Flexible Learning in Nursing in the Philippines as a Response to the Restrictions of the COVID-19 Pandemic: An Educational Case Report.

The COVID-19 pandemic, coupled with societal and technological changes around the globe, demanded adaptations to nursing education. This educational case report is an idiographic narrative of an institution's experience of shifting to flexible learning in nursing education in the Philippines during the COVID-19 pandemic. Various subjects, involving foundation, intervention, and intensive nursing courses, were implemented in flexible learning modes during the Academic Year 2020 to 2021. This case report identified how curricular integration and curricular redesign were carried out to ensure the achievement of BSN Program Outcomes. Faculty development on flexible learning was implemented with training outcomes to include the application of key concepts and instructional design principles toward flexible learning. Training outcomes were evaluated through embedded activities on course package development by the faculty participants. This case report also identified various teaching-learning strategies, and how they addressed emerging issues, including differences in technological competence and accessibility. The report highlighted how the college transitioned to flexible learning through curriculum integration and course redesign which has been effective and efficient in the achievement of educational outcomes. Appropriate training and guidance of the faculty to enable them to integrate and redesign courses, and address emerging issues and challenges, could help in the transition to flexible learning. Flexible learning is an effective pedagogical approach to implementing nursing education. Timely implementation of measures must be taken to ensure relevant and appropriate curricular integration and redesign of courses, and consequently, the nursing program.

Status of Interprofessional Education (IPE) Implementation in Asian Nursing Schools.

Background and Objective: Interprofessional Education (IPE) is a necessary step in preparing a collaborative practice-ready health workforce that is better prepared to respond to local and global health needs. This study examined the status of IPE implementation in Asian nursing schools in the World Health Organization (WHO) Western Pacific Region (WPR). Methods: Descriptive online survey research design was utilized, supplemented by online interviews. Purposive sampling was done wherein nursing schools, colleges, and universities were invited to nominate a representative to serve as respondent in this study. Descriptive approach was used to analyze both quantitative and qualitative data. Results: A total of 29 Asian nursing schools participated in the survey. Majority (82.76%) of them stated that they have an IPE program or a similar activity. Interviews with the respondents revealed that not all IPE opportunities were part of a formal IPE program, but were embedded in the different learning activities of nursing students. A clear program focus served as one of the facilitators of IPE implementation. Identified barriers included insufficient administrative support and lack of trained faculty to implement IPE and related activities. Conclusions: IPE is present in most Asian nursing schools in WPR. They may not exactly be called or recognized as IPE, but there is the existence of programs and activities that bring together health and non-health science students to learn from, about, and with each other to enable effective collaboration and improve health outcomes. It is recommended that massive formal training should be conducted so that educational institutions and their faculty will be equipped in developing more formal programs, facilitate activities, and monitor implementation and progress.

Care Needs of Parents of Children With Cancer in a Low-Middle-Income Country.

Background: Mapping out actual supportive care needs assists nurses in providing holistic individualized care. This study aimed to explore the care needs of parents of children with cancer in the Philippines. Method: Guided by the Supportive Care Needs Framework (SCNF), this study used an embedded mixed-method design with the quantitative revised Cancer Patient Needs Questionnaire and qualitative semistructured interviews to describe parents' care needs and priorities. Results: Filipino parents (N = 156) of children with cancer have various care needs which could be classified along the SCNF categories-practical, informational, spiritual, physical, emotional, and physical needs as ranked from highest to lowest. A number of variables were significantly associated with care needs. Solid tumor diagnosis was associated with greater practical, emotional, and psychosocial care needs; having a child who had undergone surgery was associated with more practical and spiritual care needs; and being within one year of the child's diagnosis was associated with practical, psychosocial, and spiritual care needs. Parent priority needs included (a) addressing financial needs; (b) access to temporary housing to minimize treatment-related costs; (c) support groups among parents of children with cancer as a source of information; (d) financial and social support between members of family and partners of parents of children with cancer; and (e) using prayer to facilitate acceptance. Conclusions: Supportive care needs of parents of children with cancer are important components of care that should be given recognition to enhance holistic individualized care throughout the childhood cancer experience.