NURSING EDUCATION

Roles and responsibilities of nursing and midwifery management faculty and Quality assurance.

Presented By Group 4
Bupe Adrian
Gunda Gadzika
Mwelwa Matred
GENERAL OBJECTIVES
• By the end of this presentation, student nurses should have a basic
understanding of the role of the Director/Principal of a Nursing and
Midwifery Education Institution, roles and responsibilities of a nurse
and midwifery educator (Education, professional, personnel and
administration) and Monitoring and Evaluation of Training Programs.
SPECIFIC OBJECTIVES
• Role of the Director/Principal of a Nursing and Midwifery Education
Institution
• Roles and responsibilities of a nurse and midwifery educator
(Education, professional, personnel and administration)
Monitoring and Evaluation of Training Programs
• Principles and framework for programme, curriculum, course
monitoring and evaluation
• Quality assurance in the classroom and clinical teaching and learning
• Quality assurance in assessment of learning
 ROLES AND RESPONSIBILITIES
OF
INSTITUTIONAL LEADERS
AND
NURSES AND MIDWIFERY EDUCATORS
ROLE OF THE DIRECTOR/PRINCIPAL OF A NURSING
AND MIDWIFERY EDUCATION INSTITUTION
• Responsible for the supervision of all teaching and none teaching
personnel
• Coordinates planning, implementation and evaluation of programmes
• Financial Planning and Budgeting
• Promotes high level of leadership and professionalism
• Develops and maintains systems to measure performance against
established standards
• Participates in selection of and examination of candidates
ROLES AND RESPONSIBILITIES OF A
NURSE AND MIDWIFERY EDUCATOR
• Mentoring and teaching current and future student midwives
and nurses
• Writing and reviewing educational materials such as lesson and
text books
• Designing, delivering, and evaluating educational curricula
• Initiate skill development programs within the parameters of
established care models
• Develop patient care plans, incorporating evidenced-based
research and national standards
• Educate technical and patient care staff in the
use of new equipment, supplies, and
instruments.
• Providing instruction through lectures
• Overseeing clinical and lab work
• Supervising student internships and research
• Recording student outcomes (Key Path
Education, 2020).
MONITORING AND EVALUATION
OF
TRAINING PROGRAMS
PRINCIPLES AND FRAMEWORK FOR PROGRAMME,
CURRICULUM, COURSE MONITORING AND
EVALUATION
• The 7 Main principles of monitoring and evaluation
• Timely
• Adaptive
• Participatory
• Empowerment
• Focus
• Useful
• Simple
• Timely: Monitoring and evaluation must be a timely
process so that its easy to produce the results that can
still be used for the purpose of improvement.
• Adaptive: A monitoring and evaluation program
should be very flexible and change depending on the
challenges presented.
• Participatory: Views and plans must be shared among
stakeholders and participation promotes
empowerment
• Empowerment: A monitoring and evaluation must be able to
build people and its contributors such as students and staff
involved to achieve their full potential.
• Focus: Those in charge of monitoring and evaluation must be
able to ensure that project goals or curriculum goals do not
deviate from the original intent.
• Useful: This principle ensures that the M and E provides
useful information that is relevant for the program.
• Simple: It is imperative to keep the M and E as simple
as possible to allow for better understanding.
(Professor, 2022)
 QUALITY ASSURANCE
IN
TRAINING INSTITUTIONS
QUALITY ASSURANCE
• Quality assurance is the maintenance of a desired level of quality in a
service or product, especially by means of attention to every stage of
the process of delivery or production. (Oxford Dictionary, 2022).
• It is one of the mechanisms developed by educational institutions to
ensure that graduates attain adequate standards of education and
training.
• In relationship with clinical teaching and nursing education, processes
are followed to make sure that the education programmes for nurses,
midwives and nursing associates meet the standards needed to
prepare them to join our register (NMC, 2021)
IMPORTANCE OF QUALITY ASSURANCE IN
NURSING EDUCATION / TRAINING INSTITUTIONS
• Quality assurance involves the systematic review of educational provision to
maintain and improve its quality, equity and efficiency.
• It encompasses school self-evaluation, external evaluation (including
inspection), the evaluation of teachers and school leaders, and student
assessments.
• Offers an effective way to increase staff engagement by inviting team
members at every level to provide their input and help improve the hospital
as a whole.
• It includes all the policies, standards, systems and processes that are in
place to maintain and improve the quality of medical education and training.
PRINCIPLES OF QUALITY INSURANCE
IN NURSING EDUCATION / TRAINING
• The EHEA recognizes four main principles of quality assurance in
relation to higher education.
• Promote provision of quality education.
• Responds to the diversity of higher education systems, institutions, programs
and students.
• Quality assurance supports the development of a quality culture.
• Quality assurance takes into account the needs and expectations of students,
all other stakeholders and society. (EHEA, 2015)
PROCESS OF QUALITY ASSURANCE
• The organizational framework includes an academic council at the
university level, course committee and phase coordinator groups at
the school level, and an external examiner and external assessors.
Assessment is
• based on a self-assessment critical review document. The team of
reviewers which visits the school comprises senior medical teachers,
senior members of the medical council, medical association and
senior officials from the ministry of Health.
• These assess every aspect of an institution inclusive of curriculum,
infrastructure, framework among others.
QUALITY ASSURANCE IN THE
CLASSROOM, CLINICAL TEACHING
AND LEARNING
• As exceptional or excellent – quality is seen as something
special or distinctive, demonstrating the highest academic
standards or conversely, meeting a threshold standard,
therefore, ways of maintaining quality in the classroom must
maintain an exceptional standard such as tests with
considerate pass rate.
• As perfection – here quality represents consistent or flawless
outcomes. This ‘democratizes’ the notion of quality,
suggesting that if consistency can be achieved then quality
can be attained by all. In this scenario continuous
assessments must be consistent to have perfection in quality
• As fitness for purpose – in terms of fulfilling requirements or needs. In
education, this view is usually based on the ability of an institution to
fulfil its mission or of a program to fulfil its aims. Quality here relates
to the extent to which a product or service fits its purpose therefore,
the quality of information being delivered and its assessments must
fit the purpose of learning the course.
• As value for money – funding bodies and students increasingly expect
a value for money approach. They want to know that the same
outcome could not be achieved at a lower cost or that it is not
possible to achieve a better outcome at the same cost.
• As transformation or enhancement – this view sees quality in terms of
change from one state to another. In education, transformation refers
to both the enhancement (value-added) and empowerment of
students.
• In this regard, quality assurance ensures that the course curriculum
and its contents are able to enhance and bring force change.
QUALITY ASSURANCE IN ASSESSMENT
OF LEARNING
• The scope of assessment includes curriculum; student guidance,
teaching and assessment; teaching and learning environment;
available resources; and standards, quality control and procedures.
• The assessment results range from “excellent”, “highly satisfactory”
and “satisfactory” to “improvement required”. In case of a grade of
“improvement required”, a repeat visit after one year is planned to
assess the status of recommendations for improvement.
REFERENCES
• EHEA (2015) Standards And Guidelines For Quality Assurance In The
European Higher Education Area. [http://www.ehea.info/page-
standards-and-guidelines-for-quality-assurance].
• Nursing Path (2014) Job Description/Responsibilities Of Nursing Staff.
[https://www.nursingpath.in/2014/03/job-descriptionresponsibilities-
of.html].
• NMC (2021) How we quality assure nursing, midwifery and nursing
associate education. [https://www.nmc.org.uk/education/quality-
assurance-of-education/how-we-quality-assure/].
• Keypath Education (2020) The Role of Nurse Educators.
[https://globalhealtheducation.com/article/role-of-nurse-educators].
• Professor (2022) Principles of monitoring and evaluation.
[https://www.schoolofsciencery.com/principles-of-monitoring-and-
evaluation/]