Date of Award

10-1-2024

Degree Type

Thesis

Degree Name

Master of Health Professions Education

First Advisor

Dr. Mohammad Shahid Shamim

Second Advisor

Dr Rahila Ali

Third Advisor

Dr Syeda Kausar Ali

Department

Community Health Sciences

Abstract

Background Academia contributes greatly to preparing nurses for their professional responsibilities. Therefore, nursing institutions are expected to review the curriculum based on the evolving health care needs of the population. Outcome-based curriculum is gaining attention in nursing education as it is identified to be effective in preparing competent and confident nurses. AKU SONAM is also transforming its undergraduate nursing curriculum into an outcome-based curriculum aiming to be the first institution to adopt the framework in nursing education.
Purpose The purpose of the study was to explore the perceptions of undergraduate nursing academic leaders, faculty members, and students regarding the implementation of an outcome-based nursing curriculum in clinical education in a private nursing institution.
Method Qualitative exploratory design was used to explore the perceptions of nursing academic leadership, faculty members, and students. Participants were recruited through purposive sampling and data was gathered by focus group discussions and in-depth interviews using semi structured interview guides. The data was analyzed by the thematic analysis method.
Findings Two main themes emerged through data analysis a) “Awareness and Aspirations: Transforming to Outcome-based Curriculum” and b) “Pathway to Progress: Confronting Obstacles and Strategizing for Success”. Under theme one the participants highlighted the understanding of the OBC and the drivers to transform the existing curriculum into an OBC. In theme two, participants identified perceived facilitators such as leadership commitment, existing support iii structures, and involvement of stakeholders, as well as several challenges related to administration, faculty members, and students during the transformation. The administrative challenges recognized by participants were lack of a clear pathway, limited availability of resources, lack of ownership of faculty members, and challenges with adopting new pedagogies for clinical teaching in OBC. The faculty members' related challenges included a lack of preparedness and unrealistic expectations from faculty members while the students were concerned regarding their lack of awareness regarding OBC. Furthermore, the findings also share some recommendations by the participants for the successful implementation of OBC in nursing clinical education.
Conclusion In conclusion, the study participants highlight that the transformation of the traditional undergraduate nursing curriculum to an OBC is a complex process, during which institutions can encounter several challenges, especially in the clinical education component. Although the need for implementation of OBC in undergraduate nursing curriculum and availability of support by the leaders and institution is acknowledged as a facilitator. However, barriers such as lack of faculty and student preparedness, limited resources, and administrative complexities are considered as impeding factors in its effective implementation. Therefore, it is crucial to recognize and address the identified hurdles by considering recommendations from the participants to facilitate a successful transition.

First Page

6

Last Page

109

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