Results: Despite that there were no clear policies or guidelines of a risk management system, the nursing program in the college was able to develop a contingency plan to deal with the wide-spread of COVID and restore nursing education.
The plan included shifting learning from face-to-face teaching to online teaching, postponing of clinical practicum, and others. Plans and strategies implemented during the pandemic were successful to some extent. Adopting a new plan is risky by itself and it needs great commitments from all stakeholders including administrators, faculty and students to ensure success of the plan.
In addition, more training courses and programs on the emergency-preparedness should be conducted for students in order to keep them ready for any future emergency crises. Furthermore, the plan adopted by the nursing program in the college should be tested for its effectiveness and feasibility to be used in future.
The sudden onset and the wide spread has affected all aspects of human life and caused occurrence of the virus have urged colleges and alteration in the social, economic, and educational universities all around the world to develop a risk fabric in many countries. Many risk-management plans were developed to ensure the safety of nursing Risk management is a dynamic process, and its students, and majority of the plans encompassed the usefulness depends on the consistency in planning and removal of students from clinical placements and the implementing the process HEFCE, b.
Moreover, the risk management process maintains Identifying risks and planning to mitigate them continuity in institutional improvement plan. Risk management enables HEIs to be ready for in Oman regarding the risk management plans during any risks and deal wisely with the consequences of such the peak of COVID, in This article describes risks.
Having a well-designed risk management policy how this college was affected by the COVID reassures the stakeholders and enables HEIs to achieve pandemic and how it responded to this crisis. In new opportunities. Furthermore, this article describes how the HEIs can Origin of Risk Management Worldwide and in respond to future emergency challenges.
Finally, it Oman presents more lessons learned and recommendations to Risk management gained attention in strengthen future risk management plans for the HEIs. Risk entails uncertainty and undesirability accountability and efficiency of those institutions Dewart et al.
The Higher Education Funding Huber, Therefore, the HEIs are urged to maintain their functionality and reputation under the In the United States of America, the United rapid and continuous growth of globalization. The HEIs Education UE was established in based on the are pressurized to establish a system that deals and recommendations of the National Association of controls risks that they might face.
The UE is responsible for accepting the special The University Risk Management occur. One of the reasons for such than members of HEIs and companies that a struggle was lack of appropriate risk management support those institutions. Ague et al. In Oman, the Ministry of online services. On the other hand, parents also Higher Education MoHE is responsible for developing struggled to provide the needed technology support and rules, regulations and policies concerned with HEIs devices for their children to gain access to online MoHE, There are different HEIs in Oman classes.
The HEIs in teaches several health care programs such as nursing, Oman face risks that are similar to those in any other health-information management, pharmacy, HEIs. These include an increase in the cost of physiotherapy and x-ray. Since COVID virus spread infrastructure and that of higher education, greater far and wide in a short time, the government ordered the competition, higher level of quality of education, and closure of all schools, colleges and universities in mid- risk of damaging of professional reputation Raanan, March, The unexpected closure caused confusion Therefore, the authors chose to focus on the Moreover, literature review revealed no published impact of COVID on the nursing program and how research that examines the need for a risk management the college responded to mitigate this impact.
During the first month after closure, there were no classes at all and teachers and students were Establishing a risk management system for requested to stay at their homes until further notice. This is because Oman does not have a risk contingency plan to restore the educational plan using management system in place for nursing programs.
Furthermore, to maximize the effectiveness of risk measures that could be taken to help adapt to the new management system in Oman HEIs, research into the unpredicted situation.
Therefore, the college success of the process is required and modification of administration felt the need for up-to-date information the plan and implementing changes based on the regarding the decisions of the Supreme Committee research results. This was evident become a necessity for all countries and institutions to throughout the last academic year During this period, According to the American Association of many schools, colleges, universities and other sectors in Colleges of Nursing AACN, , there is a need for the community started using heavily and almost solely a robust supply of nurses to overcome the acute for most of their activities the online services, which shortage of nursing workforce and to combat the recent negatively affected the internet accessibility, and future pandemics.
This negatively impacted nursing education was severely affected, especially the the delivery of nursing education in Oman. In Oman, nursing practicum courses Jividen, However, many students live in distant geographical areas such as little was written about the importance of risk mountains and deserts. The internet connectivity is management plans in nursing education. Students in the final during the examinations. Frequent internet interruption, year were worried that the lockdown may result in the unclear online voice or bad video communication, and delay of the graduation semester.
They faced delay in uploading presentations became a daily routine. During the peak of the crisis, similar to the Nonetheless, the faculty in different programs took the situations in other countries, one of the major decisions initiative to learn about available free online teaching was to call on students to volunteer to help nurses on platforms and how to conduct online classes.
The status the frontlines who needed extra manpower in the battle of the lockdown made it very difficult for the college to of fighting COVID Jividin, Without doubt, conduct any training programs for the faculty on online nursing students would play a major role in the fight teaching and the use of free online platforms. Others volunteered to work with nurses a way that would help achieve the course objectives. Although many third risk management plan was developed by all and fourth year students were willing to volunteer to departments and programs in Oman College of Health work in the hospitals to help take care of COVID Sciences.
All quizzes were replaced with areas without prior training might lead to many negative task-oriented assignments. Most importantly, in the consequences. Theoretical and laboratory All clinical practicum and laboratory classes courses were the only courses that were taught during were postponed until the summer semester of the fall semester of the academic year However, with the rise the fall semester and all clinical courses were placed in in the number of COVID cases and death toll due to the spring and the summer semesters.
Theory subjects the virus, the Oman government ordered that all were given online for 11 weeks using different teaching programs to be implemented on online platforms. Students were organized into small groups to platforms. Therefore, faculty met with students for come to the college and do the laboratory classes for laboratory class using different platforms and they four weeks under strict safety precautions.
Essential supplemented students with videos about the laboratory procedures in nursing and allied health programs that procedures for various levels and programs. There were required direct body contact such as mouth to mouth no hospital placements during that academic year; breathing in cardiac resuscitation were replaced with however, the clinical practicum was implemented in the something else or only taught theoretically.
All college by allowing students to come in small groups to continuous assessments were done online; however, the the college and the faculty conducted clinical final exams were conducted in the college using face- procedures within the college. Lack of funds affects the risk management department equipped with sustainability of the process and limits the resources qualified personnel to lead the process. The needed for future planning. A vague risk management enable the institutions to be prepared in case of any scope and the identification of many risks without risk HEFCE, a.
In addition, it is important proper prioritization might lead to uncertain outcomes to establish a feedback or communication system to and, thus, can affect the institutions' improvement plans report risk, consequences, and plans of action taken HEFCE, a. Furthermore, unclear objectives, and to deal with it to ensure continuity of improvement staff resistance to change are problems that might affect Edwards, Another barrier facing the implementation of pandemic crises on the higher education systems.
Since COVID virus spread infrastructure and that of higher education, greater far and wide in a short time, the government ordered the competition, higher level of quality of education, and closure of all schools, colleges and universities in mid- risk of damaging of professional reputation Raanan, March, The unexpected closure caused confusion Therefore, the authors chose to focus on the Moreover, literature review revealed no published impact of COVID on the nursing program and how research that examines the need for a risk management the college responded to mitigate this impact.
During the first month after closure, there were no classes at all and teachers and students were Establishing a risk management system for requested to stay at their homes until further notice. This is because Oman does not have a risk contingency plan to restore the educational plan using management system in place for nursing programs. Furthermore, to maximize the effectiveness of risk measures that could be taken to help adapt to the new management system in Oman HEIs, research into the unpredicted situation.
Therefore, the college success of the process is required and modification of administration felt the need for up-to-date information the plan and implementing changes based on the regarding the decisions of the Supreme Committee research results. This was evident become a necessity for all countries and institutions to throughout the last academic year During this period, According to the American Association of many schools, colleges, universities and other sectors in Colleges of Nursing AACN, , there is a need for the community started using heavily and almost solely a robust supply of nurses to overcome the acute for most of their activities the online services, which shortage of nursing workforce and to combat the recent negatively affected the internet accessibility, and future pandemics.
This negatively impacted nursing education was severely affected, especially the the delivery of nursing education in Oman. In Oman, nursing practicum courses Jividen, However, many students live in distant geographical areas such as little was written about the importance of risk mountains and deserts. The internet connectivity is management plans in nursing education. Students in the final during the examinations. Frequent internet interruption, year were worried that the lockdown may result in the unclear online voice or bad video communication, and delay of the graduation semester.
They faced delay in uploading presentations became a daily routine. During the peak of the crisis, similar to the Nonetheless, the faculty in different programs took the situations in other countries, one of the major decisions initiative to learn about available free online teaching was to call on students to volunteer to help nurses on platforms and how to conduct online classes.
The status the frontlines who needed extra manpower in the battle of the lockdown made it very difficult for the college to of fighting COVID Jividin, Without doubt, conduct any training programs for the faculty on online nursing students would play a major role in the fight teaching and the use of free online platforms.
Others volunteered to work with nurses a way that would help achieve the course objectives. Although many third risk management plan was developed by all and fourth year students were willing to volunteer to departments and programs in Oman College of Health work in the hospitals to help take care of COVID Sciences. All quizzes were replaced with areas without prior training might lead to many negative task-oriented assignments. Most importantly, in the consequences. Theoretical and laboratory All clinical practicum and laboratory classes courses were the only courses that were taught during were postponed until the summer semester of the fall semester of the academic year However, with the rise the fall semester and all clinical courses were placed in in the number of COVID cases and death toll due to the spring and the summer semesters.
Theory subjects the virus, the Oman government ordered that all were given online for 11 weeks using different teaching programs to be implemented on online platforms.
Students were organized into small groups to platforms. Therefore, faculty met with students for come to the college and do the laboratory classes for laboratory class using different platforms and they four weeks under strict safety precautions. Essential supplemented students with videos about the laboratory procedures in nursing and allied health programs that procedures for various levels and programs.
There were required direct body contact such as mouth to mouth no hospital placements during that academic year; breathing in cardiac resuscitation were replaced with however, the clinical practicum was implemented in the something else or only taught theoretically. All college by allowing students to come in small groups to continuous assessments were done online; however, the the college and the faculty conducted clinical final exams were conducted in the college using face- procedures within the college.
Lack of funds affects the risk management department equipped with sustainability of the process and limits the resources qualified personnel to lead the process.
The needed for future planning. A vague risk management enable the institutions to be prepared in case of any scope and the identification of many risks without risk HEFCE, a. In addition, it is important proper prioritization might lead to uncertain outcomes to establish a feedback or communication system to and, thus, can affect the institutions' improvement plans report risk, consequences, and plans of action taken HEFCE, a.
Furthermore, unclear objectives, and to deal with it to ensure continuity of improvement staff resistance to change are problems that might affect Edwards, Another barrier facing the implementation of pandemic crises on the higher education systems. Therefore, there is psychological impact of the pandemic on the an urgent need for developing active strategies to solve stakeholders, the financial impact on the HEIs, the those problems and overcome barriers in implementing willingness to volunteer among students during the risk management policy and process in the college.
A well- be upgraded with more learning opportunities to designed policy statement can ensure the support of respond to the future educational problems during Board of Governors and stakeholders for the process. The upgrade of the addition, this would ensure stakeholders' commitment curriculum may include components such as the to and acceptance of the presence of risk, risk factors facilitators and barriers that may face stakeholders and results of risk assessment, which can ensure the during crises, risk management plans, and current success of risk management process Raanan, The next step is to develop a risk management plan of action.
Moreover, the major financial challenges to many colleges. Another important step is the Using mannequins and standardized patients are development of a plan to ensure availability of other alternatives to delivering laboratory and resources that will ensure the stability of the plan in clinical courses. Therefore, it has become steps for development of an effective risk management important to equip the college branches with process Edwards, The risk 3. Meeting resources, training programs, and data monitoring the Challenges of Enterprise Risk Management in and documentation.
Higher Education. Dewart, G. Nursing education in pandemic: disrupted the services provided to the stakeholders and Academic challenges in response to COVID Therefore, Nurse Education Today, 92 1 , Edwards, F. The evidence for a risk-based protocols and plans are essential to help mitigate the approach to australian higher education regulation severe impact of COVID However, implementing a and quality assurance. Journal of Higher Education new risk management policy is not an easy task as it Policy and Management, 34 3 , Moreover, a 7.
Risk Management a Briefing planning of resources, activities and responsibilities. Higher Education Funding Council for England students, especially the clinical practicum. Good Practice. Higher Education Funding Council for England safety of our nurses and students.
Retrieved nursing students are expected to become more prepared, from: the nursing faculty to become well-aware of the use of more alternative teaching strategies. The emergency of situations. We believe that we have learned some risk-based regulation in higher education. Journal valuable lessons from this research project — one major of Management Development, 32 5 , Huber, C. Risk and risk-based regulation in a problem saved. Tertiary Education and Management, 15 2 ,
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