Nursing as a profession
Nursing profession is a wonderful choice as the need for nurses is escalating. Work is assured with adequate salary and insurance benefits and hospital position for nurses are available comparing it to other professions. Despite that, Schofield (2007, cited in AHWI, 2008). estimated “that during 2006 – 2026, almost 60% of the present nursing staffs is expected to be lost in Australia with an average of 14% every 5 years, and a total of around 90,000 nurses”. Although, the enrollment of nursing students in university nursing courses is increasing, the dropout rate is high. Nursing curriculum requires students to study more and to handle tremendous amount of information that they will dump on your brain in nursing courses and more time is needed at home to study. Nursing study can be difficult for some students but generally it is not that much of academic difficulty. It is just an enormous bulk of material, combined with a heavy clinical training load. Some students withdraw from the program when exposed to the clinical setting, and they comprehend the dreamy outlook from TV is not very truthful, and they are not well-matched to the career. Some drop out for personal, medical, or financial reasons.
With all that said, nursing is a very rewarding career. You will have good and stable wages, job security, and emotional reward all while assisting others in countless need. You will gain skills and knowledge that give you instant respect with people in your society and allow you to work in anywhere worldwide.
This paper tries to:
1. Uncover the factors contributing to students’ dropout.
2. Use the logframe matrix to set strategies for retaining nursing students at the institutes of nursing.
Background of the Problem
Retention of nursing students in nursing program and prevention of dropout problem is considered as international and local concerns. Dropout is frustrating for both, the faculty of nursing and the student as well (Conklin, 1997) and has significant social and economic burdens on educational institutions (Macheith, 1999). In United Kingdom (UK) the number of drop out of nursing students has increased over the past several decades (Johnson, 1997), in which the rate of dropout is approximately 20% among nursing students, especially in the first year of their training (Richardson, 1996). The highest attrition rates in London, the South West, West Midlands, Yorkshire and the Humber show more than a third of students dropping out and 51% of students fail to complete the nursing program in the North West university (Lister,S,2009). Data acquired by Nursing Standard magazine revealed a drop-out rate as high as 56%in some nursing courses. For instance, a total of 25,101 students who started degrees or diplomas, 6,603 dropped out before completing the program, costing an estimated £98m (BBC News, 2008). According to the Higher Education Statistics Agency, though, just over 1 in 10 nursing students do not finish their study in United Kingdom (UK) (Shepherd, J, 2009). Shepherd (2009) added that, 78% of nursing students quit the program at one university last year. At another, 54% dropped out. In addition, about half of the students enrolled in nursing schools in English Speaking CARICOM countries dropping out before graduation, a new World Bank report has urged regional governments to look into increasing the completion rates among nursing students to bolster the workforce in the health sector (Wilson,N,2010). The dropout rate has increased to more than 28% from nursing study in Scotland, according to the Royal College of Nursing (Puttick, H, 2007). In Denmark, one third of all students drop out their nursing program before completing it. This institutes a serious situation for the nursing, as there is a lack of 10000 nurses in the upcoming 9-10 years (McConaghy, 2007). In addition, Drop-out rates among student nurses are snowballing and threatening the replacement of the 200,000 nurses due to retire over the next ten years (www.staffnurse.com, 2010). For its newest study into attrition rates, Nursing Standard collected data from 70 higher education institutions. It determined that students who quit their study cost universities more than 100m UK pounds yearly. Two years ago, research instituted a drop-out rate of 26 %, increased later to 28 % (www.staffnurse.com, 2010). Graham, S (2010, cited in www.staffnurse.com) states: UK government acknowledged after six years that nursing student attrition rates of greater than 15 % are intolerable. Even with several policy initiatives, the rate has doubled in England. It is 30 % in Scotland.
Moreover, in 2005, 46353 students enrolled in the nursing program in the school of California. By the end of the programs, up to 24% had dropped out (Alvy, 2007)..In the United States, for example, to motivate nursing students, President Bush has signed the “Nurse Reinvestment Act” into law. This policy sets up scholarships, loan reimbursement, public service announcements, retention allowances, career promotion, geriatric training awards, and loan revocation for nursing faculty (US Government Info).
The Institute of Nursing (I.O.N) intends to increase the number of the Emirate Female nurses in the medical field and in the hospitals of the United Arab Emirates (U.A.E).The goal of the Ministry of health is to have 40% of nationals in the hospital by the year 2010(Reference). Unfortunately, that does not happen.
The I.O.N. experienced high concern about the rate of students’ dropout and the reasons for their attrition not well identified. According to Institutes Record Data (IRD), the accepted number of students from all I.O.N. in the year 2005-2006 was 240 (100%) students 74(30.8%) were Emirate and 166 (69.2%) Non-Emirate (figure 1). The total numbers of students who continued their study and graduated from the nursing program by the end of the academic year 2008-2009 were 110 student nurses, 36 (33%) Emirate and 74 (67 %) non-Emirate (fig. 2). The dropout rates (Figure 3) among the students at all institutes were 130 (54%) Emirati and Non-Emirati students (IRD, 2009).
Based on staff observation and according to data collection during the Academic year 2008-2009, the majority of the students who dropped out were from the first year during the first semester. The data revealed that the total students who were enrolled at all institutes in that Academic year were 342; 136 students dropped out (39.7 %) and 37 students (10.8%) were dismissed (ION Record Data, 2009). In the year 2010-2011 the total number of the students who were enrolled in the UAE Institutes of Nursing was 290. By the end of the first semester, they were 120(41.3%) students (ION Data Record, 2010) (Table1).
Table1: Study Drop out population resulted from the total enrolments (counts and percentages) of the four ION branches of the academic year 2010/2011
Percent from total
In the Institute of Nursing, the majority of the students are coming from public high schools, either Emirates or non-Emirates and many of them are Omani female students. Their ages range within 18-27 years old. Small percentage is married with children and having strong family ties. All of them are speaking Arabic and their medium language of instruction at the high school was mostly Arabic. They are dependent students and use rote type of learning.
In United Arab Emirates, ION students joining a 3-year Diploma program and their admission frequently based on cumulative Grade Point Average (GPA), Entrance exam, and students’ interview. The English language is the study language in the ION and used as the medium of instruction. The program mainly based on collaborative learning, utilizing group work and promoting independent critical thinking.
Furthermore, non-empirical data collected from students' records in two institutes (RAK and Fujairah) during the academic year 2008-2009. The survey was conducted to identify the reasons for nursing' students drop out from the I.O.N. The survey revealed that, 83 students dropped out from the two surveyed Institutes. The reasons for leaving were as follows: 28% of the students were dismissed due to academic reasons, 14% faced difficulties in studying, 13% changed their study field, 10% not interested in nursing, 10% for family reasons, 6% due to health problems, 4% had trouble commuting, 4% found a job, and 11% left for unknown reasons (ION Data Record, 2009) (Table 1, P.20).
This data did not represent the entire institutes as it involves only two campuses, for that it did not present a clear image for the factors that contributed to students' dropout from the Institutes of Nursing (ION). The ION in United Arab Emirate (UAE) believes that prevention of dropout problems is the most effective approach, and the identification of factors that may lead to dropout problems in their earliest stages is critical since no research carried out in relation to this phenomenon. Furthermore, the shortage of nurses due to the leave of the expatriates to the other countries as they are getting better remuneration put further burden on the medical districts(table 2,fig. 1)(MOH Annual Report ,2009 ) .This problem should be tackled and managed truly to prop the nationalization program in all medical professions and essentially in nursing (Al-Nuaimi, 2005). The UAE minister of Health stressed that the nursing department has the highest shortage. The percentage of the of the emirati nurses working for the Ministry of Health has extended to 17% in 2006. Contacted all the MOH facilities (MOH annual report, 2009) as well as the Districts regarding updating the list of Emirati nurses. As of November 2009 there are two hundred and ninety (290) Emirati nurses working in the MOH facilities/district (fig 3). Accordingly, certain measures must be taken to increase the number of Emirati nurses in medical districts. Therefore nursing students’ dropout has significant social and economic impacts.
Table2: Distribution of nurses by nationalities. (MOH annual report, 2009) The data does not present the total number of nurses working for the MOH .Only Nurses.
Figure 1 Distribution of nurses by nationalities
The literature review of this study organized under one content area that focuses on the relevant studies related to the major factors such as student’s characteristics, personal factors, academic factors, and school environment factors contributing to the nursing students' dropout. The research literature is rich with reports of studies conducted over years to pinpoint why students decide to dropout and to give insight into possible measures that can help reducing dropout rate and increasing retention in those students who continue their education in high schools at institutions of higher education and at universities.
Many researchers studied students’ characteristics. Variables such as, gender, pre-admission English grade, Grade point averages (GPAs) studied by Ehnerfeld, Rotenberg, Sharon, and Bergman (1997). They conducted a study in Israel among nursing students to identify the factors that lead to students’ attrition from the nursing program at Tel-Aviv University. The results of the study showed that male sex, low English pre-admission grade, lower first and second-year GPAs than third and fourth year considered as reasons for students’ attrition.
Furthermore, a study conducted by Fisher (n. d.) identified the reasons why so many students dropout from colleges. Subjects such as general Mathematic, English Science, and low GPAs considered significant in the student's attrition rates.
Student’s background prior admission to Baccalaureate Nursing Program based frequently on accumulative grade point average (GPAs). The retained student's in the United Kingdom found to have higher mean GPA than dropout student, Richardson (1996), Ehnerfed, et al. (1997)). GPA considered insufficient as predictor of students' success (Byrd, Graze, and Nieswiadomy, 1999). Low GPA during the first and the second year and language problem influenced student’s decision to dropout (Johnson (1997); Richardson (1996); and Inyit dropout Portifolio (1996)).
It would appear that many nurses dropout in the first year of their training mainly due to personal matters.
Roddiff and Godfrey (1999) in the United Kingdom identified that personal matters such as family problems, dissatisfaction, change of profession, low image of nursing and changes in their social status (getting married, becoming pregnant, or a parent) are major reasons to cause students dropout. Traveling, drug and alcohol problem are additional reasons for students' attrition or dropout in Western countries. Furthermore, it reported that the more the students believe in the benefit they might get from studying nursing the more they are likely to remain in the program (Ajoa and Al-kundari (1999); Schwartz (1995); Johnson (1997); Ehnerfeld et al. (1997)).
The annual report of Registered Nursing (2004-2005) itemized three motives for students ‘attrition: academic failure, personal reasons, and clinical failure. In addition, the California Institute for Nursing and Health Care stated that personal and familial difficulties were the significant factors behind students’ dropout (Alvy, 2007).Moreover, many researchers such as Roddiff and Godfrey (1999); Ehnerefeld, et al. (1997); Schwartz (1995); Jafferys (1998); and Fisher (n.d.) showed the personal aspect as a major reason for dropout. Schwarts (1995) identified in a study conducted in the United States the current dropout situation among general high school students and college preparation students program. The primary source of information about dropout situation took from the National Center of Education Statistics (NCES). The results of this study revealed a variety of personal factors combined to cause students to dropout and cited the following personal reasons such as; "had family to support", "getting married", " getting pregnant", "becoming parents", "getting a job", "having trouble managing both school and work", "having friends who dropout out", "wanting to travel", and "having drug or alcohol problems". . Watt (2006) inferred that providing students with proper scholarship would lower the level of attrition. Thus, the more financial benefits the students receive, the more the students are likely to remain in the program (Ajoa& AlKundari (1999); Schwartz (1995); Johnson (1997); Ehnerfeld et al. (1997)
Ehnerfeld et al. (1997) revealed that low nursing-image, family problems, student dissatisfaction, change of residence considered as reason for student’s attrition. A similar study conducted by Ajoa and Al-Kandari (1999) aimed at describing the problems of recruiting and retaining nursing students in Kuwait. The study revealed that many personal reasons such as social pressure, nursing is a low status; non-respectable professions were responsible for poor nursing students retention. Conklin (1997) showed further personal reasons for students’ dropout such as work-schedule conflict-financial difficulties, physical health problem/ illness and moving.
However, Chew (1994) divided the factors contributing to the student's attrition into three main categories. One of these categories classified as "Student at risk" refers to students who have poor reading skills, under preparedness, poor study habit, poor time management, poor note taking and a member in the ethnic group. A similar study done by fisher (n.d.) showed that poor study habit have their root in high school; poor students motivation (lack of commitment) and skip classes were more influential in the students who dropped out than in the retained one.
Rodditt and Godfrey (1999) indicated that the first year students are at the highest risk of leaving the university in the United Kingdom (UK) mainly because of ill health and dissatisfaction with their academic aspects, wrong career choice or home sick. Macheith (1999) conducted a study to predict which recruits would leave the pre-registration midwifery education course. The students gave many reasons for leaving such courses; the most given to the change in personal circumstances.
In addition to all over studies showing personal matters as major reason of dropout, a study presented by Ehnerfeld and Tabak (2000) in Tel-Aviv university evaluated the value of the admission interview on the rate of attrition among undergraduate nursing school students. The goal of this study was to check candidates' decision to study nursing. The result indicated that admission interview would not prevent the attrition, one quarter of students dropped out for personal reasons.
On the other hand, Jeffrey (1998) and Johnson (1997) studied items related to students’ beliefs. Johnson investigated what factors distinguish between students who persist and those who dropout of a university which serve mainly commuter student. A significant difference found in the item related to student beliefs about the benefit of a college education. The retained and non-retained group agreed that college is a good place to find out who you are and is the key to getting a good job.
The Academic Variable:
Conklin (1997) administered a short survey instrument to all students requesting to dropout at a Suburban Mid-western Community College in order to analyze reasons for high course attrition rate. Conklin edited the students’ attitude toward teachers and courses reasons for students' dropout. The reasons located were dislike instructors, dislike courses, course load, too heavy or too easy courses, and boring courses. Schwartz (1995) found similar students' attitudes. This study revealed that factors such as I didn’t like school in general, getting poor grades, couldn’t keep up with school work, didn’t get along with teachers, had disciplinary problems, was expelled or dismissed, didn’t fit in, and I didn’t feel safe were significant to the student’s attrition from study courses.
Jeffrey (1998, p.42) defined the academic variables as the academic process at the college such as the academic support services, study skills and study hours. Chew (1994) mentioned in his study the factors contributing to student attrition into three main categories. The academic part is divided into two main categories such as high-risk curriculum, high-risk courses. The high-risk curriculum is characterized by rigidity in deforming the sequencing of courses and allowing little leeway, little room for variation in the number of credits to be per semester. High-risk course refers to a course in which there is a student failure rate on a consistent basis, usually math related course and nursing related courses. On the other hand, Montemayor (2001) showed that the academic environment alone could not guarantee success. Family environment is another factor that restricts the academic achievement of the students’ retention. In UAE, family considered as a very important social institution and has great influence in decision-making.
Jeffery (1998) presented a descriptive study on 97 of the 142 non-traditional nursing students (student older than 24 years old or a part time student). This study aimed at examining the influence of self-efficacy, environmental variables and the academic variables that influence students' retention and academic achievement. Self-efficacy in this study defined as “the belief that one can perform or learn specific tasks despite obstacles and hardship, and will expend whatever energy is necessary to accomplish the task". Environmental variable defined as “an external to the academic process such as finances, hours of employment, outside encouragement and family responsibilities".
The academic variables include the student involvement with the academic process at the college such as the academic support services, study skills, and study hours (Jeffrey, 1998, p.42). This study concluded that family environment is an important factor influencing the academic achievement and students' retention. Difficulty with childcare arrangement and compound role conflict all affected retention among non-tradition college students.
A high number of students have dropped out because of school environment "Inappropriate curriculum, poor school community, passive teaching methods, untrained teachers, student who dislike school, students who had disciplinary problem, schools’ policies, and Math and English grade were considered major reasons for dropout (Montemayor, 2001; Schwartz, 1995; Fenty, 2002; and Richardson, 1996).
The most important factors studied frequently by the researchers and influence the dropout rate among nursing students are the school environment (Academic and social climate). Montemayor (2001) studied school environment to examine the factors that may contribute to high school dropout rate among Latino high school youth in Arizona. This study showed that teachers and administrators have profound effect on the life of the youth in their school. Students were able to thrive in a non-traditional setting that offered fewer restrictions and enhanced carrying environment by teachers and administrators.
Another helpful assignment paper was "Search Paper out of Step: Inyit and Dropout Students" (1998). This particular research paper discussed the dropout issues related to school environment. The study indicated several factors that influenced the dropout situation among high school Canada’s Inyit population. School environment in this study grouped into three main categories cultural racism, students' attitude, teachers and school factors. The study findings showed that school leavers perceived a cultural insensitivity or influence on the part of the teachers. Moreover, their attitude toward dropout school is often because they do not like teachers. Furthermore, findings such as school polices, improper school, untrained teachers, passive teaching methods, and inappropriate curriculum, inappropriate testing, and English language skill contributed to the students' decision to leave school.
Johnson (1997) investigated the factors that could distinguish between students who persist and those who drop out of a university in the Northern and the Eastern region of the United State. The data used in this longitudinal study were a combination of survey data and Integrated Student Information Statistics (ISIS). The study results showed that students who had closer contact with faculty were the successful or retained.
Jeffreys (2007) developed a tentative Nursing Undergraduate Retention and Success (NURS) Model ( fig ). The aim of the NURS model is to display a consolidating framework to investigate the multidimensional issues that influence undergraduate nursing student retention and success for the purpose of identifying vulnerable students, develop diagnostic-prescriptive strategies to enhance success, lead innovations in educational research, and assess the effectiveness of strategy. Although various models have been suggested to examine student attrition, NURS concentrates particularly on the facet of retention and intends toward a certain student population. The chief target of the model is to foster student retention and success. The model needs some adjustment when novel data are available.
To conclude, studies indicated that the most important reasons for students' dropout are mostly personal, poor academic standing and school’s environment. Therefore, in-depth understanding of these factors and their influence on the dropout of the students in the ION will be very helpful in overcoming this phenomenon.
Figure 4 NURS Model (adapted from: Nursing Student Retention. Jeffreys 2007)
An overview of the logical Framework Approach (LFA):
The Logical Framework Approach is an analytical tool for objectives-oriented project planning and management- used in many different parts of the world as a basis of a systematic analysis of key development problems and finding out the ways or options to tackle those problems. It was first used in 1960’s by the United States Agency for International Development (USAID) as tool to help conceptualize a project and analyze the assumptions behind it (Rosenberg& Posner, 1979). The logical framework since then continued to be developed by various UN agencies.
The logical Framework Approach as a macro policy support
The Logical Framework Approach (LFA) is a long established activity design methodology that can be used for new forms of activity such as program support and macro-policy support. The
The Logical Framework is a simple tool which helps you (University of Wolverhampton, Undated) to:
* organize your thinking;
* relate activities and investment to expected results;
* set performance indicators;
* allocate responsibilities;
* communicate information on the project concisely and unambiguously.
The Logical Framework Matrix
It involves of a matrix with four columns and a number of rows. The general structure of a Logframe Matrix is seen as a causally linked sequence of events and includes: The project overall goal or impact, objectives, output, and activities are placed on the first column. The second one includes the indicators to measure whether the objectives, outputs, and outcomes have been attained. The source of verification /Information from which the data will be retrieved. Finally the assumptions of the project are found in the fourth column.
The Logframe Matrix is going to be adopted (World Bank handbook) to solve the dropout problems in the UAE Institutes of Nursing is shown in Figure 1 below.
Summary of Objectives/ Activities
Objectively Verifiable Indicators
Means/Source of Verification
Overall Goal – Higher objective (policy goal) that the project along with others ,will achieve in the Institutes of Nursing-MOH-UAE)
Measure program performance– comprising suitable targets (quantitative and qualitative methods).
Program evaluation system
External factors supporting objectives in the long haul -Risks and Benefits.
Purpose ─ (The immediate objectives) The desired outcome the project will achieve/0r the change in beneficiary behavior, systems or institutional performance.
quantitative measures or qualitative evidence by which achievement and distribution of impacts and benefits can be judged
A source of information exists on the Purpose indicator(s) – Considering who will assemble it and how frequently.
Assumptions concerning the relationship between the project impact and the overall goal.
Expected Outputs – This project intervention strategy.
-Value added by components.
How the achievement of the Component Objectives will be measured – including appropriate targets (quantity, quality and time)
Sources of information exist on the Component Objectives indicator(s) – including who will collect it and how often
Assumptions concerning the relationship between accomplished project outputs and project impacts.
Activities ─ The required group of activities to produce each of the project output.
How the achievement of the Outputs will be measured – including (quantitative, qualititative ,timing and place of parameters)
Sources of information on the Output indicator(s) – including who will collect it and how often
Assumptions concerning the relationship between the implemented project activities and outputs.
Understanding the vertical logic in the Logical Framework
Figure 5: The vertical logic in the logical framework taken from the Food and Agriculture project (FAO). http://www.fao.org/WAIRdocs/x5405e/x5405e0p.htm#TopOfPage
Towards a logical framework Approach in Nursing Education
Project Title: Sample logical framework for how to reduce students' dropout
rate in nursing education in the United Arab Emirates Institutes
Estimated Duration of the Project: 20 months (two scholastic years)
Objectively Verifiable Indicators
Means of Verification
The efficiency of the nursing educational program improved.
The total number of the student nurses who complete their nursing education increases by at least 20 percent in the year 2012.
The United Arab Emirates Institutes of Nursing Record Data
The stability of the United Arab Emirates Institutes of Nursing
Objectively Verifiable Indicators
Means of Verification
( Immediate Objective)
The number of the nursing students who drop out their study in the United Arab Emirates Institutes of Nursing decreased.
The number of the nursing students who successfully complete their study increases yearly.
The number of students enrolled in the nursing program increases.
The teaching learning environment fosters the students continuity in the program.
The United Arab Emirates Institutes of Nursing Record Data
The Ministry of Health statistics.
Regular Program updates.
Enrollment criteria do not change.
Teachers actively engagement in professional development activities.
Objectively Verifiable Indicators
Means of Verification
1. Image of nursing improved.
1.1 Community members (parents, teachers, and other categories) awareness about the importance of the roles of nurses and nursing education in the development of the country raised.
1.1 Change in the perception of nurses and nursing education among the different categories of the society (parents, teachers, and other categories).
1.1 Periodic questionnaires and surveys to the different categories of the society (parents, teachers, and other categories).
Customs and traditions in the Unites Arab Emirates do not hamper the efforts towards the change of the nursing image in the society.
2. The academic Environment in the Institutes of Nursing enhanced.
Targeted students at risk to drop out detected early
Targeted students at risk to drop out receive academic support in nursing curses.
Targeted students at risk to drop out receive English language support.
Classroom practices in the UAE Institutes of Nursing improved.
Co curricula activities are encouraged to involve as many students as possible.
Personal academic support tutor found.
80 % of the students at risk to drop out are detected before the end of the midterm exams in semester one.
70 % of the students at risk to drop out score 65% and above on their nursing assessments.
70 % of the students at risk to drop out score 65% and above on their English language assessments.
90 % of the staff in the United Arab Emirates Institutes of Nursing use highly improved classroom practices (e.g. use of appropriate teaching/ learning methods, audio-visual aids etc…).
Co curricula activities initiated and adopted at least twice a year.
Academic support person assigned to the newly enrolled students.
.1 Students' scores in quizzes at the beginning of the semester.
2.1.2. Teachers repots and observations
Students' quizzes, midterm and ,final exams scores
Students' quizzes, midterm and, final exams scores.
Students Teacher Evaluation.
Questionnaires analysis reports.
.1 Students' affair
The academic personal support reports and feedback.
Stable educational environment in the United Arab Emirates Institutes of Nursing.
Availability of the staff.
Recruiting additional qualified staff members.
Favorable and competitive environment for teacher development.
Would individual be a better word? issues dealt with effectively.
3.1 Students at risk to drop out because of psychological problems receive counseling services.
3.2 Students at risk to drop out because of social problems receive supports from the social workers.
3.3 Family involvement encouraged.
3.1 65 % of the
received counseling continue their study.
3.2 65 % of the
Students referred to the social workers continue their study.
3.3 60 % of the families are actively involved in the institutes’ activities to support their girls.
Counseling department reports and data analysis.
Social workers reports.
.1 Institutes records and meeting minutes
Improved scores in the quizzes, midterm, and final exams
The approval of the Board of Directors to establish counseling and social working departments.
The availability of highly qualified social personnel.
The willingness of family members to be actively involved in the process noticed.
The Institutes of Nursing environment improved.
4.1 The institutes infrastructures improved
4.2 The physical classrooms environment enhanced.
4.3 Recreational activities encouraged.
4.4 Good student- teacher rapport established,
4.5 The institutes rules and regulations eased.
At least 70% of the institutes’ infrastructures improved.
At least 80% of the classrooms are designed to have a smaller number of students.
At least 70% of the recreational activities achieved
4.5 At least 50% of the rules and regulations revisited.
4.1 The Ministry of Health and Institutes of Nursing Data Records.
4.2 The Ministry of Health and Institutes of Nursing Data Records.
4.3 Institutes of Nursing Data Records and monitoring reports.
Institutes of Nursing Data Records.
Institutes of Nursing administrative and curriculum committees’ minutes.
Stability of the institutes of nursing educational environment.
The ministry of Health provides enough financial support.
The students are interested to enroll in the nursing program in the United Arab Emirates Institutes of Nursing.
Objectively Verifiable Indicators
Means of Verification
1.1 Radio, television, and newspaper advertisement, flyers, pamphlets, posters, and community services to raise the awareness among the different categories of the community (teachers, parents…)
Funding to the conduct community services and to design and distribute flyers and posters…
Meetings at the end of each semester for discussion and feedback.
Awareness raising nursing materials seen in the strategic places, .i.e. schools, clinics, health centers, supermarkets.
Nursing stations and stands seen in supermarkets and other places offering services for the community.
Institutes Data Records.
Minutes of the meetings
Questionnaire data analysis.
Community and policy makers apathy and resistance is not a significant impediment.
Staff produces sufficient and professional skills.
The ministry of health approves to fund the activities.
The availability of sponsors.
The availability of textbooks and reading material in the library.
2.1 Quizzes and tests scores analyzed.
2.2 Remedial teaching classes in nursing courses conducted.
2.3 Remedial English language teaching classes conducted.
2.4.1 Peer Tutoring and Monitoring program established.
2.4.2. Simplified and interesting texts used in teaching.
2.4.3. Tutors trained in the most efficient and effective teaching methods.
2.5. Field trips organized
2.6 Academic support tutors available.
2.1 Teachers grading sheets records.
Students’ performance improvement reflected in their achievement grades.
Students attending classes increased
Professional workshops, training courses, and seminars twice per year
2.6 The distribution of students among tutors.
Students grading sheets.
The Institute Data Records.
Professional Development records.
Students attendance records.
3.1 Counseling department established.
3.2 Social workers recruited.
Tutors- family meetings held, phone calls made…
3.1Numbers of cases dealt with successfully.
Holding frequent tutor family meeting at least twice a year.
3.1 counselors and social workers reports.
3.2 The institutes record data.
3.3 The minutes of the meetings.
Cases referral to hospitals is permissible.
Availability of resources
Families' transparency needed.
New premises constructed.
Classrooms equipped with audio-visual teaching aids.
Classrooms with smaller number of students seen.
Recreational activities including the tutors and students done.
A committee to revisit the institutes rules and regulations formed.
4.1 The Ministry of Heath approval to fund the constructions.
4.2 Computers, data projector, cassettes, overhead projector available in each class.
4.3. Small classrooms found at least for the first year students
4.4 Conducted twice per semester.
4.5 Meet twice per semester
4.1 The institutes & Ministry of Health data records
4.2 The institutes & Ministry of Health data records
4.3 The institutes & Ministry of Health data records
4.4 students' reports.
4.5 The minutes of the committee meetings
The ministry of health and the Board of directors approve to fund the activities.
The Administrative committee approves revisiting the rules and regulations.
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