Adaptive Psychosocial Competencies: Toward a Development of a Framework for Life Skills-Based Philippine Nursing Education Curricula

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

Pedagogical reflections of Muslim-Filipino Madrasah teachers: A phenomenological study

The purpose of the paper wasto explore the pedagogical reflections of Madrasah teachers or Asatidzas program implementers of Madrasah Education Program (MEP) in selected Arabic Language and Islamic Values Education (ALIVE) schools in Metro Manila, Philippines and identify salient themes on their lived experiences on teaching and learning process. Thisstudy utilized qualitative method of research usingtranscendental phenomenological approach of Moustakas (1994) as adapted from Husserl (1931), employing in-depth interviews and understanding of the participants’ description of their lived experiences. The authors used purposive sampling with ten research participants across Metro Manila. There were four (4) major themes identified in the study: (1) Teacher with divine responsibility; (2) Teacher as role model; (3) Teacher equipped with pedagogical practices; (4) Student-centered approach to teaching and learning. This study providedenrichment of evidence-based research especially on the lived experiences of grassroots implementers. Fewer studies on MEP were conducted especially on instructional process and particularly in teaching and learning process in the Philippines. The results servedas groundwork for more in-depth understanding of Madrasah teachers’ pedagogical practices as an integral part of the educative process