardiovascular Disease Interrelated Among Older Filipinos in Underserved Communities

Flores, Jo Leah A. Cacciata, Marysol C. Hernandez, Mary Abigail A. Leyva, Erwin William A. Tuazon, Josefina A. Evangelista, Lorraine S.

Evaluation of the Effectiveness of an IAD Prevention Protocol on the Incidence of IAD among Acutely-ill Geriatric Patients in a Tertiary Hospital in Spain

Gaspar, Aldin D.

Assessing the Spiritual Well-Being of Filipino Cancer Patients: A Nursing Perspective

Tupaz, Alyssa Jenny E. Balabagno, Araceli O. (Thesis Adviser)

Health Impact of Climate Change in Older People: An Integrative Review and Implications for Nursing: Climate Change, Ageing, and Nursing

Leyva, Erwin William A. Beaman A Davidson PM

Loneliness Among Older Adults in Norway: A Longitudinal Study

Soberano, Julienne Ivan D.

Gerontology Nursing: Innovation in Education and Practice

Attitudinal outcomes of an interprofessional training program for health workers in the care of older adults in the Philippines: a longitudinal analysis

Siongco, Nakamura, Moncatar, Canila, Lorenzo, Seino

Resilience and Health-related Quality of Life of Filipino Older Persons in Flood-prone Communities

Leyva, Erwin William A. Patricia Davidson PhD RN FAAN Elizabeth Tanner PhD RN FAAN

C. Women’s Health and Care of Children

This includes studies on preconception care, postpartum care, and the first 1,000 days of the child.

The following are researches done by the faculty of the college on the area of women’s health and care of children.

The Role of Ayod Community Health Teams in Promoting Maternal and Infant Health in a Municipality in Ifugao, Philippines

Ngaya-an, Floreliz V.

Migration of Women from the Philippines: Implications for Health Care

Tejero, Lourdes Marie S.

Evaluation the Compliance of Essential Intrapartum Newborn Care Among Nurses in Selected Hospitals in Manila

Iellamo, Efrelyn A.

Culturally Congruent Health Promotion for Ifugao Women

Maternal Mortality in the Philippines: A lifecourse Perspective (Review of Data)

Peralta, Arnold B. Pacquiao, Dula F.

Patterns of Post Partum Home Visit and their Relationship with General Well-Being and Self-Efficacy of the Mother, Breast Feeding, Weight of the Infant, and Immunization (Dissertation)

Maternal and Child Health Promotion for the Ifugao in the Philippines

Ngaya-an, Floreliz V. Pacquiao, Dula F. De Torres, Ryan Q.

Promoting Parent-Adolescent Communication to Reduce Adolescent Sexual Risk Behaviours

Alvarez, Carmen Ngaya-an, Floreliz Abad, Peter James Maderal, Vanessa

Parental Role Affirmation of Parents of Children with Complex Health Needs for Home Care

Maderal, Vanessa Manila

Care Needs of Parents of Children with Cancer (Thesis)

Banayat, Aprille C. Peralta, Arnold B.

The Effectiveness of ParentUp as a Strategy to Provide Health Information among Pregnant Women and Mothers with Newborn from Low-Income Families

Iellamo, Efrelyn A. Raquedan, Regnard Raquedan, Liza

Decisional Conflict Among Parents of Children with Congenital Heart Disease: Towards Development of a Nursing Model (Dissertation)

So, Iris Chua Tuazon, Josefina A. (Dissertation Adviser)

Breastfeeding Practices and Level of Support Among Mothers in District 5 Manila

Tubera, Sophia A. Rosal, Melvin Joseph D. Stephanson, Zoe O. Tabungar, Kaezzy Ila B. Turingan, Angelo Joseph Uy, Kathleen Nicole T. Vibieda Jade Louise L. Villanueva, Mary Grace B. Ngaya-an, Floreliz V. Tuazon, Josefina A.

An Integrative Review of Home Visiting Programs for Mothers and Infants from Birth to 12 Months in Developed and Underdeveloped Countries

Ngaya-an, Floreliz V. De Torres, Ryan Q. Tejero, Ludy Marie S. Fowler, Cathrine

Strategies for Febrile Neutropenia in Children with Cancer: A Narrative Synthesis

Banayat, Aprille C.

D. Nursing Education

Studies under this area include impact evaluation of curricular programs in Nursing as well as testing effectiveness of teaching-learning methodologies.

The following are researches done by the faculty of the college on the area of nursing education.

Assessing Core Competencies and Professional Values of Faculty and Senior Nursing Students as Input to a competency-based Curriculum

Tuazon, Josefina A. Valera, Mary Joan Therese

Integration of the Promotion of safe motherhood in the nursing competency based curriculum

Peralta, Arnold B.

Teaching Learning Activities and Learning Experiences as Demonstrations of Integration of Safe Motherhood in the Nursing Competency- Based Curriculum

Status of Geriatric Nursing Education in Philippine Nursing Schools

Balabagno, Araceli O. Dela Vega, Shelley Ann F. Manahan, Lydia T. Abad, Peter James B.

Evaluation of the Implementation and Outcomes of Project RNHeals Batch 4 (Registered Nurse for Health Advancement and Local Service) in Enhancing Competencies and Employability of Entry-Level Nurses as Input to Policy and Programmatic Directions for Sustainability

Tuazon, Josefina A. Valera, Mary Joan Therese Abad, Peter James

Evaluation of a Government Deployment Project (RNHeals) for Unemployed Nurses as Input to Policy and Programmatic Directions

Evaluation of Process Recording as a Teaching/ Learning Tool in Mental Health Psychiatric Nursing Course

Student Attrition and Retention in the BSN Program as input to a Holistic Student Development Plan

Leyva , Erwin William A.

A Study on the Admission, Enrollment, Attrition and Graduation Patterns of Graduate Students accepted in the Master of Arts in Nursing & Doctor of Philosophy in Nursing in the College of Nursing

Tuazon, Josefina A. Denola, Mary Joy

Building Infra-structure for Health Education and Evidences Based Learning Programs to Promote Health Filipino Societies(I-HELP- FILIPINOS)

Tuazon, Josefina A. Hernandez, Mary Abigail Evangelista, Lorraine

Development of a Faculty Evaluation Scheme for UP College of Nursing

Peralta, Arnold B. Maderal, Vanessa

Relevance and Effectiveness of UPCN BSN Competency and Value based Curriculum towards an Outcome Based Curriculum

Peralta, Arnold B. Dones, Luz Barbara, Manahan, Lydia

Status of Interprofessional Education (IPE) Implementation in Asian Nursing Schools

Ngaya-an, Floreliz V. Peralta, Arnold B. De Torres, Ryan Q. Tuazon, Josefina A.

Technology in Open Nursing Education: Models in Teaching Nursing Research Online

Evio, Bettina

Student nurses’ level of satisfaction on the clinical learning experience in intensive care units

Formative evaluation of Philippine eHealth Strategic Framework and Plan

Bonito, Sheila R. Evio, Bettina D.

Transformative Scale UP of the “Tacloban Experiments” Post-Haiyan School of Health Sciences

Sana, EA, Atienza, Melflor A. Salvacion, Maria Lourdes Dorothy S. Peralta, Arnold B. Dones, Luz Barbara P. Paguio, Jenniffer T. Pastor, Claire D. David-Padilla, Carmencita M.

Role of the Nurse in Newborn Screening: Integrating Genetics in Nursing Education and Practice

Abad, Peter James B. Sibulo, Ma. Salve K. Sur, Aster Lynn D

Ethical Issues in Nursing Research

Tuazon, Josefina A.

Promotion of Safe Motherhood in the Nursing Competency-Based Curriculum

Peralta, Arnold B. Sana, Erlyn A.

Evaluating the Implementation of Urban Community-Oriented Health Initiatives and Activities within a Curricular Context

Hernandez, Mary Abigail A. Leyva, Erwin William A. Virtudazo, Jessa Mae P.; Dones, Luz Barbara P.

The usefulness of case studies in a Virtual Clinical Environment (VCE) multimedia courseware in nursing

Bonito, Sheila R.

Learning compassionate care: Experiences of nursing students

Su, Jing Jing Paguio, Jenniffer Torralba Masika, Golden Mwakibo Wang, Mian Redding, Sharon R.

Leadership Behavior of Dean’s of Colleges of Nursing and Faculty Job Satisfaction and Commitment

Ballena, Naressia S.

Developing the key competencies of the UP-Nurse Scientist: preliminary work to Ph.D. in Nursing curricular revision

Ngaya-an, Floreliz Paguio, Jenniffer Leyva, Erwin Peralta, Arnold Siongco, Kathryn Bonito, Sheila

Expanding the faculty capacity to help meet the increased national demand resulting from the addition of nursing informatics in the baccalaureate program: A Philippines experience

Pajarillo, Edmund J.Y. Bonito, Sheila R. Paguio, Jenniffer T. Cariaso, Josephine E.

Nursing Students’ Experience in High-fidelity Simulation-based Learning on Critically-ill Adult and Pediatric Patients

Gaspar, Aldin D. Banayat, Aprille C.

Use of Standards of Best Practice in Developing Simulation Scenarios in Nursing Education

E. Community Health Nursing

Concerns with establishing roles of the advanced practice nurses in public health nursing as well as validating indicators for community competence.

The following are researches done by the faculty of the college on the area of community health nursing.

Perceptions on Poisoning among Adult Urban Community Members

Valera, Mary Joan Therese Salvosa, Daity

Assessing Development Designing Better Indices of Poverty and Gender Equity Phase I & II

Anonuevo, Cora A. Castillo, Fatima Palaganas, Erlinda

Understanding Poverty and Gender: Narratives from the Field

Anonuevo, Cora A. Castillo, Fatima Palaganas, Erlinda Bracamonte, Nimfa

Cultural Beliefs on Disease Causation in the Philippines: Challenges and Implications in Genetic Counselling

Abad, Peter James B. Tan, M. L. Baluyot, M. M. P. Villa, A. Q. Talapian, G. L. Reyes, M. E. Laurino, M. Y.

Developing Community Based Health Program in Low Urban Settings

Leyva, Erwin William A.

Genetic Counseling in Asia: Profile of the Profession and Roles of Genetic Counselors

Abad, Peter James B. Laurino, Mercy Lee, Juliana Kejriwal, Saahil

Communication about Congenital Adrenal Hyperplasia: Perspective of Filipino Families.

Abad, Peter James B. Anonuevo, Cora & Daack-Hirsch Sandra & R. Abad Lorna & Padilla Carmencita & Laurino Mercy

Prevalence and Correlates of Depression, Anxiety, and Distress among Filipinos from Low-Income Communities in the Philippines

Flores, Jo Leah A. Hernandez, Mary Abigail Leyva, Erwin William Cacciata, Marysol Tuazon Josefina Evangelista, Lorraine

Normalizing Advanced Practice in Public Health Nursing in the Philippines: A Foucauldian Analysis

Posadas, John Joseph B. Dones, Luz Barbara P. Abad, Peter James B.

Facilitators and barriers to condom use among Filipinos: A systematic review of literature

De Torres, Ryan Q.

Fostering Partnerships between the Academe-Government and Community in the Covid-19 Pandemic Response in the Philippines

Tomanan, Kristine Joy L. Mabale, Maria Angela A. Abad, Peter James B. Bonito, Sheila R.

Building Leadership and Management Capacities of Public Health Nurses in the Philippines

Posadas, John Joseph B.

Promoting School Health Updating Urbani School Health Kit

Bonito S Iellamo E Abad PJ Hernandez MA

An Integrative Review of Interventions to Promote Culturally Congruent Care for Sexual and Gender Minorities

Competencies and Training Needs Assessment of Public Health Nurses in the Philippines

Cariaso, Josephine E. Sheila R. Bonito DrPH Luz Barbara P. Dones MPH Christiane Jannie B. Sebastian, RN

Oral Health Education Program and Competencies Among Nurses Whose Recipients are Totally Dependent Patients. (Thesis)

Ragotero, Ina G.

The Effectiveness of a Training Program for Advanced Practice Nurses in the Philippines on the Care of Patients with Primary Hypertension

Duller, Sarla F. Tating, Dan Louie Renz P. Tejero, Lourdes Marie S.

F. Human Resources for Health

Nurse-Patient Dyads: Linking Nurse and Patient Characteristics to Patient Satisfaction

The mediating role of nurse-patient dyad bonding in bringing about patient satisfaction

Development and validation of an instrument to measure nurse-patient bonding

Policy Baseline and Recommendations for Allied Health Disciplines

Lam, Hilton Y. Shelley Ann F. dela Vega, Maria Concepcion C. Cabatan, Vicente O. Medina III, Araceli O. Balabagno, Tejero, Lourdes Marie S.

Determinants of Rural Retention of Human Resources for Health

Tejero, Lourdes Marie S. Leyva, Erwin William Abad, Peter James Santos, Marinelli

Global Perspectives of Caring: An Integrative Review

Link 1   Link 2

Leyva , Erwin William A. Peralta, Arnold B. Tejero,Lourdes Marie Santos, Marinelli A.

Parental Efficacy in Nursing Practice: A Concept Analysis and Derivation

Patient Safety Culture & Perceptions on Event Reporting in the National University Hospital

Paguio, Jenniffer T. Sy, Alvin Duke R. Co, Homer U.

Work on Environment of Nurses in the Philippines: A Preliminary Study

Dones, Luz Barbara P. Paguio, Jenniffer T. Bonito, Shiela R. Balabagno, Araceli O. Pagsibigan, Jesusa S.

Paguio, Jenniffer T. Caballes, Alvin B. Co, Homer U. Sy, Alvin Duke R.

Evaluation of Readiness of the ASEAN Members for the Mobility of Nurses in these Countries

Tejero Makimoto Said Koy Tungpunkom

Safety Culture & Safety Attitudes of Nurses in the National University Hospital

Paguio, Jenniffer T. Pajarillo, Edmund J.Y.

Transnational Care Workers from the Philippines and Indonesia under the JPEPA

Añonuevo, Cora A.

Social media use profile, social skills, and nurse-patient interaction among Registered Nurses in tertiary hospitals: A structural equation model analysis

Mariano MCO Maniego JCM Manila HLMD Mapanoo RCC Maquiran KMA Macindo JRB Tejero, Lourdes Marie S Torres, Gian Carlo S

Nursing Workforce in the Philippines

Bonito, Sheila R. Pagsibigan, Jesusa S. Balabagno, Araceli O. Serreneo, Kate Anjelyn C.

Perceived Roles and Professional Identity of Psychiatric Mental Health Nurses in selected Hospital-Based Psychiatric Settings in Metro Manila (Thesis)

Mabale, Maria Angela A. Mejico, Merle F. (Thesis Adviser)

Determinants of Anticipated Turnover of Nurses in Selected Hospitals in Metro Manila (Thesis)

Adajar, Gracielle Ruth M. Tuazon, Josefina A. (Thesis Adviser)

Determining the Required Skill Mix to deliver Primary Health care Services Across Various Rural and Urban Communities

Dones, Luz Barbara P. Abad, Peter James Medina, Vicente Cordero, Anthony

Medication Errors Among Adult Patients in Acute Care Settings: An Integrative Review

Improving Nurses Work Environments (NWE) in the Philippines

Paguio, Jenniffer T. Doris SF Yu, PhD

Capacity Needs Assessment of Primary Health Care Providers in Selected Municipalities in Cavite

Almoneda, Irma A. Bonito, Sheila R. Dones, Luz Barbara P. Tuazon, Josefina A.

A Mixed Methods Study to Evaluate the Effects of a Teamwork Enhancement and Quality Improvement Initiative on Nurses’ Work Environment

Defining Compassionate Nursing Care

Su, Jing Jing Golden Mwakibo Masika Paguio, Jenniffer Torralba Reding, Sharon R.

Systematic review of interventions to improve nurses’ work environments

Paguio, Jenniffer T. Yu, Doris SF. Su, Jing Jing.

Skill Mix in Delivering Primary Health Care Services: Context and Implications to Public Health Nursing

Dones Abad Medina III Cordero Hernandez MA

Production, Recruitment, and Retention of Health Workers in Rural Areas in the Philippines

Tejero, Lourdes Marie S. Erwin William A. Leyva, RN, MPH, PhD Peter James B. Abad, RN, MSc Diana Montorio, RN Ma. Leoant Santos, RN

Nurses in advanced roles as a strategy for equitable access to healthcare in the WHO Western Pacific region: a mixed methods study

Sue Kim Tae Wha Lee Gwang Suk Kim Eunhee Cho Yeonsoo Jang Mona Choi Seoyoung Baek David Lindsay Sally Chan Regina L. T. Lee Aimin Guo Frances Kam Yuet Wong Doris Yu Sek Ying Chair Yoko Shimpuku Sonoe Mashino Gigi Lim Sheila Bonito Michele Rumsey Amanda Neill Indrajit Hazarika

Capacity building of primary health care providers in 10+3 Southeast and East Asian Nursing Education and Research Network (SEANERN) countries

Bonito, Sheila R. Tuazon, Josefina A. Dones, Luz Barbara P.

Disaster Nursing Competencies: Nurses’ Perceived Competence and Need for Training

Developing Capacities of Professional Nurses on Disaster Risk Reduction and Management in the Philippine Nurses Association

Evio, Bettina D. Bonito, Sheila R.

Health Workforce Development in Health Emergency and Disaster Risk Management: The Need for Evidence-Based Recommendations

Kevin K. C. Hung Hung KKC Mashino S Chan EYY MacDermot MK Balsari S Ciottone GR Della Corte F Dell’Aringa MF Egawa S Evio, Bettina D. Hart A Hu H Ishii T Ragazzoni L Sasaki H Walline JH Wong CS Bhattarai HK Dalal S Kayano R Abrahams J Graham CA.

Barriers and facilitators of productivity while working from home during pandemic

Seva, Rosemary R. Tejero, Lourdes Marie S. Fadrilan-Camacho, Vivien Fe F.

Methods of Culturally Sensitive Disaster Nursing Focusing on Pacific Rim Island Countries

Tuazon, Josefina A. Miki Muratani Mihoko Uebayashi Yukiko Anzai Kame Takase Sanae Haruyama Hiroko Okuda Nahoko Harada Tuazon, Anna Cristina

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Nursing Education, Practice, and Research in the Philippines

• Living reference work entry
• First Online: 26 March 2024
• Cite this living reference work entry

• Yaser Mohammed Al-Worafi   ORCID: orcid.org/0000-0002-5752-2913 2 , 3  

This chapter aims to discuss nursing education, practice, and research-related issues in the Philippines. Moreover, it described the achievement in education, practice, and research in the country. This chapter will describe the challenges facing education in the country and suggest the recommendations to overcome these challenges, challenges facing the practice in the country and suggest the recommendations to overcome these challenges, and challenges facing the research in the country and suggest the recommendations to overcome these challenges. Moreover, online education, practice, and research will be discussed in this chapter; facilitators for the best online education, practice, and research will be explained; and finally, the barriers to the implementation of online education, practice, and research will be discussed with the recommendations to overcome it.

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Al-Worafi, Y. M., Kassab, Y. W., Alseragi, W. M., Almutairi, M. S., Ahmed, A., Ming, L. C., Alkhoshaiban, A. S., & Hadi, M. A. (2017). Pharmacovigilance and adverse drug reaction reporting: A perspective of community pharmacists and pharmacy technicians in Sana’a, Yemen. Therapeutics and Clinical Risk Management, 13 , 1175.

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Al-Worafi, Y.M. (2024). Nursing Education, Practice, and Research in the Philippines. In: Al-Worafi, Y.M. (eds) Handbook of Medical and Health Sciences in Developing Countries. Springer, Cham. https://doi.org/10.1007/978-3-030-74786-2_511-1

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Relationship between quality of nursing work life and uniformed nurses’ attitudes and practices related to covid-19 in the philippines: a cross-sectional study.

1. Introduction

2.1. participants and eligibility criteria, 2.2. study setting, 2.3. sampling and sampling size, 2.4. instrument, 2.5. qnwl questionnaire, 2.6. attitudes and practices related to covid-19 questionnaire, 2.7. data collection, 2.8. data analysis, 2.9. ethical considerations, 3.1. demographic information of participants, 3.2. descriptive analysis of characteristics for qnwl, attitudes, and practices related to covid-19, 3.3. demographic characteristics and its association with qnwl, attitudes, and practices related to covid-19, 3.4. factors predicting qnwl, 3.5. predicting factors of qnwl subscales, 4. discussion, 4.1. demographic characteristics and qnwl, 4.2. demographic characteristics and attitudes and practices related to covid-19, 4.3. predictors of qnwl, 4.4. limitations, 5. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Navales, J.V.; Jallow, A.W.; Lai, C.Y.; Liu, C.Y.; Chen, S.W. Relationship between Quality of Nursing Work Life and Uniformed Nurses’ Attitudes and Practices Related to COVID-19 in the Philippines: A Cross-Sectional Study. Int. J. Environ. Res. Public Health 2021 , 18 , 9953. https://doi.org/10.3390/ijerph18199953

Navales JV, Jallow AW, Lai CY, Liu CY, Chen SW. Relationship between Quality of Nursing Work Life and Uniformed Nurses’ Attitudes and Practices Related to COVID-19 in the Philippines: A Cross-Sectional Study. International Journal of Environmental Research and Public Health . 2021; 18(19):9953. https://doi.org/10.3390/ijerph18199953

Navales, Juneffer Villamen, Amadou Wurry Jallow, Chien Yu Lai, Chieh Yu Liu, and Shu Wen Chen. 2021. "Relationship between Quality of Nursing Work Life and Uniformed Nurses’ Attitudes and Practices Related to COVID-19 in the Philippines: A Cross-Sectional Study" International Journal of Environmental Research and Public Health 18, no. 19: 9953. https://doi.org/10.3390/ijerph18199953

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CARING BEHAVIORS AND QUALITY OF CARE RENDERED BY COMMUNITY HEALTH NURSES IN PHILIPPINES

• October 2021
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Quality of nursing education programme in the Philippines: faculty members perspectives

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The subject of continuous improvement in the quality of nursing education programme is an extremely sensitive issue worldwide, particularly in the Philippines where a high number of trained registered nurses are exported to both developed and developing countries. The assessment of the quality of nursing education programme is usually measured using pass rates in licensure examinations by several government organizations. However, few studies have indicated that various categories of faculty members view the quality of nursing programmes differently, this study probed further and determined whether the quality of nursing education programme differs according to the profile of faculty members in Philippines colleges of higher education.

A cross-sectional survey study design was employed in this study. One hundred and eight-five (185) faculty members in fifteen (15) higher educational institutions were selected for the research using purposive-census sampling. The study was carried out from January 1 to June 30, 2017. Close-ended structured questionnaires based on study objectives were used to collect data. Frequency and percentages were used to analyse the profile of faculty members whereas weighted means from a four Likert’s scale was used to interpret the extent of perceived quality of nursing education programme.

Majority, 39 and 46% of faculty members had 1–5 years’ clinical experience and 6–10 years of teaching experience respectively. Faculty members strongly agreed with a grand weighted mean of 3.84 out of 4.00 that nursing education programme is of good quality in the Philippines and is synonyms with other universities in the world. Teaching experience of faculty members showed significant relations in the quality of mission/vision/goals/objectives ( p -value = 0.008), curriculum and instruction ( p -value = 0.038), administration of nursing programme ( p -value = 0.025), faculty development programme ( p -value = 0.003), physical structure and equipment ( p -value = 0.016), student services ( p -value = 0.017), admission of students ( p -value = 0.010) and quality assurance system ( p -value = 0.009).

Faculty members strongly perceived nursing education programme to be of good quality in this study. Teaching experience of instructors showed a significant relationship with the quality of nursing education programme in all the quality assessment indicators. However, clinical experience and job category of faculty members rather showed that the quality of nursing education programme is the same throughout all the higher educational institutions. The study implies that the teaching experience of faculty members is a strong predictor of quality of nursing education programme and employing faculty experienced in teaching is substantial for the continuous improvement of nursing education programme.

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Quality of nursing education programme is a complex topic that involves the combination of teaching and learning materials, human resources, teaching and learning processes, curriculum, teaching and clinical experiences, teacher’s attitudes and commitment that are necessary to achieve set learning expectations and produce an exceptional performance of nursing students [ 1 ]. In essence, the nursing education programme can be classified as excellent or of high quality if it can be rated high (at least 80%) in all criteria used in its assessment.

The fundamental focus of nursing education programme is to produce nursing professionals that are clinically competent and can contribute immensely to the provision of quality and safe nurse care [ 2 , 3 ]. Quality nursing education can be attained if nursing faculty obtain a balanced experienced in both theory and clinical areas. Consequently, this vast knowledge may results in nurses workforce that can apply the theory and lessons learnt in simulation laboratories into the delivery of health care in everyday living [ 4 ].

Worldwide, nurses are known to play a vital role in the rendering of health care services including many fundamental health-related services, particularly in rural areas. The increase of workforce without compromising on quality is imperative to help achieve Sustainable Development Goals (SDGs) targets that are set by the United Nations and its member countries, especially the one focused on universal health coverage [ 5 , 6 ]. Quality of nursing education programme can be viewed as a long-term contributor to attaining quality universal health coverage in the production of qualified nurses.

The assessment of the quality of nursing education programme globally has usually been based on the pass rates in licensure examinations by several government organizations [ 7 ]. Although, several quality factors such as accreditation, students’ practical exposure and profile of faculty are sometimes considered to some extent [ 8 ]. The issue of quality of nursing education programme in Philippines colleges of higher education is extremely sensitive due to the high number of trained registered nurses exported to other countries such as the United States of America, United Arab Emirates and Germany [ 9 , 10 ].

The quality of nursing education programme has been strongly associated with quality of curriculum, faculty and resources. These resources such as teaching materials and facilities are required to assist instructors in their delivery of nursing education [ 11 ]. The World Health Organization has also affirmed some standard criteria or area that quality of nursing education programme should be measured with of which faculty profile or development is included [ 12 ]. This activates the discussion into whether the quality of nursing education programme hinges on the profile of the faculty.

Aside from the challenge of quality of faculty members in nursing education programme, there are also problems of shortage of nursing instructors which usually affects the clinical teaching and learning environment and this clinical training feature of the nursing education programme results in long term detrimental effects in practising nurses if not well taught [ 13 ]. Also, other issues associated with quality of faculty members which consequently affects the quality of nursing education programme includes aging nursing faculty, less attractive faculty positions and length of education required to secure a faculty appointment [ 14 ].

According to a study conducted in Ghana, shortage of qualified instructors and insignificant upgrade of the previous infrastructure are critical issues facing the quality of nursing school and subsequently nursing education programme [ 15 ]. As far back as 27 years ago, some authors have connected the quality of nursing education in the aspect of teaching and practical gap to nursing faculty inability to assume a commanding role in clinical learning and teaching [ 16 ]. Earlier researches have related quality of nursing education to the quality of nursing instructors and this study, therefore, determined the quality of nursing education programme. This paper also found out whether the quality of nursing education programme differs according to the profile of faculty members using Philippines colleges of higher education as a case study, in addressing this, the study was based on the null hypothesis (Ho), there is no significant difference in the quality of nursing education programme by the respondents (faculty members) when grouped according to their profile.

Study design

A cross-sectional survey study design was used in this research. This was executed by employing a purposive-census sampling method to recruit one hundred and eighty-five (185) faculty instructors in fifteen (15) higher educational institutions. The use of Purposive sampling was based on the belief that the researcher’s knowledge about the population can be used to hand-pick respondents [ 17 ] and in this case HEIs. This approach did not necessarily mean HEIs known to the researcher were selected but those who met the criteria of inclusion were used for the study. Census sampling, on the other hand, is the process of taking the total population of the locale and retrieving an adequate number of respondents (faculty) as a sample of the study. The use of the two approaches complimented each other for the recruitment of the HEIs and study respondents Questionnaires centred on the aim and study objectives of the study were self-administered after the consent of participants was sought. The study was carried out with the period of January 1 – June 30, 2017.

The study was conducted in fifteen (15) private-owned higher educational institutions in the National Capital Region (NCR) of the Philippines. Ten out of fifteen of these higher educational institutions had existed for more than 45 years whilst the rest had been in existence for less than 45 years. Although 7 of these institutions were granted autonomous by a regulating body called CHED, 8 of them were still monitored by the same regulatory agency. Also, 12 of these institutions were owned by private non-sectarian organizations, however, 3 were owned by private sectarian establishments. The central government seat is in the National Capital Region and the city holds the highest number of higher education institutions which comprises those offering nursing education programme. Majority of these institutions offer health-related programmes at both undergraduate and postgraduate levels, however, the study concentrated on the nursing education programme at the undergraduate level.

Sampling procedure

An initial number of all twenty-two (22) recognized higher national institutions owned by private entities in the NCR were contacted to take part in the study, yet, a considerable number of fifteen (15) institutions approved for their school and faculty members to partake in the study. The number of faculty in the twenty-two (22) higher national institutions targeted for the study summed up to two hundred and twenty (220), nonetheless, one hundred and eighty-five (185) faculty members consisting of deans, program coordinators, and faculty instructors on full and part-time contracts consented and were recruited into the study. The made the study achieve a response rate of 84.1%.

Inclusion criteria

All teaching and clinical instructors who have spent more than 1 year in their educational institution were recruited to partake in the study.

Exclusion criteria

All other instructors who had not completed 12 months in their educational institutions were not allowed to be part of the study.

Tool for data collection

A questionnaire was specifically developed to undertake this study. In doing so, three areas were considered in the design of a close-ended questionnaire used for the study. These were; 1) aim and objectives of study 2) policies and standards of nursing schools in the Philippines and 3) World Health Organization (WHO) guidelines on quality assurance and accreditation of nursing and midwifery educational institutions in the South-East Asian countries. A four (4) Likert scale with standard questions were used to evaluate the quality of nursing education programme. The criteria for the assessment of the quality of nursing education programme included mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system. Pretesting of the questionnaire was done in one of the accredited colleges of nursing in NCR with nineteen (19) respondents to measure the reliability of the tool before it was employed for the study. In doing so, the questionnaire was subjected to Cronbach’s alpha reliability test to determine its consistency and validity. The overall result showed .989 indicating a high consistency and reliability.

Data analysis

Information from the completed questionnaire was entered into Microsoft Excel and imported into SPSS statistical software version 22 for editing, cleaning and analysis. Frequency and percentage were employed to analyse the profile of faculty members while weighted means from a four-Likert scale was used to interpret the extent of perceived quality of nursing education programme as assessed by faculty members. The scales for assessing the quality of nursing education programme; 1.00–1.49, 1.50–2.49, 2.50–3.49 and 3.50–4.00 was interpreted as strongly disagree, disagree, agree and strongly agree respectively. One-way ANOVA was used to test for the differences in quality of nursing education programme in the eight (8) thematic areas (mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system) concerning the profile of faculty members. A P -value of less than 0.05 was considered significant in this study.

Profile of faculty members in higher educational institutions (HEIs)

A majority, 73 (39.0%) of the 185 participants that partook in the study had 1–5 years’ clinical experience whilst few, 15 (8.0%) had 16–20 years of clinical experience. Almost half, 85 (46.0%) of respondents had taught for 6–10 years nonetheless a small number, 14 (8.0%) had 16–20 years of teaching experience. A little below two-thirds, 121 (65.0%) were doing both clinical and classroom teaching whereas very few, 8 (4.0%) were deans of the nursing department in their institutions (Table  1 ).

Quality of nursing education Programme as perceived by faculty members

At the end of the assessment of the nursing education programme, an average of the grand weighted mean of 3.84 resulted, which means participants strongly agreed that nursing programme is of good quality. However, administrators who were faculty members rated the quality of nursing education programme higher with a mean of 3.88 compared to a mean of 3.81 by faculty who were only instructors. The quality of the mission/vision/goals/objectives of the nursing education programme was appraised highest with a mean of 3.91 while the least valued was the admission of students with a mean of 3.76 (Table  2 ).

The difference in quality of nursing education Programme according to profile of faculty

Significant differences existed in the quality of mission/vision/goals/objectives ( p -value = 0.008), curriculum and instruction ( p -value = 0.038), administration of nursing programme ( p -value = 0.025), faculty development programme ( p -value = 0.003), physical structure and equipment ( p -value = 0.016), student services ( p -value = 0.017), admission of students ( p -value = 0.010) and quality assurance system ( p -value = 0.009) in relation to teaching experience of faculty members. On the contrary, the quality of mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system did not differ significantly with regards to clinical experience and job category of faculty instructors (Table  3 ).

The excellence of nursing education programme and to a large extent nursing institution has often been linked to success in licensure exams undertaken by nursing students while other studies have associated it to the quality and shortage of nursing instructors [ 7 , 13 ]. The findings of this study also sought to unravel another concept of whether the profile of faculty in terms of clinical experience, teaching experience and job category cause significant differences in the quality of nursing education programme in the areas of mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system.

According to this study, participants strongly agreed with a score of 3.84 out of 4.00 that quality of nursing education programme offered by institutions in the Philippines is similar to ones run by other universities. This high grading of the quality of nursing education programme may have resulted because of the majority, 39 and 46% of faculty members had 1–5 years’ clinical experience and 6–10 years of teaching experience respectively. Also, this is consistent with the requirement that nursing instructors should have at least a year each of clinical and teaching experience [ 18 , 19 ]. Again, clinical experience particularly is important to close the gap between classroom lessons and simulation classes and in the long run improves the quality of nursing education programme [ 4 ].

Besides, this study also found that about two-thirds, 65% of faculty members were both classroom and clinical instructors. This result has a direct influence on the high grading of the quality of nursing programme because is very suitable if instructors who taught a particular group of students takes them through the practical component of the course. This leads to a better delivery of the curriculum of nursing education programme according to [ 11 ], which consequently leads to a high quality of nursing education programme.

The World Health Organization emphasized vision as a key requirement for the quality of nursing education as part of the global standards for the education of professional nurses and midwives [ 12 ]. In a study on quality assurance in higher education, mission/vision/goals/objectives were rated higher as the driving force for the quality nursing education programme. This was also congruent with the finding of this study where mission/vision/goals/objective was rated highest, 3.91 out of 4.00 compared to the other quality matrix that was used in the assessment of nursing education programme.

Even though, many studies have emphasized on the importance of clinical experience on the quality of nursing education programme [ 4 ], clinical experience and type of faculty did not show a significant difference in the quality of nursing education programme in all the eight quality matrix in this study. This implies that the quality of nursing education programme will be the same throughout all the nursing colleges in the Philippines with regards to clinical experience and job category of instructors.

Conversely, teaching experience of faculty revealed a significant difference in the quality of nursing education programme in all the criteria used for monitoring the quality of nursing education programme. This underlines the importance of teaching experience in the quality of nursing education [ 20 ]. Experienced faculty members are usually needed in the development of mission/vision/goals/objectives, curriculum and instruction of a nursing programme [ 21 ]. They are also practically involved in the administration of nursing education programme and even report gaps in a curriculum where and when is necessary [ 21 , 22 ]. The nursing lecturers who have enough teaching experience had usually undergone series of faculty development programme and have the experience in advising management on the needed physical structure and equipment that are necessary for the running of quality nursing education programme [ 23 ]. Also, these faculty members have the knowledge in the calibre of students to be admitted and the type of student services that should be provided to ensure the best of nursing education. This finding on the teaching experience of faculty members discloses its importance on the quality of nursing education programme and hence worth considering in enlisting processes.

Faculty members strongly perceived nursing education programme to be of good quality in this study. Majority of these nursing instructors had sufficient years of both clinical and teaching experience. No significant difference was found in all the quality criteria of nursing education programme with regards to the profile of instructors; clinical experience and job category. However, teaching experience revealed a significant difference in the quality of nursing education programme in the area of mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system.

Recommendation

The study, therefore, encourages management of higher educational institutions to emphasize teaching experience as one of the criteria that merit consideration for the recruitment of faculty members for a nursing education programme. This will guarantee continuous improvement of quality of nursing education programme in higher educational institutions in the Philippines and other countries.

Although Likert scale was used by study participants to measure quality of nursing education programme in all the criteria in the quality matrix used in this study, respondents may have been biased in the answering of questions concerning nursing education programme using this scale where they intentionally avoid extreme answers and choose options that are expected than the real situation the study sought to find.

Availability of data and materials

The study data and materials are in the custody of the corresponding author and can be made available on reasonable request.

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Acknowledgements

The author appreciates the management and faculty of all higher educational institutions in the Philippines for their involvement which made the conduct of the study successful.

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The author holds a PhD in Nursing Administration from Our Lady of Fatima University, Valenzuela City, Philippines. Dr. Stella Appiah is currently a Senior Lecturer and Head of School of Nursing, Valley View University, Ghana. Her speciality is in Nursing Administration, Nursing Research Methods, Family Health Crisis Intervention, Pharmacology and Therapeutics.

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Quality of nursing education programme assessment tool. A four Likert scale questionnaire for the assessment of nursing education programme on eight thematic areas.

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Appiah, S. Quality of nursing education programme in the Philippines: faculty members perspectives. BMC Nurs 19 , 110 (2020). https://doi.org/10.1186/s12912-020-00508-9

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Quality of nursing education programme in the Philippines: faculty members perspectives

Stella appiah.

School of Nursing and Midwifery, Valley View University, P. O. Box DT 595, Oyibi, Accra, Ghana

Associated Data

The study data and materials are in the custody of the corresponding author and can be made available on reasonable request.

The subject of continuous improvement in the quality of nursing education programme is an extremely sensitive issue worldwide, particularly in the Philippines where a high number of trained registered nurses are exported to both developed and developing countries. The assessment of the quality of nursing education programme is usually measured using pass rates in licensure examinations by several government organizations. However, few studies have indicated that various categories of faculty members view the quality of nursing programmes differently, this study probed further and determined whether the quality of nursing education programme differs according to the profile of faculty members in Philippines colleges of higher education.

A cross-sectional survey study design was employed in this study. One hundred and eight-five (185) faculty members in fifteen (15) higher educational institutions were selected for the research using purposive-census sampling. The study was carried out from January 1 to June 30, 2017. Close-ended structured questionnaires based on study objectives were used to collect data. Frequency and percentages were used to analyse the profile of faculty members whereas weighted means from a four Likert’s scale was used to interpret the extent of perceived quality of nursing education programme.

Majority, 39 and 46% of faculty members had 1–5 years’ clinical experience and 6–10 years of teaching experience respectively. Faculty members strongly agreed with a grand weighted mean of 3.84 out of 4.00 that nursing education programme is of good quality in the Philippines and is synonyms with other universities in the world. Teaching experience of faculty members showed significant relations in the quality of mission/vision/goals/objectives ( p -value = 0.008), curriculum and instruction ( p -value = 0.038), administration of nursing programme ( p -value = 0.025), faculty development programme ( p -value = 0.003), physical structure and equipment ( p -value = 0.016), student services ( p -value = 0.017), admission of students ( p -value = 0.010) and quality assurance system ( p -value = 0.009).

Faculty members strongly perceived nursing education programme to be of good quality in this study. Teaching experience of instructors showed a significant relationship with the quality of nursing education programme in all the quality assessment indicators. However, clinical experience and job category of faculty members rather showed that the quality of nursing education programme is the same throughout all the higher educational institutions. The study implies that the teaching experience of faculty members is a strong predictor of quality of nursing education programme and employing faculty experienced in teaching is substantial for the continuous improvement of nursing education programme.

Quality of nursing education programme is a complex topic that involves the combination of teaching and learning materials, human resources, teaching and learning processes, curriculum, teaching and clinical experiences, teacher’s attitudes and commitment that are necessary to achieve set learning expectations and produce an exceptional performance of nursing students [ 1 ]. In essence, the nursing education programme can be classified as excellent or of high quality if it can be rated high (at least 80%) in all criteria used in its assessment.

The fundamental focus of nursing education programme is to produce nursing professionals that are clinically competent and can contribute immensely to the provision of quality and safe nurse care [ 2 , 3 ]. Quality nursing education can be attained if nursing faculty obtain a balanced experienced in both theory and clinical areas. Consequently, this vast knowledge may results in nurses workforce that can apply the theory and lessons learnt in simulation laboratories into the delivery of health care in everyday living [ 4 ].

Worldwide, nurses are known to play a vital role in the rendering of health care services including many fundamental health-related services, particularly in rural areas. The increase of workforce without compromising on quality is imperative to help achieve Sustainable Development Goals (SDGs) targets that are set by the United Nations and its member countries, especially the one focused on universal health coverage [ 5 , 6 ]. Quality of nursing education programme can be viewed as a long-term contributor to attaining quality universal health coverage in the production of qualified nurses.

The assessment of the quality of nursing education programme globally has usually been based on the pass rates in licensure examinations by several government organizations [ 7 ]. Although, several quality factors such as accreditation, students’ practical exposure and profile of faculty are sometimes considered to some extent [ 8 ]. The issue of quality of nursing education programme in Philippines colleges of higher education is extremely sensitive due to the high number of trained registered nurses exported to other countries such as the United States of America, United Arab Emirates and Germany [ 9 , 10 ].

The quality of nursing education programme has been strongly associated with quality of curriculum, faculty and resources. These resources such as teaching materials and facilities are required to assist instructors in their delivery of nursing education [ 11 ]. The World Health Organization has also affirmed some standard criteria or area that quality of nursing education programme should be measured with of which faculty profile or development is included [ 12 ]. This activates the discussion into whether the quality of nursing education programme hinges on the profile of the faculty.

Aside from the challenge of quality of faculty members in nursing education programme, there are also problems of shortage of nursing instructors which usually affects the clinical teaching and learning environment and this clinical training feature of the nursing education programme results in long term detrimental effects in practising nurses if not well taught [ 13 ]. Also, other issues associated with quality of faculty members which consequently affects the quality of nursing education programme includes aging nursing faculty, less attractive faculty positions and length of education required to secure a faculty appointment [ 14 ].

According to a study conducted in Ghana, shortage of qualified instructors and insignificant upgrade of the previous infrastructure are critical issues facing the quality of nursing school and subsequently nursing education programme [ 15 ]. As far back as 27 years ago, some authors have connected the quality of nursing education in the aspect of teaching and practical gap to nursing faculty inability to assume a commanding role in clinical learning and teaching [ 16 ]. Earlier researches have related quality of nursing education to the quality of nursing instructors and this study, therefore, determined the quality of nursing education programme. This paper also found out whether the quality of nursing education programme differs according to the profile of faculty members using Philippines colleges of higher education as a case study, in addressing this, the study was based on the null hypothesis (Ho), there is no significant difference in the quality of nursing education programme by the respondents (faculty members) when grouped according to their profile.

Study design

A cross-sectional survey study design was used in this research. This was executed by employing a purposive-census sampling method to recruit one hundred and eighty-five (185) faculty instructors in fifteen (15) higher educational institutions. The use of Purposive sampling was based on the belief that the researcher’s knowledge about the population can be used to hand-pick respondents [ 17 ] and in this case HEIs. This approach did not necessarily mean HEIs known to the researcher were selected but those who met the criteria of inclusion were used for the study. Census sampling, on the other hand, is the process of taking the total population of the locale and retrieving an adequate number of respondents (faculty) as a sample of the study. The use of the two approaches complimented each other for the recruitment of the HEIs and study respondents Questionnaires centred on the aim and study objectives of the study were self-administered after the consent of participants was sought. The study was carried out with the period of January 1 – June 30, 2017.

The study was conducted in fifteen (15) private-owned higher educational institutions in the National Capital Region (NCR) of the Philippines. Ten out of fifteen of these higher educational institutions had existed for more than 45 years whilst the rest had been in existence for less than 45 years. Although 7 of these institutions were granted autonomous by a regulating body called CHED, 8 of them were still monitored by the same regulatory agency. Also, 12 of these institutions were owned by private non-sectarian organizations, however, 3 were owned by private sectarian establishments. The central government seat is in the National Capital Region and the city holds the highest number of higher education institutions which comprises those offering nursing education programme. Majority of these institutions offer health-related programmes at both undergraduate and postgraduate levels, however, the study concentrated on the nursing education programme at the undergraduate level.

Sampling procedure

An initial number of all twenty-two (22) recognized higher national institutions owned by private entities in the NCR were contacted to take part in the study, yet, a considerable number of fifteen (15) institutions approved for their school and faculty members to partake in the study. The number of faculty in the twenty-two (22) higher national institutions targeted for the study summed up to two hundred and twenty (220), nonetheless, one hundred and eighty-five (185) faculty members consisting of deans, program coordinators, and faculty instructors on full and part-time contracts consented and were recruited into the study. The made the study achieve a response rate of 84.1%.

Inclusion criteria

All teaching and clinical instructors who have spent more than 1 year in their educational institution were recruited to partake in the study.

Exclusion criteria

All other instructors who had not completed 12 months in their educational institutions were not allowed to be part of the study.

Tool for data collection

A questionnaire was specifically developed to undertake this study. In doing so, three areas were considered in the design of a close-ended questionnaire used for the study. These were; 1) aim and objectives of study 2) policies and standards of nursing schools in the Philippines and 3) World Health Organization (WHO) guidelines on quality assurance and accreditation of nursing and midwifery educational institutions in the South-East Asian countries. A four (4) Likert scale with standard questions were used to evaluate the quality of nursing education programme. The criteria for the assessment of the quality of nursing education programme included mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system. Pretesting of the questionnaire was done in one of the accredited colleges of nursing in NCR with nineteen (19) respondents to measure the reliability of the tool before it was employed for the study. In doing so, the questionnaire was subjected to Cronbach’s alpha reliability test to determine its consistency and validity. The overall result showed .989 indicating a high consistency and reliability.

Data analysis

Information from the completed questionnaire was entered into Microsoft Excel and imported into SPSS statistical software version 22 for editing, cleaning and analysis. Frequency and percentage were employed to analyse the profile of faculty members while weighted means from a four-Likert scale was used to interpret the extent of perceived quality of nursing education programme as assessed by faculty members. The scales for assessing the quality of nursing education programme; 1.00–1.49, 1.50–2.49, 2.50–3.49 and 3.50–4.00 was interpreted as strongly disagree, disagree, agree and strongly agree respectively. One-way ANOVA was used to test for the differences in quality of nursing education programme in the eight (8) thematic areas (mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system) concerning the profile of faculty members. A P -value of less than 0.05 was considered significant in this study.

Profile of faculty members in higher educational institutions (HEIs)

A majority, 73 (39.0%) of the 185 participants that partook in the study had 1–5 years’ clinical experience whilst few, 15 (8.0%) had 16–20 years of clinical experience. Almost half, 85 (46.0%) of respondents had taught for 6–10 years nonetheless a small number, 14 (8.0%) had 16–20 years of teaching experience. A little below two-thirds, 121 (65.0%) were doing both clinical and classroom teaching whereas very few, 8 (4.0%) were deans of the nursing department in their institutions (Table  1 ).

Quality of nursing education Programme as perceived by faculty members

At the end of the assessment of the nursing education programme, an average of the grand weighted mean of 3.84 resulted, which means participants strongly agreed that nursing programme is of good quality. However, administrators who were faculty members rated the quality of nursing education programme higher with a mean of 3.88 compared to a mean of 3.81 by faculty who were only instructors. The quality of the mission/vision/goals/objectives of the nursing education programme was appraised highest with a mean of 3.91 while the least valued was the admission of students with a mean of 3.76 (Table  2 ).

Quality of nursing education as perceived by faculty members

Legend: 1.00–1.49 Strongly Disagree (SD), 1.50–2.49 Disagree (D), 2.50–3.49 Agree (A), 3.50–4.00 Strongly Agree (SA), Grand Weighted Mean (WM), Qualitative Description (QD)

The difference in quality of nursing education Programme according to profile of faculty

Significant differences existed in the quality of mission/vision/goals/objectives ( p -value = 0.008), curriculum and instruction ( p -value = 0.038), administration of nursing programme ( p -value = 0.025), faculty development programme ( p -value = 0.003), physical structure and equipment ( p -value = 0.016), student services ( p -value = 0.017), admission of students ( p -value = 0.010) and quality assurance system ( p -value = 0.009) in relation to teaching experience of faculty members. On the contrary, the quality of mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system did not differ significantly with regards to clinical experience and job category of faculty instructors (Table  3 ).

Difference in Quality of Nursing Educational Program according to Profile of Faculty

The p -values denoted by ‘*’ are significant at a level of p  < 0.05, Ho – denotes null hypothesis

The excellence of nursing education programme and to a large extent nursing institution has often been linked to success in licensure exams undertaken by nursing students while other studies have associated it to the quality and shortage of nursing instructors [ 7 , 13 ]. The findings of this study also sought to unravel another concept of whether the profile of faculty in terms of clinical experience, teaching experience and job category cause significant differences in the quality of nursing education programme in the areas of mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system.

According to this study, participants strongly agreed with a score of 3.84 out of 4.00 that quality of nursing education programme offered by institutions in the Philippines is similar to ones run by other universities. This high grading of the quality of nursing education programme may have resulted because of the majority, 39 and 46% of faculty members had 1–5 years’ clinical experience and 6–10 years of teaching experience respectively. Also, this is consistent with the requirement that nursing instructors should have at least a year each of clinical and teaching experience [ 18 , 19 ]. Again, clinical experience particularly is important to close the gap between classroom lessons and simulation classes and in the long run improves the quality of nursing education programme [ 4 ].

Besides, this study also found that about two-thirds, 65% of faculty members were both classroom and clinical instructors. This result has a direct influence on the high grading of the quality of nursing programme because is very suitable if instructors who taught a particular group of students takes them through the practical component of the course. This leads to a better delivery of the curriculum of nursing education programme according to [ 11 ], which consequently leads to a high quality of nursing education programme.

The World Health Organization emphasized vision as a key requirement for the quality of nursing education as part of the global standards for the education of professional nurses and midwives [ 12 ]. In a study on quality assurance in higher education, mission/vision/goals/objectives were rated higher as the driving force for the quality nursing education programme. This was also congruent with the finding of this study where mission/vision/goals/objective was rated highest, 3.91 out of 4.00 compared to the other quality matrix that was used in the assessment of nursing education programme.

Even though, many studies have emphasized on the importance of clinical experience on the quality of nursing education programme [ 4 ], clinical experience and type of faculty did not show a significant difference in the quality of nursing education programme in all the eight quality matrix in this study. This implies that the quality of nursing education programme will be the same throughout all the nursing colleges in the Philippines with regards to clinical experience and job category of instructors.

Conversely, teaching experience of faculty revealed a significant difference in the quality of nursing education programme in all the criteria used for monitoring the quality of nursing education programme. This underlines the importance of teaching experience in the quality of nursing education [ 20 ]. Experienced faculty members are usually needed in the development of mission/vision/goals/objectives, curriculum and instruction of a nursing programme [ 21 ]. They are also practically involved in the administration of nursing education programme and even report gaps in a curriculum where and when is necessary [ 21 , 22 ]. The nursing lecturers who have enough teaching experience had usually undergone series of faculty development programme and have the experience in advising management on the needed physical structure and equipment that are necessary for the running of quality nursing education programme [ 23 ]. Also, these faculty members have the knowledge in the calibre of students to be admitted and the type of student services that should be provided to ensure the best of nursing education. This finding on the teaching experience of faculty members discloses its importance on the quality of nursing education programme and hence worth considering in enlisting processes.

Faculty members strongly perceived nursing education programme to be of good quality in this study. Majority of these nursing instructors had sufficient years of both clinical and teaching experience. No significant difference was found in all the quality criteria of nursing education programme with regards to the profile of instructors; clinical experience and job category. However, teaching experience revealed a significant difference in the quality of nursing education programme in the area of mission/vision/goals/objectives, curriculum and instruction, administration of nursing education, faculty development programme, physical structure and equipment, student services, admission of students and quality assurance system.

Recommendation

The study, therefore, encourages management of higher educational institutions to emphasize teaching experience as one of the criteria that merit consideration for the recruitment of faculty members for a nursing education programme. This will guarantee continuous improvement of quality of nursing education programme in higher educational institutions in the Philippines and other countries.

Although Likert scale was used by study participants to measure quality of nursing education programme in all the criteria in the quality matrix used in this study, respondents may have been biased in the answering of questions concerning nursing education programme using this scale where they intentionally avoid extreme answers and choose options that are expected than the real situation the study sought to find.

Supplementary Information

Acknowledgements.

The author appreciates the management and faculty of all higher educational institutions in the Philippines for their involvement which made the conduct of the study successful.

Author’s contributions

The sole author conceptualized, designed, analysed and interpreted the study. The author also prepared the manuscript for publication of the study. The author read and approved the final manuscript.

Author’s information

The author holds a PhD in Nursing Administration from Our Lady of Fatima University, Valenzuela City, Philippines. Dr. Stella Appiah is currently a Senior Lecturer and Head of School of Nursing, Valley View University, Ghana. Her speciality is in Nursing Administration, Nursing Research Methods, Family Health Crisis Intervention, Pharmacology and Therapeutics.

The author self-sponsored the study.

Availability of data and materials

Ethics approval and consent to participate.

The Research Development and Innovation Centre of Our Lady of Fatima University reviewed and gave ethical clearance before the conduct of the study. Approval was also granted by the ethical review committees of the Higher Educational Institutions of study participants. An informed consent was also given by study respondents by appending their signature on a written consent form before asked to complete the study questionnaire.

Consent for publication

The author declares her consent for the publication for the study.

Competing interests

The author declares no competing interest concerning the publication of the research.

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The online version contains supplementary material available at 10.1186/s12912-020-00508-9.

Advancing Nursing Research in Practice, Advocacy and Policy

ERLINDA CASTRO-PALAGANAS , PhD, RN Editor-in-Chief July-December 2016 Issue  

Nursing research will always be committed to the advancement of nursing practice, advocacy and policy that affect people’s quality of life. The researches nurses undertake continue to translate in the improvement of the quality of care as these reflect their commitment in the development of our nursing profession. I have seen how nursing researchers in our country have taken the trajectory of using multiple philosophical and theoretical underpinnings in their researches. This is a manifestation of the continuous search for various methods and/or methodologies, as a rigorous scientific inquiry in search for answers and/or finding effective strategies to achieve health goals for our people and profession. This issue of the Philippine Journal of Nursing illustrates the outputs of our nurses from various fields of practice.

Dones et al.’s Preliminary study on the Work Environment of Nurses in the Philippines describes work environment variables affecting Filipino nurses, and determines the degree of nurses’ job satisfaction, as well as their intention of remaining in their present work environment. This study showed “that the lowest positive responses were in the Physiologic and Safety Needs but despite this result, the nurses reported high job satisfaction and intend to remain in their present work environment.” Carsola and Palaganas’ article, Nursing, Nightingale and Beyond: Voices, Dialogues and Talks of the Future explored and grounded the voices of nurses in contemporary times, and unraveled nurses’ situations for the purpose of generating a substantive theory to guide and refine nursing practice. The study depicts a picture of struggles, successes, and potential solutions to the predicaments surrounding the nursing profession, thus having potential in improving nursing practice and policy based on the framework that emerged from the study.

Recent developments in nursing research reveal the increasing conduct of systematic literature reviews, meta-analyses of published data, and meta-analyses of individual data (pooled reanalyses). These are means of jointly summarizing and assessing different studies on a single topic due to the rising number of scientific publications. A Systematic Literature Review provides an overview of the state of research on a given topic, and enables an assessment of the quality of individual studies. It also allows the results of different studies to be evaluated together when these are inconsistent (Bettaby-Saltikov, 2012; Whittemore & Knafl, 2005). This is exemplified by Serafica and Gatlin’s work, as it summarizes the current recent literature in examining the effectiveness of web-based interventions to promote healthy lifestyles related to anthropometric measurements in adult individuals with various health conditions and status. Their article, Web-based Interventions Among Adults: Relevance to Anthropometric Indicators reported overall positive changes that “may prove useful information of effectiveness of web-based interventions relative to physiological outcomes such as anthropometric measurements. These programs can inform transformative practice and improvement of global health.” On the other hand, a meta-analysis is a statistic method to pool effect estimates from individual studies to one ‘meta’ result (Cooper, H. et al.,20088). Based on the premise that mental health professionals need to develop interventions that are evidence-based and cost-effective, Lacalle’s article, The Effect of Psychoeducation for Depression: A Meta-Analysis 2010-2016 examined randomized controlled trials (RCTs) and the overall effectiveness of psychoeducation for depression. Results suggest that psychoeducation has low effect on depression indicating that longer and more interactive approach can be done to ensure its long-term and maximal effectiveness. The findings provide valuable information for future psychoeducation to improve content, design, quality, and process that will benefit patients with depression.

Researches geared towards the nurses themselves have always been a priority. We continue to assess our level of knowledge, competences and even attitudes as these redound to the quality of care we provide and to our commitment to leadership. Martinez’ Technological Competence as Caring and Clinical Decision – Making Skills among ICU Staff Nurses determined the level of technological competence as caring skill and its relation to the clinical decision making skills among ICU staff nurses. The study showed that the ICU staff nurses not only have “very high” level of technological competence as caring skill, but also have a “high” level of clinical decision–making skill. It was also evident that ICU staff nurses in Panay Island have been integrating technological caring with technological knowing as a collective expression of care in professional nursing. However, technological competence of caring in nursing does not guarantee high level clinical decision–making skills among the respondents. On the other hand, Rabaya et al.’s article, Nurses’ Familiarity on Disaster Preparedness in Hospitals determined the extent of familiarity on disaster preparedness of nurses in hospitals, and the significant difference when grouped according to years of experience, position and area of assignment. Findings revealed that nurses were moderately familiar on disaster preparedness and there was a significant difference in all variables revealing that nurses in hospitals have more to learn on disaster preparedness.

As part of our contribution in advancing nursing research, we continue to analyze theories and develop concepts and frameworks as we are confronted with the realities of our profession. The 3H Model of Holistic Care in Nursing by dela Peña, communicates and illuminates the value of caring to patient and nurses geared towards the improvement of nursing practices. He contextualized the “key defining attributes of caring into the 3H categories – the head, the heart, and the hands, which are very essential in the understanding and development of a categorical meaning of caring in the field of nursing.” Waldo’s article on The Silent Epidemic: Understanding the Concept of Workplace Bullying Among Nurses, explored bullying among nurses, from its attributes, characteristics, and evidences on its consequences. With the findings that show personal and professional costs from the victims and the organization when work place bullying is practiced, these can be rallying points for further research, advocacy and policy in nursing practice.

Reburon shares his perspectives on nursing resilience. Inspired by Roy’s view of the individual’s innate capacity for coping, he came up with a theory Warrior Resilience: Springboard towards Quality Nursing Care, which centered on the adaptation and resilience, not of patients, but of nurses. Reburon posits that “every failure carries a seed of an equivalent or greater benefit. Failures, challenges, and adversities must be accepted by every nurse with an open mind and a positive outlook. After all, these are the things which help us grow. The greater the fall, the greater the ascension.” Santos, on the other hand, shares her realization on her Random Thoughts On Resilience: “That it is not the word that gets to me. Rather, it is the fact that nurses are resilient by force. The question is, “What have nurses in the country done, out of their own initiative to help each other from not breaking?” This thought-provoking question leads us to ponder on our role in advancing nursing research in practice, advocacy and policy.

The culture of nursing research and the importance of a research-intensive environment and research productivity are here to stay. The challenge is to strengthen and sustain our embrace.

Bettaby-Saltikov, J. (2012). How to do a systematic literature review in nursing. Open University Press, Berkshire. Cooper, H. M., Hedges, L. V., & Valentine, J. C. (2008). The handbook of research synthesis and meta-analysis (2nd ed.). New York: Russell Sage Foundation. Whittemore R. & Knafl K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing 52(5), 546– 553

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