Ning Zhen, Ma. Elizabeth Baua
ABSTRACT
This study aimed to investigate the relationship between the extent of implementation of instructional delivery in the Obstetrics and Gynecology Nursing course and the teachers’ level of competence, as well as the students’ level of competence, at Jiangxi University of Science and Technology and Nanchang Medical College. The research involved 133 third-year nursing students and 30 faculty members from each institution as participants. The analysis of course implementation focused on the achievement of course objectives, content coverage, utilization of teaching strategies and activities, use of resources and facilities, and assessment methods. The results revealed that the teachers’ level of competence in teaching the course, particularly in terms of subject knowledge and pedagogy, learning environment, learner diversity, community engagement and professional involvement, clinical connections, professional development in OB/GYN nursing, and personal and professional growth, was rated as very high. Similarly, the findings showed that the student participants demonstrated a very high level of competence in terms of their knowledge, skills, and attitude. The findings further indicated that a greater extent of implementation of the Obstetrics and Gynecology Nursing course—specifically in terms of achievement of course objectives, content coverage, utilization of teaching strategies and activities, use of resources and facilities, and assessment methods—was associated with higher levels of teacher competence and greater student competence in knowledge, skills, and attitude.
Keywords: Course implementation, instructional delivery, Obstetrics and Gynecology Nursing Course, student competence, teacher competence
https://doi.org/10.57180/gsnr2940