A demographic-based challenges and trust issues on the implementation of the new BSND curriculum
Vol 9, Issue 10, 2024, Article identifier:
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Abstract
Ensuring that the curriculum is aligned with the latest standards, guidelines, and best practices in nursing education and healthcare can be challenging. Developing fair and effective assessment methods to evaluate students' competency can be difficult. It is essential to ensure that assessments and pedagogical approaches accurately reflect the knowledge and skills students need as future registered nutritionists and dietician. The purpose of this study was to assess the challenges experienced by faculty and program administrators in relation to the mandates stipulated in the Commission on Higher Education (CHED) Memo Order No. 14, series of 2017. Faculty (n=37) and program administrators (n=5) were randomly selected from five higher education institutions in Mindanao, Philippines. Findings indicated that the administrators and teaching staff manifested low level of trust issues on the implementation of the curriculum. Consequently, they feel positive about the design, execution, and outcomes of the program. However, it is important to note several challenges they experienced. Lack of doctorate programs in institutions, absence of vertically articulated doctorate programs, and outdated library materials were the most prominent challenges the faculty and program administrators experienced. They also noted challenges related to excessive workloads for faculty beyond their Individual Daily Plans, the absence of Registered Nutrition and Dietetics (RND) professionals in food service establishments to supervise practicum experiences, and a lack of Memorandum of Agreement (MOA) with accredited Level III hospitals for practicum training programs.
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DOI: https://doi.org/10.59429/esp.v9i10.3086
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