8

factors like demographics, district leadership, and state

mandates, Stronge focuses specifically on what teachers can

control-their own preparation, personality, and practices.2

Fitzpatrick (2004) comments that though it is important to

develop more comprehensible means to measure effectiveness, it is

equally important to recognize that one may be able to truly

measure the art of teaching in conventional ways.3

While these global perspectives are important they do not

identify many of the specifics that are associated with effective

teaching in nursing education and the means that could or should

be used to assess teaching effectiveness in nurse preparation

programs. These specifics include: determining what are the

effective teaching skills, what beliefs about the teaching and

learning process educators and their students hold, what criteria

should be used to assess teaching effectiveness, who should

evaluate the various aspects of teaching, and what other

important elements should and do guide the assessment of

effective teaching in nursing education.

2
Stronge, JH. Qualities of effective teachers. Association for Supervision and
Curriculum Development. 2002 , p.129.

3
Fitzpatrick, J. Evaluating teaching effectiveness. Nursing Education Perspectives.
2004 , 25(3). P.109
 9

Identifying these components is necessary for educators to

improve their teaching and, ultimately, for helping aspiring

nurses acquire the beliefs, the skills, and the knowledge that

are needed in nursing practice. Indeed, evaluation of teaching is

central to providing feedback to educators, and for providing

reliable and valid information for the tenure and promotion

process.

In the past two decades as economic realities and

accountability requirements have affected higher education, the

evaluation of educators in nursing education programs has become

an important issue. Documenting teaching effectiveness in nursing

education is essential to demonstrating nursing education's

accountability to the profession and to the public it serves. For

the teaching of prospective nurses to remain a dynamic activity,

regular evaluation is vital; it is equally important for nurse

educators to develop their teaching by systematic evaluation.

Arthur Jr et al (2003) mention that the most appropriate

criterion for assessing teaching effectiveness is a function of

the goal of evaluation.4 Evaluation of teaching is important in

the teaching-learning process.

4
Arthur, W Jr, Tubre T, Paul DS, Edens PS. Teaching effectiveness: The relationship
between reaction and learning evaluation criteria. Educational Psychology. 2003.
23(3).p.275.
 10

The review of evaluation data can identify areas of

effectiveness, as well as problem areas in teaching. If nurse

educators are to grow as effective teachers they will need

knowledge of the teaching and learning process as well as an

understanding of the criteria used to assess their effectiveness

as teachers.

Local Literature

Grants are given to Filipinos for study, lecturing or

research in the United Staes grants to America are for study.

Fullbright (2004) stated that grants are given through open based

on individual merit without regard to the individual’s

institutional affiliation, geographical location, race, color, or

creed.5

Grants for Filipinos are either degree or non-degree

graduate to study in U.S. Universities, or for advance lecturing

and/or research. Non-degree grants are for one-year doctoral

enrichment or dissertation research. All fields are eligible

except medicine, dentistry, physical therapy, nursing and law.

Application period for degree and non-degree graduate grants is

from February to May of each year.

___________________________________________________________
5
Fullbright, Williams. 2004.”Philippine-American Educational Foundation.”Makati City.

Accelerendo Printing Press. P.6.

 11

Theories used by the nurse educators to plan and implement

the most effective educational activities possible. A theory is a

set of interrelated concepts, definitions, and propositions that

present a systematic view of events or situations by specifying

relations among variables in order to explain a given phenomenon.

More simply put, a theory is a set of ideas that explain the

relationship among factors or predict the outcome of their

interrelation.

In general, the purpose of most educational activities is to

change behavior. Behavior change is often at the root of

increasing compliance with treatment regimens or preventing

complications for further illness. To accomplish behavior change,

it is important to understand why people do what they do in a

given situation and to use the best possible approach to initiate

the targeted change, for change doesn’t come easy to the people.

Using theory as the basis for educational activities does

not guarantee success, but it increases the likelihood of success

that change will occur. There are no rights or wrong theories.

Each situation, each client, each behavior change maybe influence

by many different variables.6

6
De Young, Sandra. 2003.”Teaching Strategies for Nurse Educators.”Quezon City. C&E

Publishing INC. P.65

 12

The extent of involvement in international activities by

academic and other units on the campus, as well as that of

individual faculty members is quite an eye opening. The annual

report for the 1999-2000 academic years once again demonstrates

the breadth and depth of involvement in international educational

activities. As in past years, the report is divided into several

sections. The first section summarizes activities and programs

conducted by units within the Division of International Programs.

The second summarizes the activities and programs of the

international disciplinary area study units. The third and

largest summarizes activities of academic colleges and

departments. This is the richest section of all, as it provides a

wonderful accounting of what units and faculty members have been

involved in. the final section provides a brief summary of

international activities within support unit of the campus. As

usual, there are bound many activities of an international nature

by units and faculty that was not reported.

Foreign Study

On a study conducted in Iran by Maddah (2007) regarding the

perceptions of Iranian nurse educators and students regarding the

evaluation of teaching effectiveness in university-based

programs, the result showed While faculty evaluation has always

been a major part of university based nursing programs, faculty

 13

evaluation must be approached more analytically, objectively, and

comprehensively to ensure that all nursing educators receive the

fairest treatment possible and that the teaching-learning process

is enhanced.7

Three nursing faculties of the universities in Tehran

comprised the setting for this study. These universities are

controlled by the Ministry of Health and Medical Education.

Approximately 200 full-time faculty members (100%) from the three

universities, as well as 36 (100%) graduate students and a

stratified random sample of 80 (10%) undergraduate students from

one of these universities were invited to participate in the

study. In total, 143 educators, 40 undergraduate students, and 30

graduate students returned questionnaires providing a response

rate of 71% for educators, 50% for undergraduate students, and

83% for graduate students. Each of the deans of nursing from the

three universities was interviewed. Students were selected from

one university for reasons of convenience and the uniformity of

entrance standards, curriculum, and education qualifications

across these faculties of nursing. Comparisons between students

and educators were done using the three faculty groups combined

following an ANOVA test which identified no statistically

significant differences among them.

 14

The majority of faculty members in this study were female

(92%), between the ages of 40 and 49 (51%), married (77%),

prepared at the master's degree level (89%), teaching entirely in

the baccalaureate program (65%), involved in both classroom and

clinical education (94%), and had 10 years or more of teaching

experience (69%) and five years or more of clinical experience

(63%). Twenty percent were involved in the supervision of

research and a large majority provided evidence of scholarly

productivity (89%). The majority of student respondents were

female (80%), between the ages of 20 and 29 years (74%) and

single (61%), with slightly more than half in the baccalaureate

program (57%) and the remainder at master's level.

It was concluded in this study that educators and students

stressed that systematic and continuous evaluation as well as

staff development should be the primary goals for the faculty

evaluation process. The ultimate goals is the improvement of

teaching by nurse educators.

Local Study

In the Philippines, a study conducted by Santiago (2004) on

the effects of didactic teaching and experiential learning on

nursing students’ ADI- related knowledge and attitudes, a total

of 562 nursing students from Manila, the Philippines participated

 15

in a quasi-experimental design study which assessed the

comparative effectiveness of didactic teaching and experiential

learning.7 A 3-hour training session with identical content on

AIDS epidemiology, infection control, socio-ethical issues

related to HIV infection and nursing care of patients in the

hospital and in the community was given by the same two teachers

to the two groups, one using an experiential learning approach

and the other a didactic teaching approach. Both groups had a

person with HIV/AIDS narrating his/her life story and answering

questions. A control group received no education. Significant

differences were found in a 2 x 3 (pre-/post-test x teaching

method) ANOVA. Knowledge post-test scores were significantly

higher for the two teaching groups while there was no change in

the control group. Students in the experiential group had

significantly higher scores than the didactic group on the three

knowledge post-tests. In the attitude tests, only the scale

measuring fear of attracting HIV had significantly higher post-

test scores than pre-test scores but there was no significant

difference between the didactic teaching and experiential

learning groups.

7
Santiago, EG.et.al.2004.”Effects of Didactic and Experiential Learning on Nursing

Students’ AIDS-related knowledge and Attitudes. P.94

 16

The use of experiential learning is recommended in training

situations where experienced facilitators are available.

Relationship of the Reviewed Literature and Studies to the Present

Study

This study is an original work done at Nueva Ecija Colleges in

Cabanatuan City during the first and second semester of school year

2007-2008. The books, periodicals and computer websites used and cited

were used only as references to provide the researchers enough

background and knowledge about their theories and help them in shaping

up the study.