Adaptive Psychosocial Competencies: Toward a Development of a Framework for Life Skills-Based Philippine Nursing Education Curricula
Keywords:Psychosocial Competencies, Nursing Curriculum, Life Skills Education, Philippines, CHED
In the Philippines, the nursing curriculum has a solid liberal arts and sciences education with a transdisciplinary approach. In their formative years, the most common source of stress for student nurses was related to academics. However, countries around the world formalize initiatives on life skills education to promote adaptive psychosocial skills and abilities to achieve holistic development. The study aimed to explore and examine the Bachelor of Science in Nursing program and its implications for life skills education in the curricula. This study employed a qualitative research design, mainly through needs analysis, literature review, and theoretical synthesis. The investigation revealed that the academic rigor and practice of the nursing program influenced students’ ability to cope with stress. The full nursing curriculum is considered eclectic; however, life skills competency integration needs to be more obscure. The nursing curriculum must have a striking balance of cognitive, psychomotor, and affective domains. Furthermore, life skills education in nursing must uphold caring as the core value proposed in the Humanistic Life Skills Framework for Nursing. Life skills education should be strengthened, which is imperative in the current nursing program.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa.
Borzou, R., Safari, M., Khodavisi, M. & Torkaman, B. (2009). The viewpoints of nurses towards The applicability of nursing curriculum in hospitals affiliated to Hamedan University of Medical Sciences. Iranian Journal of Medical Education, 8(2), 205–211. https://ijme.mui.ac.ir/browse.php?a_id=851&sid=1&slc_lang=en.
Commission on Higher Education (2017). Memorandum Order No. 15 s. 2017, Policies, standards, and Guidelines of Bachelor of Science in Nursing (BSN). Philippines.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
Doll, W. E. (1993). A post-modern perspective on curriculum. New York: Teachers College Press.
Ewertsson, M., Bagga-Gupta, S., Allvin, R., & Blomberg, K. (2017). Tensions In Learning Professional Identities – Nursing Students' Narratives and Participation In Practical Skills During Their Clinical Practice: An Ethnographic Study. BMC Nursing, 16(48), 1-8. https://doi.org/10.1186/s12912-017-0238-y.
Farnia, F., Yazdi, F. R., & Abarghouei M. S. (2016). Effects of life skills education on nurses’ happiness. American Journal of Experimental and Clinical Research, 3(2), 157-160. http://ajecr.org/index.php/ajecr/article/view/70.
Fernandez-Distajo, L. (2013). Counseling needs in college students and guidance program of Harris memorial college. Harris Journal of Education, 1(1), 103-104. https://goo.gl/QZN7bT.
Jaakola, E. (2020). Designing conceptual articles: four approaches. AMS Rev, 10, 18–26, https://doi.org/10.1007/s13162-020-00161-0.
Jamshidi, N., Molazem, Z., Sharif, F., Torabizadeh, C., Kalyani, M. N. (2016). The challenges of nursing students in the clinical learning environment: A qualitative study. Scientific World Journal, 1‐7. http://dx.doi.org/10.1155/2016/1846178.
Kim, K. H. & Kim, E. S. (2012). The influence of nursing students' self-leadership, self-esteem on clinical practice stress and stress coping. Journal of The Korean Data Analysis Society, 14(3B), 1519-1533. https://koreascience.kr/article/JAKO201121641921560.page.
Kostantinos N., & Ouzouni C. (2008). Factors influencing stress and job satisfaction of nurses working in psychiatric units: A research review. Health Science Journal, 2(4), 183–195. https://www.hsj.gr/medicine/factors-influencing-stress-and-job-satisfaction-of-nurses working-in-psychiatric-units-a-research-review.php?aid=3653.
Labrague, L. J. (2013). Stress, stressors, and stress responses of student nurses in a government nursing school. Health Science Journal, 7(4), 424-435. https://www.hsj.gr/medicine/stress-stressors-and-stress-responses-of-student-nurses-in-a-government-nursingschool.php?aid=2806.
Labrague, L. J., McEnroe-Petitte, D. M., Papathanasiou, I. V., Edet, O. B., Tsaras, K., Leocadio, M. C., Colet, P., Kleisiaris, C. F., Fradelos, E. C., Rosales, R. A., Santos-Lucas, K. V., & Velacaria, P. I. T. (2018). Stress and coping strategies among nursing students: An international study, Journal of Mental Health, 27(5), 402-408. https://doi.org/10.1080/09638237.2017.1417552.
Lau, D. C. M. (2001) Analysing the curriculum development process: Three models. Pedagogy, Culture and Society, 9(1) 29-44. https://doi.org/10.1080/14681360100200107.
Madsgaard, A., Røykenes, K., Smith-Strøm, H. & Kvernenes, Monica. (2022) . The affective component of learning in simulation-based education – facilitators’ strategies to establish psychological safety and accommodate nursing students’ emotions. BMC Nursing, 21(91), 1-10. https://doi.org/10.1186/s12912-022-00869-3.
Nabolsi, M., Zumot, A., Wardam, L., & Abu-Moghli, F. (2012). The experience of Jordanian nursing students in their clinical practice. Procedia—Social and Behavioral Sciences, 46(2012), 5849–5857. https://doi.org/10.1016/j.sbspro.2012.06.527.
Ohler, M. C., Kerr, M. S., & Forbes, D. A. (2010). Depression in nurses. Canadian Journal of Nursing Research Archive, 42(3), 66-82. https://cjnr.archive.mcgill.ca/article/view/2266.
Olvera Alvarez, H., Provencio-Vasquez, E., Slavich, G. M., Laurent, J. G. C., Browning, M., Mckee-Lopez, G., Robbins, L., & Spengler, J. (2019). Stress and health in nursing students: The nurse engagement and wellness study. Nursing Research, 68(6), 453-463. https://doi.org/10.1097/NNR.0000000000000383.
Park Y.B. & Kim M.S. (2017). The influence of leadership life skills and achievement motivation on self-leadership in nursing students. Journal of Korean Academy of Nursing Administration. 23(5), 494-503. https://doi.org/10.11111/jkana.2017.23.5.494.
Prajapati, R. K., Sharma, B., & Sharma, D. (2017). Significance of life skills education. Contemporary Issues in Education Research, 10(1), 1-6. https://eric.ed.gov/?id=EJ1126842.
Pryjmachuk, S. and Richards, D.A. (2007). Predicting stress in preregistration nursing students. British Journal of Health Psychology, 12(1), 125-144. http://dx.doi.org/10.1348/135910706X98524 PMid:17288670.
Pulido-Martos, M., Agusto-Landa, J. M., & Lopez-Zafra, E. (2011). Sources of stress in nursing students: A systematic review of quantitative studies. International Nursing Review – Review Article, 15-23. https://doi.org/10.1111/j.1466-7657.2011.00939.x.
Papageorgiou, D., & Kavga, A. (2009). Evaluation of life skills in students of nursing: A descriptive study. International Journal of Caring Sciences 2(3), 135-141.
Sali, A. H. A. (2020a). Rethinking distance education in Covid-19 pandemic: Perspectives on education equity in the ‘new normal’. Jayapangus Press Books, 33-55. Retrieved from http://jayapanguspress.penerbit.org/index.php/JPB/article/view/464 http://internationaljournalofcaringsciences.org/.
Sali, A. H. A. (2020b). Pedagogical praxis: Muslim-Filipino madrasah teachers’ conceptuality of instructional process. IAFOR Journal of Education: Studies in Education, 8(4), 115-131. https://doi.org/10.22492/ije.8.4.07.
Sali, A. H. A, & Ancho, I. V. (2021). Pedagogical reflections of Muslim-Filipino Madrasah teachers: A phenomenological study. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(1), 25-39. https://doi.org/10.37134/jrpptte.vol22.214.171.1241.
Senturk, S., & Dogan, N. (2018). Determination of the stress experienced by nursing students during nursing education. International Journal of Caring Sciences 11(2), 896-904. http://internationaljournalofcaringsciences.org/docs/31_dogan_original_10_2.pdf.
Sileyew, K. J. (2019). Research design and methodology. In E. Abu-Taieh, A. El Mouatasim, & I. H. Al Hadid (eds.), Cyberspace. Research Design and Methodology, 1-12. https://doi.org/10.5772/intechopen.78887.
Taylor, L. D. (2014). The affective domain in nursing education: Educators' perspectives. Theses and Dissertations, 1-484. https://dc.uwm.edu/etd/484.
Tuttle, J., Campbell-Heider, N., & David, T. (2006). Positive adolescent life skills training for high-risk teens: Results of a group intervention study. Journal of Pediatric Health Care, 20(3), 184-191. http://dx.doi.org/10.1016/j.pedhc.2005.10.011.
UNESCO Education Strategy 2014-2021 (2014). Retrieved January 25, 2021, from https://unesdoc.unesco.org/ark:/48223/pf0000231288.
Vranda, M., & Rao, M. (2011). Life skills education for young adolescents and Indian experience. Journal of The Indian Academy of Applied Psychology, 37(Special Issue), 9-15. http://repository.um.edu.my/18138/1/jiaap%20halim%20santosh%202011.pdf.
Wall, S. (2010). Critical perspectives in the study of nursing work. Journal of Health Organization and Management, 24(2), 145 – 166. http://dx.doi.org/10.1108/14777261011047327.
Weinstein, G., & Fantini M. (1970). Towards humanistic education: A curriculum of affect. New York: Praeger Publishers.
World Health Organization (1996). Life Skills Education Planning for Research as an Integral Part of Life Skills Education Development, Implementation, and Maintenance. New York: World Health Organization Geneva.