Professional Expertise of Dmmmsu – Ichams Clinical Instructors

For a decade, there are universal focuses on quality nursing education. A call for quality teacher, quality outcomes and quality school is the battle cry for many people from the different walks of life either directly or indirectly to people who are managing the educational affairs of the country. A determined effort of the many educators brings a closer relationship and matching between what goes inside the school and life outside. The Congressional Commission on Education (EDCOM) Report (2000) revealed that the mismatch between manpower supply and the needs of the schools is not only limited to the number of graduates.

There is also a mismatch of the competencies of the products of the nursing education sector and the expectation of the employers. It has been observed that the education sector has overpriced to enrich or reinforce the curricula, teaching methods, teachers/clinical instructors and facilities needed to meet the current skills required by the employers.

The comprehensive findings of the EDCOM were a) mismatches occur between the supply and demand for education and trained manpower; b) relevance of education to individual and social needs; and c) teachers/clinical instructors were inadequately trained (Espiritu, 000). Quality of teachers/clinical instructors is reflected in their quality of teaching. To ensure quality in teaching, standards on what teachers/clinical instructors should know and be able to do should develop. Standards are used as criteria for career planning and development among others. There are also used by pre service and in-service nursing education institutions as the bases for their curriculum development and improvement undertakings.

The pre service preparation of teachers/clinical instructors who are expected to be properly prepared to undertake the various important roles and functions of teachers/clinical instructors. It is then an utmost importance that the highest standards are set in defining the objectives, components and processes of the pre service nursing education curriculum. As such, graduates of the nursing programs are the nurses who are expected to possess nursing skills and competencies based on the standard. The teachers/clinical instructors has the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed.

A deep and principled understanding of the learning processes and the role of the teacher/clinical instructor in facilitating these processes in their students. A deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes. A meaningful and comprehensive knowledge of the subject matter they will teach. Can apply a wide range of teaching process skills, direct experience in the field or classroom, can demonstrate and practice the professional ethical requirements of the nursing profession.

Can facilitate learning of diverse types of learners, in the diverse type of learning environments, using a wide range of teaching knowledge and skills; can reflect on the relationships among teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and the educational processes in order to constantly improve their teaching knowledge, skills and practice; can be creative and innovative in thinking of the alternate teaching approaches, take informed risks in trying out these innovative approaches and evaluate he effectiveness in improving students learning; and are willing and capable to continue learning in order to better fulfill their mission as teachers/clinical instructors. Conceptual Framework of the Study “The quality of teachers/clinical instructors is reflected in their quality of teaching. ” Thus, it reflects to the students how knowledgeable, effective in skills and attitude in both field and school.

With the aid or guidance of the teacher/clinical instructor in planning a program of experience for students, it helped them interpret to the service staff of the hospital/medical institutions the objectives and programs of experience of the students. To ensure quality in teaching, standards on what teachers should know and be able to do should developed and in order to constantly improve their teaching knowledge, skills and practices, by being creative and innovative in thinking of alternate teaching approaches.