Reynold C. Padagas

reynold.padagas@jru.edu

Dr. Reynold C. Padagas, RN earned his doctorate degree from the Polytechnic University of the Philippines.  He is a holder of Master of Arts in Nursing and Master of Arts in Education.  He finished his certification on Research Utilization in Nursing Administration at the University of the Philippines – Open University.  To intensify his nursing competencies, he took the Caring Science and Mindful Practice sponsored by the Watson Caring Science Institute, East Carolina University, and Weber State University.  He also completed a certification of the Online End-of-Life Nursing Education Consortium (ELNEC) project, a national education initiative to improve palliative care administered by the American Association of Colleges of Nursing (AACN) and City of Hope.

His passion in nursing and human caring made him a member of the prestigious Sigma Theta Tau International Honor Society in Nursing.

Currently, Dr. Padagas is a University Researcher and is teaching atthe College of Nursing and Health Sciences and the Graduate School for Education Studies in Jose Rizal University.   He has been actively engaged in research for Scopus-indexed journals focusing on pedagogy, curriculum and instruction, technology-enabled learning, public-private complementarity, and nursing and human caring.  Moreover, he also mentors faculty and student researchers in JRU.

Dr. Padagas has been a part of the national project funded by the Private Education Assistance Committee (PEAC) as a Field Researcher of the study on “Strengthening Private-Public Complementarity in Higher Education towards Greater Inclusion, Efficiency, and Freedom of Choice” and a project member of JRU’s research on “Reengineering the Jose Rizal University Learning Ecosystem”.

His recent achievements include: 1.) Best Oral Presenter at the International Conference on Business, Education, Engineering and Sciences held in AlAin Rotana, AlAin City, United Arab Emirates; 2.) The only Filipino presenter at the Association of Southeast Asian Institutions of Higher Learning (ASAIHL) held at the University of Qazvin in Iran; and 3.) A Scholarship Winner of the 5thInternational Academic Forum (IAFOR) in partnership with the University of Hawaii at Manoain Honolulu, Hawaii, USA last January 10, 2020.

Historically, learning was strictly confined in a typical brick-and-stone classroom with the sole purpose to enable knowledge transmission from the teacher to the learners. The traditional classroom has been but highly teacher-centric where students act as obedient receptors of knowledge until massive technology disruptions emerged during the fourth industrial revolution.  One strategy that has been used exponentially in education is design thinking (DT), a human-centered approach in problem solving.In this pre-test and post-test experimental research, DTenabled randomly paired nursing informatics (NI) students to construct their conceptual papers or frameworks addressing significant challenges that affect healthcare. Pre- and post-surveys were conducted after the completion and oral presentations of their conceptual papers.  Key informant interviews were also conducted to generate qualitative data, which were believed to expand understanding about the perceptions and expectations of the students in NI through DT.  The findings revealed that design thinking was an effective strategy in developing students’ conceptual papers or frameworks. The nursing students valued design thinking as a tool that enhances team diversity, collaboration, patience to listen, openness to honest feedback mechanisms, openness to learning new things, social awareness and sensitivity, inquisitiveness, and keenness to details. Furthermore, it was found out that the students usedmistakes as opportunities to learn. Certain areas for improvement, however, were discovered which include data analysis, time management, technical writing, problem-solving, conducting literature review using online platforms, reading comprehension, concentration, critical thinking, cultural sensitivity, innovations, adaptability, following prescribed formats, and creativity.Lastly, while DT can be adopted as an effective teaching tool, enhanced utilization is further required.