QUALITY FIRST: MODERNIZING THE NURSING CURRICULUM FOR ACCREDITED HEALTHCARE
Author(s)
Haitham Khatatbeh, MSC, PhD1, Ibrahim AYASREH, PhD2, Tariq Al-Dwaikat, MSc, PhD3, Moawia KHATATBEH, PhD4, Manar ABU-ABBAS, PhD1, Viktória Prémusz, MSc, PhD5, Imre Boncz, MSc, PhD, MD6, Annamaria Pakai, MSc, RN, PhD7;
1Yarmouk University, Faculty of Nursing, Irbid, Jordan, 2Jerash University, Faculty of Nursing, Jerash, Jordan, 3Jordan University of Science and Technology, Faculty of Nursing, Irbid, Jordan, 4Yarmouk University, Faculty of Medicine, Irbid, Jordan, 5University of Pécs, Faculty of Health Sciences, Pécs, Hungary, 6University of Pécs, Faculty of Health Sciences, Institute of Health Insurance, Pécs, Hungary, 7University of Pécs, Faculty of Health Sciences, Institute of Emergency Care, Pedagogy of Health and Nursing Science, Pécs, Hungary
1Yarmouk University, Faculty of Nursing, Irbid, Jordan, 2Jerash University, Faculty of Nursing, Jerash, Jordan, 3Jordan University of Science and Technology, Faculty of Nursing, Irbid, Jordan, 4Yarmouk University, Faculty of Medicine, Irbid, Jordan, 5University of Pécs, Faculty of Health Sciences, Pécs, Hungary, 6University of Pécs, Faculty of Health Sciences, Institute of Health Insurance, Pécs, Hungary, 7University of Pécs, Faculty of Health Sciences, Institute of Emergency Care, Pedagogy of Health and Nursing Science, Pécs, Hungary
OBJECTIVES: The primary aim of this investigation was to determine the educational impact of a dedicated 14-week curriculum focusing on clinical governance, institutional accreditation, and risk management protocols among undergraduate nursing candidates in the Jordanian higher education sector.
METHODS: Utilizing a longitudinal pre/post-assessment framework, the study tracked 53 nursing students through a specialized "Quality and Patient Safety" module. The instructional strategy involved a hybrid of didactic delivery and case-based analysis. Performance was measured via a validated 30-item competency instrument across three specific pillars of healthcare systems. Statistical analysis was performed using paired-sample comparisons to quantify knowledge acquisition (p<0.05).
RESULTS: Participants demonstrated a substantial upward shift in proficiency across all metrics. Post-instructional mean scores showed significant elevation: Healthcare Quality increased by 63%, Accreditation Standards by 86%, and Patient Safety by 86% compared to baseline (p < 0.001 for all parameters). The highest delta of improvement was observed in the understanding of Patient Safety protocols, suggesting a high receptivity to safety-oriented pedagogy.
CONCLUSIONS: The findings suggest that targeted academic interventions are vital for bridging the gap between clinical theory and institutional quality requirements. Integrating these specialized domains into the standard nursing curriculum is recommended to ensure graduates are prepared for the rigorous demands of modern, accredited healthcare environments.
METHODS: Utilizing a longitudinal pre/post-assessment framework, the study tracked 53 nursing students through a specialized "Quality and Patient Safety" module. The instructional strategy involved a hybrid of didactic delivery and case-based analysis. Performance was measured via a validated 30-item competency instrument across three specific pillars of healthcare systems. Statistical analysis was performed using paired-sample comparisons to quantify knowledge acquisition (p<0.05).
RESULTS: Participants demonstrated a substantial upward shift in proficiency across all metrics. Post-instructional mean scores showed significant elevation: Healthcare Quality increased by 63%, Accreditation Standards by 86%, and Patient Safety by 86% compared to baseline (p < 0.001 for all parameters). The highest delta of improvement was observed in the understanding of Patient Safety protocols, suggesting a high receptivity to safety-oriented pedagogy.
CONCLUSIONS: The findings suggest that targeted academic interventions are vital for bridging the gap between clinical theory and institutional quality requirements. Integrating these specialized domains into the standard nursing curriculum is recommended to ensure graduates are prepared for the rigorous demands of modern, accredited healthcare environments.
Conference/Value in Health Info
2026-05, ISPOR 2026, Philadelphia, PA, USA
Value in Health, Volume 29, Issue S6
Code
OP12
Topic
Organizational Practices
Topic Subcategory
Academic & Educational
Disease
No Additional Disease & Conditions/Specialized Treatment Areas