Facilitating Spiritual Well being: The Essence of Holistic Nursing & Health

The First Step To Assure Quality of SANAMEP
Towards a Saudi Arabian Nursing and Applied Medical Education Developmental Strategy
The First Step To Assure Quality of SANAMEP
By
Eisa Ali Johali
PhD Health Sciences
Lecture, CHS, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
ejohali@ksu.edu.sa
This study begins by deliberating on the problems of the Saudi Arabian Nursing and Applied Medical Education and Practice (SANAMEP), mainly the debate between the educational institutions, educationists and health services settings and practitioners regarding the quality of the graduates and the worldwide dilemma of the gap between theory and practice. Under the Historical Educational Developmental Research, this paper uses a combination of educational action research approaches, the Documentary Evidence Analysis' and the Reflective Experience (Best, J. and Kahn, J. 1986; Cohen, L. and Manion, L. (1989, 1994). It traced to the early 1991 academic experiential learning. It is a reflection on action research, joint a national reflective experience compare to the international experiences mainly the United Stated experiences in nursing and allied medical education and curriculum development (Johali 1991), and the United Kingdom Advanced Nursing Programme the UK P2000 and beyond ( Johali 1995). It find that while our education and curriculum development based on unplanned selecting and modifying, the USA and UK curriculum and education development based on well strategic planning projects. It assume that "The Western philosophy and science of curriculum, teaching and learning may guide us towards a factual way to overcome our considerable problems and may assure quality as well.
The most common educational philosophies, theories and models of curriculum, teaching and learning development in UK, US, and SA experiences have been explored and compared. Finally based on Poppers' notions of conjectures and refutations (Popper K 1972), the recent literature as well the common curriculum philosophies and sciences were tentatively refuted with regard to Islamic and democratic education, and the relevant philosophies are conjectured. As a part of its conclusion and recommendations, the study endeavors to modify Mieghan's philosophy (Meighan, R. 1989, 2001) into a philosophy of fourteen theories as a base for future developmental studies and set a millennium scientific based framework for step up educational and curriculum development.