Academic Factors Effecting the RLE Performance of the selected 4rth Year Nursing Students in

Our Lady of Fatima University

A Thesis Submitted to the Faculty of

Our Lady of Fatima University

College of Nursing

In Partial Fulfillment of the Requirements for the degree of

BACHELOR OF SCIENCE IN NURSING

By:

Abubo, Michelle T

Enorme, Jerrie Misthy N.

Jaum, Mark Vincent G.

Mabeza, Lorelyn S.

Rocero, Darwin Carmelo R.

Salinas, Divine Grace G.

Samson, Mary Anne R.

Soliven, Phoebe Anne N.

Tumolva, Raiza Loise C.

Villahermosa, Sarah Czarina R.

SEPTEMBER 2008

Endorsement Page

This Thesis entitled, "Academic Factors affecting the RLE Performance of the selected 4th

Year Nursing Students of Our Lady of Fatima University" prepared and submitted by: Mary Anne R.

Samson, Raiza Loise C. Tumolva, Jerrie Misthy N. Enorme,

Phoebe Anne N. Soliven, Ma. Sarah Czarina R. Villahermosa, Michelle T. Abubo,

Lorelyn S. Mabeza, Mark Vincent S. Jaum, Darwin Carmelo R. Rocero and Divine Grace G.

Salinas, In Partial Fulfillment of the requirements for the Degree of Bachelor of Science in Nursing, has

been examined and recommended for acceptance and approval for Oral Examination.

This is to certify that Mary Anne R. Samson, Raiza Loise C. Tumolva, Jerrie Misthy N.

Enorme, Phoebe Anne N. Soliven, Ma. Sarah Czarina R. Villahermosa, Michelle T. Abubo, Lorelyn S.

Mabeza, Mark Vincent S. Jaum, Darwin Carmelo R. Rocero and Divine Grace G. Salinas are ready for

the ORAL EXAMINATION.

Mrs. Romella M. Cruz

Instructor, Nursing Research

Approval Sheet

This Thesis presented to you entitled, "Academic Factors affecting the RLE Performance of

the selected 4th Year Nursing Students of Our Lady of Fatima University" by the above opponents

ha been approved by the committee on Oral Examination by the grade of: ____________.

The Our Lady of Fatima University, College of Nursing accepts this undergraduate Thesis in Partial

Fulfillment of the requirements for the Degree of Bachelor of Science in Nursing.

Mr. Nelia R. Capulong, RN, RM, MAN

Dean, College of Nursing

CHAPTER I

BACKGROUND OF THE STUDY

This study examined and identified the academic factor that affects the RLE performance of the

nursing students for school year 2008-2009. It also explored and correlated those variables to the

academic factors that affect it. A questionnaire on what type of academic factors and how it affects their

performance during hospital duty hours were given to the 50 4rth yr nursing students as the respondents.

Additionally, a photocopied grade given by their clinical instructors and coordinators were also collected

to serve as our data. The result showed that theirs a significant relationship between the academic factor

and the RLE performance of the students. There was also a significant difference between the

performance of the students during their Lecture class hours and during their hospital duty hours.

The increasing demand of nurses all over the world greatly affects the decisions of the people.

Though the news about the nurse’s jobs is getting scarce they still take the nursing course. And in order to

become competitive among the millions of nursing students, one must start it in school through studying

hard and retaining information.

Bean and Metzner (1985) describe academic factors as student’s primary involvement with the

academic process at the college and purports that among non traditional student’s academic factors are

less important than environmental factors in influencing retention (Metzner and Bean, 1987). Academic

Integration, sometimes been used to describe a cluster of academic factors that can influence retention,

and has been defined as “the development of a strong affiliation with the college environment both inside

and outside of class” (Nora, 1993 p. 235)

For nursing students, the academic factors deemed most important for retention include Personal

Study Skills, Study Hours, Attendance, Class Schedule and General Academic Services (college library,

college counseling and computer library).

Personal study skills, refers to specific elements, attitudes about the responsibility for study and

effort expended on academic pursuits, affect nursing student retention through academic performance and

psychological outcomes. Consistent with higher education, the increasingly academically diverse nursing

student population presents with varying study skills (Heller, Oros and Durney-Crowley, 2000; Tanner,

1998). Additionally, used of varied study skills has been associated with better academic outcomes

(Napoli & Wortman, 1998), which in turn positively influence retention. Effort expended on planning and

study activities yields better academic outcome (Flowers, 2002).

In the NURS model, personal study hours refer to the number of hours allocated exclusively to

positive study activities in which positive study behaviors and attitudes are actively used. In this model,

students with more personal study hours are expected to have more positive academic outcomes and

retentions than will students with inadequate personal study hours. Adequate study hours are individually

based and are defined as the least number of personal study hours needed to achieve the short-term

academic outcomes (passing exam, completing accurate care plan, etc.) and long-term academic

outcomes (successfully completing nursing course components).

The Metzner and Bean (1987) model included absenteeism as an academic variable influencing

attrition; however, the NURS model focuses on attendance. Nevertheless, the literature regarding

attendance reveals several interesting phenomena that are relevant for nursing education. First, attendance

(or absenteeism) should be monitored to help identify at-risk students. Second, attendance should be

monitored in relation to other variables with the purpose of identifying students most at risk for attrition.

In nursing, attendance is somewhat more complex than it is among the general college population.

Consequently, students may not comprehend, value, or expect rigid attendance policies will be upheld,

especially among beginning students who have had no prior exposure to nursing courses.

Attendance may be further differentiated between various nursing course components such as

theoretical (classroom hours), skills laboratory, and/or clinical hours. Clearly, clinical attendance is a

valuable dimension to learning and assists the student in connecting theoretical information, nursing

skills, and client’s competency. Absences create complicated disadvantages; attendance creates valuable

advantages. Attendance needs to be viewed in relation to other variables and to the other dimensions of

the NURS model if at risk students are to be identified early.

Availability of courses, flexibility of courses, and convenience are factors that can influence

retention through academic and psychological outcomes (Bean and Metzner, 1985; Burr, Burr, & Novak,

1999). Consistently, across three study samples, most nursing students have identified “class schedule” as

influencing retention. Responses ranged from “severely restrictive” to “greatly supportive” (Jeffreys,

1993, 1998, 2000, 2002). Class schedule is included in the NURS model because students’ perceptions of

class schedule, with its physical demands and time constraints can influence retention positively or

negatively and in varying degrees. Students’ perception of class schedule is the most important aspect to

assess.

General academic services are designed to assist students with their academic goals and are

available to all college students, regardless of academic major. They include the library, counseling, and

computer laboratories.

General academic services that are convenient accessible, and helpful will encourage more active

use of these support services.

The assessment of nursing students’ perceptions of general academic services is valuable (Lehna,

Jackonen, & Wilson, 1996). Greater, comprehensive use of services, in conjunction with other academic

factors, positively influences retention by enhancing academic and psychological outcomes. For example,

maximizing use of various library services appropriate to course objectives can assist with improved

study skills and academic integration, thus enhancing retention. Counseling services have shown to be

beneficial to nursing student academic and psychological outcomes (Lehna et at., 1996). Higher education

literature reports that counseled students have higher rates than non-counseled students (Turner & Berry,

2000; Wilson, Mason, & Ewing, 1997), Kraemer (1997) stated that commuter students who frequently

use computer laboratory facilities on campus are more involved in cognitive development than are other

students; enhanced cognitive development enhances retention.

Also according to a journal of The Canadian Nurse; Mar 1, 2003 by BOLAN, CHRISTINE M.

and GRAINGER, PATRICIA “Success in nursing programs influenced by such academic factors as

overall. Similarly, non-academic factors associated attrition from nursing programs perception of nursing

as a career. (12) Other non-academic factors in attrition...” this article states that nursing programs

become successful in retaining information to their learners by the influence of the academic factors.

The objective of this study was to determine academic factors such as hospital performance,

strategic studying, personal study skills, attendance, and class schedule and identify whether these factors

could distinguish differences among students, based on academic performance in the experiential

program.

Conceptual Framework

Most common academic factor affecting the RLE of the 4rth year nursing student

Academic factors Personal Study Skill Attendance General Academic

Services Study Hours Class Schedule

Affects their performance during their clinical duty by utilizing this academic factor to improved their knowledge and concepts about hospital

RLE performance grade according to their clinical instructor

Performance of the students who attended Lecture before having their hospital duties

Performance of the students who attended Lecture before having their hospital duties

INPUT

→ Academic Factors which affect the RLE performance of 4th Year Nursing Students.

OUTPUT

→ Improved RLE performance of 4rth Year Nursing Students

PROCESS

→ Identify the Academic Factors affecting the RLE performance of 4thYear Nursing Students.

→ Note the effects of this Academic Factors.

→ Test the significant relationship of Academic Factors with the RLE performance of 4th year Nursing Students.

Research Paradigm

Statement of the Problem

This study aimed to determine “Academic Factors Affecting the RLE Performance of the

Selected 4th Year Nursing Students in Our Lady of Fatima University”.

Specifically it aims to answers the ff questions:

1. What are the most common academic factors that greatly influence the RLE of the 4rth year

nursing students?

2. How do these academic factors affect the RLE performance of the 4rth year nursing student

during their Hospital duty hours?

3. What are the results of their performance in their hospital duty hours?

4. Is there a significant relationship between the academic factors and the RLE performance of the

4rth yr. nursing student during their hospital duty hours?

5. Is there a significant difference between the performance of the students who attended Lecture

before having their hospital duties and those who had their hospital duties before lecture?

Hypotheses:

There is no significant relationship between the academic factors and the RLE performance of the

4rth year nursing students.

There is no significant difference between the performance of the students during their Lecture

class hours and during their hospital duty hours.

CHAPTER II

METHODS OF RESEARCH

This chapter discusses the procedures to be done by the researchers to attain their needed data.

This includes the Research Design, Scope and Delimitations, Population and Locale of the Study,

Sampling Design, Data Gathering Procedure and Treatment of Data.

Research Design

The research design that was used for this study was called Survey Design. Because this was

conducted through a paper-pen questionnaire. It also provides sufficient knowledge about the nature of an

objects and person. It also helped this study to provide instrument for the measurements like survey form

and interviewing. Here, we used a questionnaire and photocopies of the RLE record book of the students

for measuring instrument in collecting data and to determine the academic factors affecting their RLE

performance of the selected 4th year nursing students in Our Lady of Fatima University.

Population and Locale of the Study

The researchers took samples through Non-Probability scheme. They used Quota Sampling

which was a type of Non-probability Sampling. Because in a non-randomized form, the researchers

selected the respondents from the cross-section of the population.010

The researchers chose 2 sections in the 4rth year level. Approximately, they were 50 students in

each section. But they only got 25 out of 50 students per section. The researchers know that every section

varied in number, that’s why they used 25 as a constant variable in order not to be biased.

The locale of this study was in Our Lady of Fatima University—Lagro, Quezon City. This was

conducted in the 1st semester of the year 2008-2009.

Data Gathering Tools

The primary tool used in this study was Questionnaire. Because this was a simplified questions

addressed to the respondents. Closed-ended type of questions was used in the questionnaires to help the

respondents answer easily. Also in order to have the RLE performance of the nursing students, we had

photocopied their grades given and signed by the Clinical Coordinators.

Data Gathering Procedure

The first step done by the researchers was to select for the potential respondents of these study. A

helped from friends and relatives of the researchers who were also 4rth year nursing students were sought

to identify and locate the respondents of this study. Thus the identification of the respondents became

purposive and chain referral at the same time.

After they had identified and located the respondents, the researcher approached and visited them

personally to introduced herself, build rapport and stated the objectives of their study. The respondents

agreed to participate in the study.

A questionnaire where given to answer. They were also asked whether they can photocopy their

RLE performance grade. All the respondents were assured that their grades and response were

appreciated and treated confidentially.

Treatment of Data

The researchers compiled and tabularized all the data to organize the RLE grades of the selected

4th year nursing students. They also used questionnaires and photocopied RLE grades of the fifty 4 th year

nursing students as respondents.

The statistics used were mean (X), standard deviation (SD) and the T-test of difference.

Additionally, the researchers had chosen the Chi Square Formula for their research study. Because the

type of question they used in the questionnaires was answerable by a yes or no. This formula was really

intended for the type of question the researchers had chosen.

The following formula to compute chi-square:

(O-E) 2x2= Σ ------------

EWhere O = observed frequency

E = expected frequencyΣ = sum the calculated values

CHAPTER III

RESULTS AND DISCUSSION

This chapter discusses an in-depth exploration of each academic factor that may reveal several

aspects that will potentially affect students differently. The following tables will explain the significant

relationship and the differences of the variables in this study.

Table 1.1 Results of the performance of the 4rth yr nursing students during their hospital duties in NCM

101 and 102.

Names NCM 101 NCM 102 Average

Table 1.2 Significant difference of the between the performance of the students who attended Lecture

before having their hospital duties and those who had their hospital duties before lecture.

Table 1.3 Significant relationship between the academic factors and the RLE performance of the 4rth

yr. nursing student during their hospital duty hours

CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

This chapter will discuss the outcomes of the data being gathered and the recommendations of

this research study. The interpreted perceptions of the selected respondents in the questionnaires will also

be presented in this chapter.

Based on the data gathered and the computations obtained from the statistical treatment, the

following findings are:

1. Out of the five academic factors, Personal Study Skill was the most common that greatly

influence the RLE of the 4rth year nursing students.

2. These academic factors affect the RLE performance of the 4rth yr nursing students during their

hospital duty by utilizing the factors to improved knowledge and concepts about the hospital

skills.

3. The results of the RLE performance of the 4rth yr nursing student were…

4.

5.

In regards to the presented conclusions, the following recommendations are:

1. Teaching the students to recognize also the other academic factors aside from the personal study

skill. This will give them the chance to choose among the factors that will best suit their type of

studying.

2. Continued used of the academic factors to help them improved more in their performance and to

become competitive someday.

3.

4.

5.