ESHTIAQ ABDULAZIZ AL FARAJ

Scopus Publications

A Descriptive Phenomenological Inquiry of Nurse Educators' Leadership Practices and Styles During Pandemic Crisis in Saudi Arabia
Jordan Tovera Salvador, Eshtiaq Abdulaziz Alfaraj, Friyal Mubarak Alqahtani, Sherien Ragab Dorgham, Sana Abdulkareem Almahmoud, Basim Muzil Al‐Anazi, Jeneth Tarrayo Gutierrez, Maria Abigail Trinidad, Ahrjaynes Balanag Rosario, Kathylyn Buenaobra Sanchez,et al.
Wiley
ABSTRACT Aim This study examines the leadership strategies and styles adopted by nurse educators in Saudi Arabia in response to the global crisis instigated by the COVID‐19 pandemic. A multitude of leadership theories and methodologies have emerged throughout history. Nevertheless, only certain approaches can guarantee the most effective strategy for addressing diverse conditions and scenarios, particularly in nursing education. The pandemic crisis prompted nursing experts to seek other leadership models more appropriate for comparable circumstances. Methods Descriptive phenomenology. Seventeen nurse educators from a government university in Eastern Province, Saudi Arabia, were recruited, utilising purposive sampling. Semi‐structured interviews took place between June 2021 and January 2022. Colaizzi procedures were used to analyse data, and a COREQ checklist was used to inform reporting. Results Four major themes emerged and included: (1) challenging the process, (2) motivating others to work toward a common goal, (3) allowing others to take action, and (4) strengthening the spirit. Different ways to maintain the quality of student education during the pandemic crisis emerged from the leadership practices and styles of nurse educators. Educators worldwide can learn from the participants' own experiences and be better prepared to face and overcome similar challenges in the future. Patient or Public Contribution Nurse educators in a government university were involved as participants in the study.

Streamlined digital students' feedback management in higher education: A sustainable approach
Ahmed Al Kuwaiti, Arun Vijay Subbarayalu, and Eshtiaq A. Abdulaziz Al Faraj
IGI Global
Higher education institutions worldwide aim to simplify digital survey processes for sustainability and engagement and technology should be utilized to effectively address this. A case study approach was adopted to illustrate the sustainable paperless online system, “Estibana”, to manage Students' satisfaction surveys at Imam Abdulrahman Bin Faisal University (IAU) and addressed the gains attained. To study the Estibana digital system's effectiveness, the volume of surveys and its respective response rate achieved following its implementation were observed. In addition, end-user feedback was sought to study its efficacy The number of colleges that used “Estibana” for surveys with a response rate of over 50%, which was 9 and 13 in the first and second semesters of 2012-2013, has reached 19 in 2022-2023. Over 90% of the students rated the application as ‘High Quality' in terms of its usability, friendliness, accessibility, privacy, efficiency, and overall quality. It also addressed the limitations of Estibana and suitable strategies adopted by IAU to overcome them.

Breastfeeding practice during covid-19: ‘Saudi women perspectives’

Leadership Perspectives on Talent Management in Saudi Universities: Challenges and Success Factors
Arun Vijay Subbarayalu, Eshtiaq Abdulaziz Al Faraj, Ahmed Al Kuwaiti, and Fahad A. Al-Muhanna
IGI Global
This chapter proposes an in-depth study of higher education leaders (HELs) in Saudi Arabia, with a particular focus on the challenges, obstacles and success factors of talent management (TM) in Saudi universities. A mixed methods study design was adopted in which a general literature review was conducted to uncover the skills gap in the higher education sector and its impact on university leadership, taking into account both the external and internal environments. In addition, a survey would be conducted among a wide range of university leaders, including rectors, vice-rectors, deans, vice-deans and department heads, on the existing TM practices in their respective universities. Through this approach, the authors have uncovered how HELs perceive and deal with the skills gap phenomenon, including the barriers and success factors in TM in their universities, with due consideration of the influence of both external market forces and internal institutional dynamics.

Nurses’ perception on the quality of healthcare services: A cross-sectional study.
Ajayan Kamalasanan, Arun Vijay Subbarayalu, Athirarani MR, Harikrishna GL, Vinoth Raman, Ola Ibrahim Ramzi, Manoj Kumar L, and Eshtiaq Alfaraj
Informa UK Limited

Health science students’ perceptions about Objective Structured Clinical Examination (OSCE) as a method of clinical evaluation
Amal Alaskar, Arun Vijay Subbarayalu, Eshtiaq Alfaraj, Ola Ibrahim Ramzi, Njoud Saleh Alameri, Ameen Alhababi, and Minimole Vijayan
Modestum Publishing Ltd

Feedback on the Preceptor's Experience Post-training: “A Quasi-experimental Design”
Shereen R. Dorgham, Eshtiaq Alfaraj, and Sana A. Al-Mahmoud
Bentham Science Publishers Ltd.
Background: The conventional clinical practice component of undergraduate nursing education is insufficient preparation for contemporary professional nursing practice. The preceptorship program became a substitute for limited clinical training in nursing school. Few studies have been conducted to demonstrate its practice impact above that of conventional clinical training. Therefore, the preparation of nurse preceptors is vital to any of the preceptorship roles. The preceptor plays a significant role during the transition period from being a student to a competent nurse. He/she provides direct supervision, support, and guidance, and offers a role model to consolidate scientific knowledge, practice clinical skills, and develop professional attitudes and values. Objective: The objective of the study is to assess differences between the preceptors' knowledge pre- and post-training program, evaluate preceptor’s feedback regarding the training program, assess the effect of the training program on preceptor’s performance three months post-training, and evaluate student’s satisfaction with the preceptor’s performance three months post-training. Method: A quasi-experimental design was adopted in this study. Overall, there were 79 (n=34 Saudi and non-Saudi nurse demonstrators and lecturers who have working experience of at least six months and n=45 nurse students) study participants. Questionnaires were used to collect data. Results: A statistically significant difference was found between pre-test and post-test values of nurse demonstrators and lecturers' awareness of preceptorship. Conclusion: Participants perceived the preceptorship program positively as they learned to assume different roles as a preceptor, an educator, a facilitator, a role model, and an evaluator. The preceptorship program focuses on essential skills pertinent to clinical and educational settings. It develops clinical preceptors' roles and helps them support, develop and integrate new graduate nurses' clinical competence using an individualized and systematic approach. The ultimate aim is to ensure patient safety, i.e., the preceptee masters the clinical skills needed for competence before moving into more advanced nursing care tasks.

ESHTIAQ ABDULAZIZ AL FARAJ

EDUCATION

RESEARCH, TEACHING, or OTHER INTERESTS

FUTURE PROJECTS

Scopus Publications

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ESHTIAQ ABDULAZIZ AL FARAJ

EDUCATION

RESEARCH, TEACHING, or OTHER INTERESTS

FUTURE PROJECTS

Critical thinking in nursing education:” assessing critical thinking skills among nursing students and barriers for teaching critical thinking skills as perceived by Nurse Educators”

Scopus Publications

RECENT SCHOLAR PUBLICATIONS

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