Defining the cultural milieu for implementing faculty practice in Pakistan

Abstract

Faculty practice can promote a collaborative partnership mutually beneficial to both nursing education and service. However, little is known about its implementation in developing countries. The purpose of this study was to explore the potential for introducing faculty practice within the cultural milieu of Karachi, Pakistan. Focus groups of nursing faculty, staff and students were conducted in various settings: government, semigovernment and private institutions to elicit the data. Data analysis revealed that a more comprehensive definition of faculty practice is needed that will provide the foundation for a culturally acceptable model of faculty practice in Pakistan. Hierarchy dominates the current cultural milieu and must be addressed before faculty practice can be implemented.

Building nurse education capacity in India: insights from a faculty development programme in Andhra Pradesh

“…This has led to an influx of men into the profession and to a positive change in the social status of nurses [13]. Nonetheless, in India and throughout South Asia, the desire to avoid the stigma associated with basic nursing tasks forms a strong cultural backdrop to the way in which clinical nursing is valued and practised today [7,14-16]. …”

Faculty practice in a private teaching institution in a developing country: embracing the possibilities

“…Perceptions of risk of faculty practice may be high in the institution studied, given that 76% of faculty members are senior instructors, that the majority teaches in the undergraduate programme and that the institution studied emphasizes research and publications during performance appraisal, which is an area where the faculty needs to develop capacity. Furthermore, a hierarchy currently exists, which may hinder successful implementation of faculty practice (Upvall et al. 2002).…”

“…2002). Throughout the case study, the hierarchy was evident in attitudes of ‘us versus them’, fears of having to attend to staffing shortages in the hospital rather than academic work and notions of moving away from learning theory in classroom (Upvall et al. 2002).…”

“…Faculty practice is not a well‐known concept in Pakistan (Upvall et al. 2002) which is located in the South Asian Region and is the second largest Muslim state with a population of 169 million people (Government of Pakistan, 2010).…”

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“…The MScN planning committee was committed to a program that would promote graduates' direct contact with patients, rather than perpetuating a model that would remove nurses from clinical practice, as often happens with higher nursing education (Upvall, Kanji, Jaffer, Khowaja, Barolia, & Amarsi, 2002). Members believed that graduates should have a solid foundation for clinical practice, as well as leadership and teaching, since this emphasis would have the greatest impact on health care delivery.…”