Nurse Educators

Background: Learning in the clinical environment is an indispensible component of nursing curricula as it provides with real life experiences involving actual patients. The quality of clinical learning considerably depends on the extent of faculty engagement in clinical teaching which predominantly rests on the clinical teaching behaviors of teaching faculty. Objective: to understand the actual and expected clinical teaching behavior of the faculty from the student's perceptions and correlate the influence of actual teaching behavior on clinical learning of students. Design: A non-experimental survey, correlational design was used. Setting: Nursing colleges of Maharashtra. Participants:257 B.Sc Nursing students studying in second to final year course participated in the study. Method: Nursing Clinical Teacher Effectiveness Inventory (NCTEI) was the tool for data collection. Results: Majority of the participants were females (97.04 %) in the age group of 18-27 years. The analysis of five subscales indicated evaluation as highest ranked clinical teaching behavior of teaching faculty which influenced clinical learning among students. Interpersonal relationships and nursing competency were rated lowest. The expected behavior identified were competency and personality of teacher as an important component of effective clinical learning by senior students while all other students expressed teaching ability as equally important. Conclusion: The nursing teacher's role necessitates the maintenance of a climate of mutual trust and respect to support student learning and growth.

Background: Nurse educators play a crucial role in developing the next generation of nurses as clinical practitioners and scholars who will take up various positions in the health system and the profession. Appropriate educational preparation and ongoing professional advancement of nurse educators is vital for producing nursing professionals capable of meeting 21st century health ideals such as universal health coverage. Purpose: The aim is to critically analyse the new system for nurse educator preparation in the context of higher education in South Africa. The purpose of the analysis is to systematically examine and evaluate the rationality and applicability of the provisions and standards for preparing nurse educators for their future roles. Method: We conducted a desktop document review of applicable policies, regulations, reports and texts, and a document analysis to uncover and describe underlying meaning conveyed by the content, context and commentary. Main findings: This analysis revealed programme deficiencies in preparing nurse educators for research and scholarship and a future nurse educator workforce equipped to teach mainly in undergraduate programmes. Pedagogical standards were found to be internationally comparable despite variations in the levels of academic qualification and the routes to qualifying as a nurse educator. Conclusion: Future-proofing nursing scholarship requires a shift in the current thinking about nurse educator preparation for higher education practice and the nursing scholar discourse. The development of nursing scholars in both clinical and academic settings is key.

Background: Heart failure, is inability of the heart to pump blood for the body's metabolic needs. Globally, nurses are pivotal in health education, enhancing positive health outcomes and overall healthcare effectiveness. Aim: To evaluate the effectiveness of nursing educational program on patients with heart failure. Methods: A quasi-experimental design enrolled 200 patients with heart failure at the Cardiac

When the problems we face are complex and affect each other, then the decision making process is more difficult. In most cases we apply established policies or choices without knowing which the best choice is. To make appropriate decisions that can solve the problems encountered should be analyzed very well the reasons that create problems and their reciprocal influence. The mechanism that is mostly used in everyday decision making is based upon logic and experience. While in some decisions problems, instinct appears as a guide in the foreground, analytical structure of analytic hierarchy process enables feelings and instincts to organize and align with a shape that resembles human logic. Analytic structure of analytical hierarchy process enables feelings and instincts to organize and align with a shape that resembles human logic. Thus this analytical structure, gives people the opportunity to intervene in the most difficult and complex problems. This method is easily accessible and...

The purpose of this research is to provide a complete picture of how important is the performance of school directors in Albania, with reference to the "Performance standards and evaluation criteria for school directors Guidelines". The purpose of this document is to be used as a reference for school directors. The performance evaluation for all school directors should be in compliance with these standards. Also, this document links closely school director's performance evaluation with student's achievements and the quality of the educational process. This study is based on a methodology that includes both qualitative and quantitative aspects. The quantitative aspect is covering a large number of teachers and school directors in several city/village schools in Tirana, through surveys and questionnaires, in around 100 Tirana district schools with a sample of about one thousand teachers and seventy directors. The comparison method used for the collection and interpre...

It takes leadership to start and develop organisation. This means leadership is the foundation and an important aspect in organisational development.  Although leadership is often viewed as general, there are distinctions. Apart from various theories of leadership, there are basically two types of leadership anyone can find in any organisation: self-leadership and organisational leadership. Whereas organisational or positional leadership is well-known, self-leadership is little or not known at all. Although self-leadership is the foundation of all leadership, the concept is missing in many organisations. No wonder, many organisations are not developing and succeeding the way they should.
What type of environment will organisations create if all staff know how to lead themselves effectively? What kind of result will that organisation produce? Many organisations are not performing at maximum level because of low self-leadership. At the heart of self-leadership is the concept that everyone is a leader. Everyone is born a leader with great leadership potentials. But not everyone will become that leader they were born to be. Instead of leading they will rather choose to be led. This mentality is what gave birth to what is called followers or followership.
Most often, organisational leaders fail because they lack self-leadership. You cannot successfully lead an organisation if you cannot lead yourself effectively. The principle is simple: what you have is what you give and you cannot give what you not have. Many leaders fight over organisational leadership because they think that it is the position that will make them a leader. But they forget that position does not make people leaders, leaders make position. It is important to realise that there are leadership crises in many organisations, be it politics, business, religion, government, etc. because of lack of self-leadership which is the foundation all leadership. To help address these leadership crises, there is the need to develop and drive the concept of self-leadership in our organisations and that is the aim of this thesis.

IntroductionApplying critical thinking is essential for nursing students both in an academic and clinical context. Particularly, as critical thinking is a vital part of nurses’ everyday problem-solving and decision-making processes. Therefore, regardless of the topic taught or the setting in which it is taught, it requires teaching strategies especially targeting students’ critical thinking skills and abilities. One challenge with the latter is the difficulties to assess and evaluate the impact of such teaching strategies on the students’ critical thinking disposition. Hence, our objective will be to review published literature on; existing teaching strategies and outcomes assessments targeting nursing students’ critical thinking skills and abilities.Methods and analysisOur scoping review will be conducted in accordance with Arksey and O’Malley’s framework for scoping studies. Search strategies will be developed in cooperation with an experienced librarian, and adjusted to each indi...

Nurses and midwives contribute ~66% of the health workforce in Africa, [1] and are usually the first, and often the only, health professionals to be accessed by members of their communities. [2] The efficient education, successful deployment and ongoing retention of the nursing and midwifery workforce are key strategies to ensure a well-functioning healthcare system aimed at the ultimate goal of universal health coverage. [3,4] However, regional and international indicators reflect a protracted shortage of nurses and midwives in the healthcare system. [5] An estimated additional 5.7 million nurses are required to meet the health needs of the global population by 2030. [1] The need for more nurses correlates with the need to improve the numbers and quality of nurse educators, especially in Africa, where there is a substantive need. [6] African literature describes the quantity, quality and competences of nurse educators in nursing education institutions (NEIs). In particular, Seekoe [7] reports the needs of newly appointed nurse educators in South African (SA) universities and colleges regarding teaching, research, community engagement and work ethic. These needs may be similar throughout many African settings and influence the quality of nursing education. Consequently, nursing education stakeholders, such as the World Health Organization (WHO), have called for greater investments in nursing and midwifery education, strengthening of educational infrastructure and upskilling of nurse educators to ensure increased graduation outputs. [8] Background. The efficient education, deployment and ongoing retention of the nursing and midwifery workforce are key strategies to ensure a wellfunctioning healthcare system. The African region, however, has relatively few funded programmes to develop educational research capacity in novice academics while also addressing their leadership and educational needs. Objectives. To evaluate the outcomes of a faculty capacity development programme on nursing and midwifery educators in sub-Saharan Africa (SSA). This study explored the scope of scholarship outcomes, career trajectories and leadership outcomes. Methods. A mixed methods study collected quantitative and qualitative data from nursing and midwifery educators (N=26) who enrolled for the sub-Saharan Africa-FAIMER Regional Institute (SAFRI) fellowship between 2009 and 2019. Data from project abstracts presented at a local conference and a subsequent electronic survey were included for review and analysis. Deductive thematic analysis was used to report the findings. Results. Most projects (n=24) focused on undergraduate programmes at the home institutions. All the projects were presented at a local conference and 4 projects were published in peer-reviewed journals. The projects impacted on community and curriculum change, led to improvements in teaching and research and various strategies to improve learning and assessment at home institutions. The reported outcomes relating to the career trajectories of 7 fellows indicate that the programme accrued benefits to their institutions and the community, to students and their peers, and that they experienced personal benefits. Conclusion. The SAFRI fellowship vision is evident in the projects and subsequent actions of its nursing and midwifery fellows. Nurse educators' engagement with pedagogical evidence and design strategies has culminated in knowledge to solve some of the education-related challenges in their nursing education institutions.

There seems to be no sufficient mentoring programmes for supporting and guiding newly appointed nurse educators (nAnes) in nursing education institutions (neIs) in south Africa. the available programmes are international and yet seem not to fully address the needs in the south African context. However, the research identified the need to determine the mentoring needs of NANEs in NEIs in south Africa. the aim of this study was to describe the mentoring needs of nAnes in neIs in south Africa. A quantitative, descriptive research design was utilised. the population for this study consisted of nurse educators appointed at nursing education institutions in south Africa. the sample was drawn from nurse educators appointed at the universities and nursing colleges in south Africa using a probability, multi-stage, cluster sampling method. the results indicated the need for mentoring to develop required competencies in neIs and to be mentored in order to improve the performance of nAnes. two stakeholders in a mentoring relationship, namely, mentor and mentee\ were identified. The role of a mentor seems to be important in facilitating the relationship between the two while the mentee is important in participative interaction. the research concluded that both mentor and mentees have a need to commit to, and actively participate in a relationship. the researcher recommended mentoring of nAne in order to develop required academic competencies and to improve their performance.

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support t...

Innovative approaches to teaching and learning have been acclaimed by educators in health care related professions as being more suitable to teaching future professionals, and to engendering critical thinking, as well as the competencies that are relevant to the needs of the society. This article focuses on teachers' concerns about the implementation of the case-based method of teaching at a school of nursing in the Western Cape, South Africa. Teachers involved in this method of teaching for at least two years provided qualitative data through a series of focus group discussions (4 FGDs) organised according to the different year levels of the nursing programme of the School of Nursing, so as to be able to contextualise answers to the study questions. The FGDs were followed by a one-day consensus workshop for all educators involved in case-based teaching for a shared discussion that concentrated on finding solutions for the future. Concerns raised included issues about the facilitation role of the teacher; the role of the student; curriculum alignment; assessment methods; and the role of the environment in case-based teaching and learning settings. Recommended solutions were aligned to the identified concerns.

This study examined persistence to graduation at a public Midwestern university from the perspective of the constructs of spirituality and grit, using historical demographic, academic, and survey data from nine cohorts of students. Significant correlation between spirituality and grit was found, leading to the development of the SPIRIT theory and working model. Significant correlation between spirituality, grit, and persistence to graduation was also found, and the SPIRIT theory was applied to persistence to graduation, accounting for both progress towards the graduation goal, as well as for times when some cohorts showed negative correlation for some factors. Development of the SPIRIT theory offers insights into the psychological attributes that have been identified by previous scholars as relevant to persistence to graduation. iv DEDICATION This dissertation is dedicated to my parents, Einar Ingvald Hansen and Lorna Joyce Durrant, and to my more distant ancestor, Edwin Smith Hinckley (one of the founding fathers of Brigham Young University), who modeled the importance of education to me at an early age. It is also dedicated to all the women in my family and in my life, past and present, who taught me directly and by example, of what it meant to follow your dreams and to be a strong woman. Finally, it is dedicated to the memory of my son, Michael Joel Morgan, who through his short life, taught me how to keep going despite what appeared to be insurmountable obstacles. His SPIRIT inspired me to persist. v ACKNOWLEDGEMENTS No course of study to achieve a doctoral degree would be possible without the support of mentors, professors, advisors, and other individuals. First and foremost, I acknowledge the support of my family, including my daughters and their spouses, Katherine (Katie) Morgan,

Teaching is highly charged with feeling, aroused by and directed towards not just people, but also values and ideals (Garritz, 2010). Emotions and feelings greatly affect the way the students learn and acquire knowledge. There must be a balance between the three domains of learning because once one domain is left behind, the other domains will be affected. The purpose of this study is to determine nurse educators’ affective teaching strategies. Specifically, it assessed the strategies of nurse educators on how to develop the affective domain of student nurses. In addition, the study assessed the values of student nurses in terms of God-centeredness, Leadership, Integrity, and Nationalism. Lastly, the researchers proposed innovative teaching methodologies to enhance the attitudes of nursing students. This study used descriptive research design. The respondents of the study were the nursing students and clinical instructors of Lyceum of the Philippines University – Batangas. 190 stude...

Aim: To understand what nursing education activities are missed in the daily life of nursing programmes, by also identifying antecedents and consequences of missed educational activities. Design: A descriptive qualitative study according to the COnsolidated criteria for REporting Qualitative research guidelines. Methods: A purposeful sample of 32 participants with different roles (nurse educators, clinical nurses, students, and administrative personnel) and working in different settings (university, administrative, healthcare service levels) were involved in three focus groups and nine face-to-face interviews from 2019-2020. Both focus groups and face-to-face interviews were audio-recorded and transcribed verbatim. The data that emerged were thematically categorized by induction. Findings: Missed Nursing Education reflects those educational activities needed in the process of nursing education that are missed or delayed. Direct educational activities missed include clinical rotations, classroom teaching and students' overall learning experience. Indirect missed educational activities concern continuing professional development of nursing faculty members, nursing discipline development and the organizational processes of the nursing programme. As antecedents, missed nursing education is triggered by factors at the organizational, nursing faculty, and student levels. Consequences have been reported for students, nursing faculty, clinical nurses, and patients. Conclusions: Missed Nursing Education can be considered a multifaceted, multicausal phenomenon, with multitargeted consequences. Impact: To date, missed nursing care has only been investigated in clinical practice. However, care also permeates the relationship between nurse educators and students. Thus, at the point of 'educational care' delivery, aspects can also be omitted. Educational activities at risk of being missed or delayed affect the quality of nursing education and, in the short-and in the long-terms, also the quality of patient care. Some Missed Nursing Education antecedents can be modified by appropriate strategies that should be addressed by policy, health care and academic institutions.

Background Ageing populations are increasing the demand for geriatric care services. As nursing schools respond to this demand, more high-quality clinical placements are required, and aged care homes offer suitable placement sites. Although an aged care experience for students is beneficial, the basis for effective implementation of these placements is yet to be fully established. The aim of this study was to explore faculty staff perspectives on the challenges associated with providing effective clinical education in aged care homes for first-year student nurses. Methods An exploratory qualitative study was performed. Fifteen in-depth interviews were conducted with program leaders of nursing degree programs (n = 4), course leaders (n = 6) and practice coordinators (n = 5) in three Norwegian universities. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results Five themes were identified regarding ...

Background and objective: Organisations, including academic institutions, are moving away from the traditional top-down command and control leadership styles to a focus on internal leadership (self-leadership) of staff. In the absence of traditional external leadership, individuals with self-leadership skills and qualities can make smart decisions to achieve organisational success. Despite the availability of literature studies on nurses’ self-leadership, there is a dearth of studies addressing self-leadership in nurse educators. It is imperative that a study exploring nurse educators' perceptions regarding their self-leadership be conducted to achieve a comprehensive understanding of the phenomenon. This would assist in identifying the role that stakeholders play in creating an enabling academic environment that promotes the development, the practice, and supportive interventions of self-leadership. This study sought to explore and describe the perceptions of nurse educators re...

Teaching is highly charged with feeling, aroused by and directed towards not just people, but also values and ideals (Garritz, 2010). Emotions and feelings greatly affect the way the students learn and acquire knowledge. There must be a balance between the three domains of learning because once one domain is left behind, the other domains will be affected. The purpose of this study is to determine nurse educators’ affective teaching strategies. Specifically, it assessed the strategies of nurse educators on how to develop the affective domain of student nurses. In addition, the study assessed the values of student nurses in terms of God-centeredness, Leadership, Integrity, and Nationalism. Lastly, the researchers proposed innovative teaching methodologies to enhance the attitudes of nursing students. This study used descriptive research design. The respondents of the study were the nursing students and clinical instructors of Lyceum of the Philippines University – Batangas. 190 stude...

Previous research has indicated that instructor immediacy is associated with student satisfaction, motivation, and improved learning outcomes. Few studies have examined instructor immediacy on retention rates and student success in the on-line setting, specifically within on-line RN-to-BSN programs. The purpose of this study is to determine if perceived instructor immediacy behaviors impact student retention rates and academic success in an on-line RN-to-BSN program in a rural central Pennsylvania university. The Student Perception Appraisal of Retention scale and an immediacy scale were administered via Internet survey to undergraduate nursing students in an on-line RN-to-BSN program. The current study found that instructor immediacy impacts both academic success and retention in an on-line RN-to-BSN program. Results of this study provide educators another tool for increasing retention and academic success. Increased levels of student success and retention as a result of instructor immediacy would provide institutions of higher education with active teaching strategies to ensure success for the RN-to-BSN on-line student resulting in improved retention and higher graduation rates.

Purpose: The purpose of this study was to assess the participation of nursing faculty in faculty clinical practice in the Kenyan universities.Methodology: This was a cross sectional descriptive survey. All the universities with nursing programs in the country were purposively selected. Data was then analyzed through descriptive statistics using the Statistical Package for Social Science (SPSS version 23.0).Chi-square test was used to test associations between selected independent and dependent variables.Results: The study found out that most nursing faculty is participating in clinical practice though they have limited knowledge of the models of faculty clinical practice. However there are barriers and enablers that seem to influence their practice. Freedom to choose level of engagement and universities’ administrative support were the top most enablers of faculty clinical practice. The top most barriers towards faculty clinical practice were increased workload and insufficient time...

Educating a sufficient nursing workforce to provide high quality, compassionate, and ethical care to an increasingly diverse population is an ongoing challenge and opportunity for nurse educators. Current literature highlights the importance of engaging students in learning to strengthen student achievements. Fostering student engagement within nursing courses is particularly important. Grit (consistency of interest and perseverance of effort) is a factor that may be associated with student course engagement. Demographic characteristics of age, gender, race/ethnicity, prior education, degree program, and self-reported grade point average (GPA) also may be factors associated with student course engagement. Guided by a conceptual model derived from the literature, the purpose of this study was to determine whether grit and demographic characteristics were associated with student course engagement (skills, emotion, participation/interaction, and performance) within a nursing course. Us...

The existing body of research on leadership has revealed that leadership attributes at individual level are essential for the success of organisations, where self-leadership is alluded to as a critical facilitator of successful organisational leadership. Despite a wealth of knowledge about the self-leadership of managers accessible in literature, not much is known about the self-leadership of nurse educators. The aim of this integrative literature review is to understand the meaning of nurse educator self-leadership in a nursing education institution context to improve quality of nursing education. The keyword 'self-leadership' was used to conduct a comprehensive computer-assisted literature search. Databases such as Google Scholar, CINAHL, ProQuest, PubMed, SAGE, MEDLINE, ERIC, and EMERALD were used to ensure a comprehensive search. The integrative literature review focused its search on studies that were and available in the English language from years 2000 to 2019. Fourteen peer-reviewed research articles were included following a critical review. The themes that emerged relate to self-leadership benefits; lack of self-leadership and factors that enable self-leadership in educators. Regardless of an educational setting, self-leadership improved the performance of educators. However, the way nurse educator self-leadership is practiced in nursing education institutions remains unknown, owing to insufficient literature on the phenomenon. It is essential that the concept of nurse educator self-leadership be further explored to obtain a comprehensive understanding of the concept and its practice in a nursing education context.

Teaching is highly charged with feeling, aroused by and directed towards not just people, but also values and ideals (Garritz, 2010). Emotions and feelings greatly affect the way the students learn and acquire knowledge. There must be a balance between the three domains of learning because once one domain is left behind, the other domains will be affected. The purpose of this study is to determine nurse educators' affective teaching strategies. Specifically, it assessed the strategies of nurse educators on how to develop the affective domain of student nurses. In addition, the study assessed the values of student nurses in terms of God-centeredness, Leadership, Integrity, and Nationalism. Lastly, the researchers proposed innovative teaching methodologies to enhance the attitudes of nursing students. This study used descriptive research design. The respondents of the study were the nursing students and clinical instructors of Lyceum of the Philippines University-Batangas. 190 stu...

Teaching is highly charged with feeling, aroused by and directed towards not just people, but also values and ideals (Garritz, 2010). Emotions and feelings greatly affect the way the students learn and acquire knowledge. There must be a balance between the three domains of learning because once one domain is left behind, the other domains will be affected. The purpose of this study is to determine nurse educators’ affective teaching strategies. Specifically, it assessed the strategies of nurse educators on how to develop the affective domain of student nurses. In addition, the study assessed the values of student nurses in terms of God-centeredness, Leadership, Integrity, and Nationalism. Lastly, the researchers proposed innovative teaching methodologies to enhance the attitudes of nursing students. This study used descriptive research design. The respondents of the study were the nursing students and clinical instructors of Lyceum of the Philippines University – Batangas. 190 stude...

The term ethics refers to the righteous principles that govern a person's behavior or which says what is right. The word springs from the Greek word "ethos". To be an ethical person one must follow the moral caliber. It is a requirement for the educators to follow the code of ethics and see that they are unbiased towards the student and society at large. There should not be any violation of professional standards like harming students personally, changing the grade of the students, being careless. Now-a-days we see that a number of the educators personally harm the students. There must be a model of professional characteristics which will help them prepare for standards of professional achievements. The perception of professional ethics is one among the foremost important assets in having an honest relationship with the student. The educators need to be honest, work persistently, and take care of their students by showing justice. The values act as a guiding element when they interact with their students, associates and parents. Students also replicate their educator's behavior. The way educators act and behaves is shadowed by their students. So it is necessary for them to be heedful of their deed. There are ethics one must always follow whether or not they are educators or not. Upon attaining these values, they will find that students are moving towards the correct path. Eventually producing better outcome. At the end, it is the result which defines teacher's success. The outcome of learning from the educator is not only getting good score but also the overall development of a student.

The preparation of would-be teachers is vital in order to produce dynamic citizens that will honor the society. It is a common practice by Teacher Education Institutions (TEIs) to redesign their teacher education programs from time to time to be more relevant in the needs of every school offering basic education. This study investigated the need to develop self-mastery skills among teacher education students at Batangas State University-College of Teacher Education. It dwelled on the concept of Morato [1] who enumerated the seven self-mastery skills namely, learning to think; learning to intuit; learning to feel; learning to do; learning to communicate; learning to lead; and learning to be. It was revealed that teachers acknowledge the need to develop the seven self-mastery skills among students. This study concluded with insights on how to improve teacher education practice in line with self-mastery.

Teaching is highly charged with feeling, aroused by and directed towards not just people, but also values and ideals (Garritz, 2010). Emotions and feelings greatly affect the way the students learn and acquire knowledge. There must be a balance between the three domains of learning because once one domain is left behind, the other domains will be affected. The purpose of this study is to determine nurse educators' affective teaching strategies. Specifically, it assessed the strategies of nurse educators on how to develop the affective domain of student nurses. In addition, the study assessed the values of student nurses in terms of God-centeredness, Leadership, Integrity, and Nationalism. Lastly, the researchers proposed innovative teaching methodologies to enhance the attitudes of nursing students. This study used descriptive research design. The respondents of the study were the nursing students and clinical instructors of Lyceum of the Philippines University-Batangas. 190 student nurses were chosen through stratified random sampling while 10 clinical instructors were chosen based on the number of times they handled the students both in lecture and clinical area. The instruments were self-made and standardized questionnaire and interview guide to obtain the data needed for the study. The data gathered are compiled, organized and tabulated for statistical treatment. Weighted mean was utilized to compute the quantitative data whereas the interview was used to form the qualitative analysis. Role modelling is the most common strategy of nurse educators to enhance the affective domain of student nurses. Their actions consciously and unconsciously affecting the attitude of the students. Hence, confidence among the students needs most attention in developing affective domain as it produce change in other values presented in the study. The proposed teaching strategies aim to enhance the affective domain of nursing students in line with the institutional core values.

Organizational culture is ultimately defined and practiced according to assumptions, attitudes, beliefs and values of the larger society it is imbedded. Organizational culture varies from one organization to the other. Thus, a closer look at the Philippine public administration shows that the Filipino culture is a special kind of environment. The reason being that there are three major traits that showcase the Filipino behavior and decision-making: personalism, familism, and particularism or popularism. The city governments of Batangas, Lipa and Tanauan like any other City Government have their own unique culture. This distinctness is based on many factors such as: events, history, past leadership as well as current leadership that results in routines or the way things are done in their respective institution. This paper presents a comparative analysis of organizational culture and employee's motivation of selected cities in CALABARZON: Basis for Employee's Motivation, Leadership and Innovative Management. The descriptive correlation method of research was used to gather the needed information. The result revealed that the three cities all agreed as to the organizational culture and levels of motivation. Overall, working relationship was found to be the best predictor among the organizational culture. While the best motivator among employees, was their need for achievement. Lastly, a proposed program to further boost employee's motivation/morale, leadership, and innovative management was tabled based on the significance of the findings of the research.

This study evaluated the patient satisfaction and present evidences for quality services and identified the level of satisfaction of patients to hospital services in different hospital areas such as the front liners, ward/ICU, support businesses and business office: The study also determined the loyalty of patients; and established the extent of relationship of patient satisfaction and loyalty. The descriptive research design was utilized in conducting the study. The researcher used a survey questionnaire as the data gathering instrument supported by interviews and observation. Results showed that the patients at CP Reyes Hospital were very satisfied to the quality medical services they received. Complaints were also identified at CP Reyes Hospital. The researcher proposed an action plan that medical service providers must focus on how to create attractive elements that increase customer satisfaction levels and gain customer. The overall recommendation is that CP Reyes Hospital should strive to maintain the high standard in order to keep patients satisfied with the services they received.

This study aimed to determine the taking teacher education to task: exploring the role of teacher education in promoting values and moral education of task-based language teaching in the college of education of West Visayas State University Calinog-Campus for the school year 2012-2013. Descriptive research method was utilized in the study. The findings revealed that the respondents perceived highly observable Teachers' role in promoting values and moral education of task-based language teaching; the entire group of respondents has perceived highly observable Teachers' role in promoting values and moral education of task-based language teaching; both male and female respondent have perceived a highly observable Teachers' role in promoting values and moral education of task-based language teaching; all age brackets have perceived a highly observable Teachers' role in promoting values and moral education of task-based language teaching except 19 to 20 brackets that perceived very highly observable Teachers' role in promoting values and moral education of task-based language teaching. Finally, there is no significant difference in the perceived teacher's role in promoting values and moral education of task-based language teaching when classified as to sex and age.

This study focused on the determination of the delivery of services of day care workers in the municipality of Sta. Maria, Province of Laguna during the first semester of school year 2012-2013. Descriptive research was used in this study. Among the key findings were that Day Care Workers with respect to interactional relationship accomplished the functions with outstanding adequacy such as constantly giving feedback and praises on the performance of children, along with workers and parents coordination and cooperation, with verbal interpretation of Always Observe. In terms of instructional quality both group of respondents perceived that day care workers in-charge had adequate abilities and competencies concerning their education and trainings in connection with teaching small children with verbal interpretation of Always Observe. The parents had confidence to the day care workers in-charge of their children aside from regularly consulting the day care workers about their children's progress with verbal interpretation of Always Observe. There were only 871 households who availed of the services of day care centers in which 27 workers were employed and each of them assigned to handle an average of 33 children. Notable along with other findings was the day care workers and parents had the same perception as to the extent of services provided by the Day Care Center with respect to interactional relationship, instructional quality and parental participation. Subsequently the study ensued with these five factual remarks: Children's interactions with parents in the centers were the direct mechanisms through which children learn. The educational qualification and the capability of the day care workers to handle small children were the primary essentials in children's learning. Parents' participation in the day care centers premises brought harmonious relationship between the Day Care Workers and children as well. The capacity of day care worker with reference to number of pupils affected the qualities of children's learning inside the classroom. Parents and Day Care Workers relationship was the key for children's progression inside the classroom.

This study is pursued because the researchers believe that the design project is more convenient to use in a group discussion as students are expected to gain more knowledge during peer to peer discussion. Through this study, some issues in the traditional way of teaching will be resolve like the time-consuming checking of attendance, quizzes dictation, paying of test papers and the fear of students to participate in recitation The researchers used Prototyping model as procedural method for the successful development and implementation of the hardware and software. This method has five phases which include: quick plan, quick design, prototype construction, delivery and feedback and communication. This study was evaluated by the CECS Students and the assessment of the respondent regarding the software and hardware application was measured in different levels of acceptability such as Accuracy, Adaptability, Effectiveness, Efficiency, Interactive, Portability, Reliability, Security and User-friendliness. The overall acceptability of the traditional way of teaching as evaluated by the respondents is satisfactory. With regard to the evaluation of One Click: The CECS Students' Assistant Tool, the overall acceptability is excellent. Through evaluation, the researchers had determined that there is a significant difference between the levels of acceptability of the traditional way of teaching and the "One Click: The CECS Students' Assistant Tool" in terms of the given set of criteria. The recommendation of the researchers in the design project are as follows: enhance the system where the users/students can go back and answer the previous questions and add an interface where user/instructor can delete files.

The preparation of would-be teachers is vital in order to produce dynamic citizens that will honor the society. It is a common practice by Teacher Education Institutions (TEIs) to redesign their teacher education programs from time to time to be more relevant in the needs of every school offering basic education. This study investigated the need to develop self-mastery skills among teacher education students at Batangas State University – College of Teacher Education. It dwelled on the concept of Morato [1] who enumerated the seven self-mastery skills namely, learning to think; learning to intuit; learning to feel; learning to do; learning to communicate; learning to lead; and learning to be. It was revealed that teachers acknowledge the need to develop the seven self-mastery skills among students. This study concluded with insights on how to improve teacher education practice in line with self-mastery.

This study is pursued because the researchers believe that the design project is more convenient to use in a group discussion as students are expected to gain more knowledge during peer to peer discussion. Through this study, some issues in the traditional way of teaching will be resolve like the timeconsuming checking of attendance, quizzes dictation, paying of test papers and the fear of students to participate in recitation

The purpose of this study is to see the impact of learning methods and environmental knowledge on the naturalistic intelligence of children aged 5-6 years. This research was carried out at Ar-Ridho Nature Kindergarten Semarang, with a total sample of 60 children.
This study used an experimental method. The results of this study are as follows: (1) The naturalist intelligence groups of children who were given hands-on method of learning was higher than in children given storytelling  learning methods, (2) the children's naturalist intelligence group given hands-on method of learning and who have a sound knowledge of the environment was higher than in the group of children given storytelling  learning methods. (3) The naturalist intelligence of the  group of children given storytelling learning method that have a low environmental knowledge was higher than in the group of children who were given hands-on learning methods. (4) There was an interaction between learning method and environmentally sound knowledge to the naturalist intelligence of children aged 5-6 years.