1. MAJOR REFERENCES Of Literature Review & Res Materiala (Sample the Major ) -Johali, E. A (2004) History of Health Professions Education in Saudi Arabia: An Episode Scientific Arabic Book. Al Marreekh Publishing 2004, Riyadh (Arabic). -Johali, E. A (1995) The Philosophies and Sciences of Teaching Learning and the Curriculum in the United Kingdom Project 2000 and in the Saudi Arabian Nursing Education Programmes: towards a Philosophy of Science-based Saudi Nursing Education. MA (Ed) dissertation, Faculty of Educational studies, University of Southampton, UK. -Johali, E. A ( 1999) Mobile Educational System for Nursing and Allied Health Professions Education: Step by Step Education to the 2 nd WHO Meeting of Regional Allied Health Professions Focal Points. Masscut 1999 -A Mobile Educational System for Nursing and Allied Health Professions Education: Step by Step Education the 2 nd Meeting of the Arab Gulf States Committee for Health Education, Bahrain 1996 -Johali, E. A (1991) A Validation and Accreditation System for the Saudi Allied Health Professions Education. A fellowship report, CED & College of Medicine. University of Illinois at Chicago, USA 1991. -Nijhuis H. G and Van der Maesen L. J. G. (1994) The philosophical foundations of public health: an invitation to debate. J. Epidemiol. Community Health 1994;48:1-3. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1059882.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1059882 - http://www.docstoc.com/docs/26826724/Curriculum-Planning-and-Developmenthttp://www.docstoc.com/docs/26826724/Curriculum-Planning-and-Development 2. 1 Its My Vision that "There Is No Quality of Education Without Philosophy and Science" - Do You Support it ? Posted 2 months ago Of the 16 Votes : Totally Disagre 2 (12%) Disagree 1 (6%) Totally Agree 11 (68%) Agree, to some extent 1 (6%) Other please clarify 1 (6%) So, How about us ?! METHODS WE HAVE PROBLEMS NOT JUST A PROBLEM Beside luck of qualitative researches regarding quality of CAMS graduates, education and curriculum, there are wide criticisms and long historical debating regarding quantity and quality of applied medical professions. The imbalance and gap between theory and practice is more critical problem that will never solved without clear philosophy and appropriate applied scientific theories. There Is No Quality of NAMEP Without Philosophy and Sciencesof Education Do You Support ? Poster Presentation IJAS Rome October 2013 AUTHOR/S: Johali Eisa Ali - RESEARCH ID: R3ME377 CONCLUSION & RECOMMENDATION In the Name of God the Most Graceful the Most Merciful OBJECTIVES 1.Investigate the historical roots of nursing education in the United Kingdom and Saudi Arabia, as example for all health professions education. 2.Explore and compare the curriculum, teaching and learning philosophical and scientific developmental models in the UK- P2000 and beyond and Saudi Associated Nursing Programme (SANPs)?. 3.Examine and compare wither these programmes are using philosophies and scientific models used to prepare, design, structure and organize theory and practice to assure quality of curriculum, teaching and learning ? 4.Explore how people think about ‘philosophy and science of AME’ ? OBJECTIVES 1.Investigate the historical roots of nursing education in the United Kingdom and Saudi Arabia, as example for all health professions education. 2.Explore and compare the curriculum, teaching and learning philosophical and scientific developmental models in the UK- P2000 and beyond and Saudi Associated Nursing Programme (SANPs)?. 3.Examine and compare wither these programmes are using philosophies and scientific models used to prepare, design, structure and organize theory and practice to assure quality of curriculum, teaching and learning ? 4.Explore how people think about ‘philosophy and science of AME’ ? The Curriculum Philosophy (rationale- models- general aim & objectives)- Framework & Syllabi.. PROBLEMS RESULTS * USA 1991+UK1995+USAUSCAN&JAPGERM200-2007+NEL1975-2013 AHPECs AHPS 9) Course Design: the Syllabus Title -Coding –Duration & Location –Teaching staff- Learning Objectives & Outcomes –Content- Pro-Preceding &Integration - Teaching & Learning Methodologies & Technologies-Evaluation-Resources & References 8) Course Specification - Description Theory - Theory- Theory - Practice - Practice -Practice 6-7) General Edu. Aims & Objectives Cognitive Affective - Psychomotor - Knowledge - Value - Attitudes – Action 4 & 5 ) Analysis & Diagnosis of: Community & Culture- Professions.- Clients. and Learners’ Nature & Needs “PROFESSIONAL COMPETENCIES” “Intellectual – Communication- Ethics – Education & Technical……” 1, 2 & 3 ) Assessment- Job Reclassification & Specification The Professions JD MCS & MOH JOB DESCRIPTION With CHS Updating based on Current & Future Needs & Demands. Proceeding to Johali (1995, 2012) Studies, this is the second follow up study to investigate the relationship between "Philosophy; Science and Quality of Education in general, and in focus to Health Science Education. Johali (1995 and 2012) was starting deliberating on the problems of the Saudi Arabian Nursing and Applied Medical Education and Practice (SANAMEP) mainly the debate between the Saudi nursing education and nursing service regarding the quality of the graduate nurse students and the dilemma of the gap between theory and practice.. Reflection on experience throughout studying the MA (Ed) courses and theses (Johali1995) suggested that "the Western philosophy and science of curriculum, teaching and learning may guide SANAMEP towards a factual way to overcome these considerable problems and to assure quality as well. In addition to examining, analyze and compare place of philosophies and sciences in the curriculum of SA Nursing and Applied Medical Education and Practice (SANAMEP), the researcher addressed many recommended research questions in the most common internet research sites. The master polling question is: Eisa Johali Its My Vision that "There Is No Quality of Education Without Philosophy and Science" - Do You Support it ?: Totally Disagree Disagree Totally Agree Agree, to some extent Other please clarify The Result shows high interest about 70% are totally agree where is there no place for philosophy in SANAMEP. 1.In Nursing, the origins of the modern models of curriculum planning, designing and development began with technocratic traditions as an instrument and train for preparing skilled workforce…..The Technocratic models put forward by (Bobbitt, Tyler, Taba, and Bloom's Taxonomy), emphasis the ‘objectives-centred curriculum.’ These models give an order of stages for deciding the curriculum objectives, which then control the remaining stages of curriculum planning and development. 2.As nursing widely linked to social care, arts and sciences… UK P2000 used Lawton's model of curriculum planning by cultural analysis addresses philosophical, social and psychological questions to guide curriculum planners to select the appropriate curriculum learning experiences. Its main concern is how to select worthwhile and socially interesting curriculum activities to be included in a common core curriculum & Skilbeck's model of situational analysis and the alternative models consist of a combination of objectives, content and process models. They are adapted to be value Free and flexible. 3.Despite the great advanced in nursing and medical practice, education and research more than all other medical and applied medical professions, nursing and medical practice and education planning and development still control by traditional philosophies and sciences such ‘pedagogy the content, subject, know…objectives ….teacher…instructor centred ……Even Problem solving, evidence based… are used in a traditional manner…. 5. Although, the great scientific research regarding the value of ‘andragogy’’ the adult learning, meaningful learning, quality of active students …there is few advances to apply these qualitative concepts, few have its Owen theories…. Nurse have few chance to think, reflect, and create A BSTRAC Why Not !! ? Johali 10 SUNAME Why Not !! ? Johali 10 SUNAME