Date of Award

11-4-2024

Degree Type

Thesis

Degree Name

Master of Science in Nursing (MScN)

First Advisor

Dr. Saleema Gulzar

Second Advisor

Dr. Pammla Petrucka

Third Advisor

Ms. Shanaz Casscum

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: It is essential to ensure the quality and competence of faculty members in Sindh, Pakistan, given the dynamic nature of nursing education. Thus, this study tackles the pressing need to fill the learning gap between educators and educational standards in light of the rapid growth of nursing institutes and concerns about faculty competencies. Moreover, based on personal experiences and observations, the researcher emphasises the need for Faculty Development Programmes (FDPs) that are structured and specifically designed to address the specific challenges that educators come across while teaching. Thus, this study aims to provide information by examining the lessons learned and outcomes of educators taking part in such programmes.
Objectives:This study aims to assess nursing educators' self-efficacy and competencies and attitude, evaluate the impact of Faculty Development Program (FDP) interventions on teaching practices, and explore both participants' and leaders' perspectives on the benefits of FDP in nursing education.
Methods: Employing a mixed-methods approach with a sequential explanatory design, the research integrated quantitative data from a quasi-experimental design, utilizing pre- and post-test questionnaires, alongside qualitative insights from Focused Group Discussions (FGDs) and Indepth Interviews (IDIs) with nurse educators and stake holders. 6 Results Study findings revealed significant improvements post-intervention: all participants achieved high self-efficacy and competency levels, with 94.4% demonstrating high attitudes and nearly all attaining high overall performance. Initially, a substantial majority of participants exhibited low self-efficacy (88.9%), low competency (83.3%), and low attitude scores (72.2%). Moreover study findings also highlighted a transformative effect of the FDP on teaching practices, with participants transitioning from teacher-centered to student-centered approaches, leading to increased confidence and enhanced student engagement. However, challenges such as inadequate classroom environments, inconsistent follow-up support, and a lack of structured policies were identified as barriers to fully realizing the program's benefits. This recognizing the need for tailored, scalable, and culturally adapted interventions, along with mandatory policies and further research to sustain long-term improvements in teaching practices and competency; however, its generalizability is limited due to the specific regional context and short-term scope.
Conclusion: The FDP significantly enhanced the professional growth of nurse educators, indicating its effectiveness in bridging gaps in competencies and fostering innovative teaching strategies. Despite ongoing challenges, the findings underscore the importance of continuous faculty development, evidence-based policies, and resource allocation to ensure high-quality education and a competent nursing workforce in the region.

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1

Last Page

172

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