Background: Technological diversity management in the manufacturing of advanced medical devices is
essential. The manufacturing industries of medical devices should act in accordance with the technical
guidelines and regulations in order to ensure best practices with the use of devices in hospitals
Aim: To explore safety hazards, cost implications, and social and ethical standards to be considered during
the manufacturing of advanced medical devices
Subject and Methods: Aqualitative descriptive study was used. There was no targeted sample in the current
study whereby secondary data were used to explore the research topic. Secondary sources were obtained
from databases including EBSCOHOST, PubMed, ProQuest, Science Direct, and Google Scholar. Peerreviewed
articles, journals, books, conference proceedings, and other web publications were used to gather
relevant data.
Results: The current study indicated that the technological diversity management of advanced medical
devices is associated with safety hazards like security threats, integrity problems, and medical errors. The
study also showed that high cost of standardizations, supply, and purchase of advanced medical devices is a
huge burden faced by the manufacturers andusers. The study showed that the regulation of the medical
devices, certification, and post-market surveillanceare essential social and ethical considerations during the
manufacturing process of the new medical devices.
Conclusion: The current study explored the technological diversity of advanced medical devices. It is
evident in the current study that technology diversity of medical devices is associated with safety hazards
and cost implications. The study disclosed that taking into account social and ethical issues aid in
manufacturing safe and high quality medical devices.
Introduction: The teacher centered approach is a teaching and learning strategy has been practiced
traditionally for long in the classroom. Through this strategy the teacher plays an important role, while the
students only act as spectators, the interaction between students and teachers is only one way. In this study, the
concept mapping notes was added in teaching and learning methods during classroom teaching. Concept
mapping is one method of teaching that encourages students to becomes independent learner, critical thinking
and competent in their work.
Methodology: This study was carried out in Kolej Kejururawatan Kubang Kerian (Kelantan), and Kolej
Kejururawatan Pulau Pinang. The respondents were selected using simple random sampling. There were 109
respondents. The respondents were given 40 minutes to develop the concept mapping notes.
Results: The activity of the students in the teaching is certainly a positive sign towards achieving their
learning. The example of variety concept maps construct done by the students are highly creative and
innovative.
Conclusion: Students should take responsibility for their own learning. However, that is a role of a educator
to choose the best teaching method to makes the learning become meaningful and effective toward the student
cognitive structure that will help them to understand the topic those were taught.
The major component in nursing education is attachmnet at clinical practices to give the students experience,
responsibility and understanding in care of the patient. Nurse educators and the clinical nurse instructors are
responsible for coordinating the education of nursing students in clinical area. Currently practice using nursing
processes is more familiar to compare than concept mapping care plan among the nurses and nursing students.
Nursing care plan or nursing process has been utilized at the clinical setting to assess the actual and potential
health problems of the patients. However, the format of nursing care plans makes challenging to the students,
especially for new students in semester one to gather the information based on patients problems. In addition,
this nursing process evaluation is one of examination tools for them in running assessments. Therefore, the
development of concept mapping care plan at clinical practices was used to evalaute the students academic
achievement in clinical pratices. Concept mapping care plan was found to enhance the knowledge and
understanding of the nursing students and also improving the quality of clinical education. Nursing students
who have good skills will perform certain procedures better than students having fewer skills. This affects the
quality of work in the future as either a higher quality or of poor quality.
Currently, the development of information technology and the increase in the number of nursing students occur drastically. Based on this premise, the purpose of this article is to shed light into the future development of curriculum for the nursing field. Philosophy is considered one of the most important components of both education system and curriculum, because the educational philosophies reflect the social, economic and political aspects of a society, in which they are applied. As an educator, understanding the philosophy to be adapted in the curriculum and learning process is important, to provide a framework for the best performance of both the teacher and the student. In conclusion, it is important to implement the philosophy of curriculum in the education program as each philosophy aids in the principles and guidelines of the learning process. Globally, most programs are usually based on the philosophy related to that program. Therefore, as an educator, we must know the philosophical development of the curriculum of education, so that we are able to analyse and choose which is appropriate.
Providing training on areas of known social cultural limitation such as sexual and reproductive health (SRH) is challenging and many end up with improper training. Present study aims to explore facilitators' skills and exploring feedback on the SRH program implementation. A training program was conducted based on existing module developed by Ministry of Health Malaysia. The focus of the training is on imparting essential sexual reproductive health knowledge for the teachers and instilling confidence in educating it on children and adolescents particularly those with disabilities. Methods The respondents were enrolled from a training centre for teachers trained for special needs children. The fascilitators of the program were the public health doctors in training. A case studies design was used to explore the themes. Nine focus group discussions comprising 15 participants each were conducted on teachers who had participated in the training. A semi-guided questionnaire was used to guide the discussion. Discussions were audio and video recorded with permission then transcribed verbatim. Transcriptions were analysed using thematic analysis to capture similarities and differences in views expressed by the participants. Results Eight themes were derived. Three related to the facilitators which were personality and characteristics, knowledge and skills. Five were related to the programme implementation – time, input, output, outcome and venue. Conclusion Generally, the programme received positive remarks. Programme input needs further improvement. Based on the participants' feedback, the programme managed to achieve its objectives. Facilitators were able to facilitate the training satisfactorily.