Assessment of educational experiences on professional nursing practice

Abstract

Purpose of the Study Alignment of educational program implementation to professional practice is an important responsibility of every higher education institution. This study aimed to evaluate the experiences of alumni on the nursing education they have received and correlate it to their respective practice. Methodology Underpinned on the pragmatic concept of education, 112 graduates of a nursing college in Manila, Philippines, selected through quota sampling, were surveyed using a national tracer study questionnaire developed by the Commission on Higher Education. The experience they had on instructional methodologies was correlated to their respective practice of the nursing profession. Results and Discussions Findings of the survey revealed that the respondents had perceived excellence on their alma mater’s curriculum of degree program ( x? = 4.37), grading system ( x? = 4.26), quality of instruction ( x? = 4.26), provision of faculty consultation ( x? = 3.79), supply of teaching materials ( x? = 3.97), library collection and facilities ( x? = 3.88), emphasis on research ( x? = 3.79), extra-curricular activities ( x? = 3.77) and availability of work-related experiences ( x? = 4.30). Participants, on average, were satisfied with the computer and internet facilities ( x? = 3.47), technical equipment ( x? = 3.71), participation in research projects ( x? = 3.79), community extension activities ( x? = 3.63), availability of scholarships ( x? = 3.55) and participation in school policy formulation ( x? = 3.53). The college’s approach in education were highly relevant in terms of job placement ( x? = 4.22), long-term career prospects ( x? = 4.12) and personality development ( x? = 4.26). No difference in the educational experience was perceived by the alumni through the years (p = 0.06) and among males and females (p = 0.32). There was significant positive relationship between overall instructional experience to job placement (p< 0.01), long-term career prospects (p< 0.01) and personality development (p< 0.01). Conclusion Consistent with the tenets of pragmatic education, the actual instructional experiences of the alumni significantly translate into their professional nursing practice. These findings present implications to leaders of higher education institutions in devising means to improve integration of industry needs into teaching implementation strategies and policies.