New Thesis Edited

City of Manila

UNIVERSIDAD DE MANILAArroceros St.Mehan Garden, Manila

1CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Introduction

The Commission on Higher Education has included in their Memorandum

Order no. 14 (2009), which is the new curriculum for nursing education in the

Philippines, the competency standards (Article IV, Section 5) which states that

graduates of Bachelor of Science in Nursing program must be able to apply

analytical and critical thinking in the nursing practice. The nurse must be

competent in the following key areas of responsibility and among these is the

personal and professional development.

Personal and professional development facilitates learning opportunities for

all university staff enabling them to achieve their potential and contribute to the

provision of excellent teaching and research in their respected university. The

personal or professional development plan (PDP) is a formal means by which an

individual (normally working with a teacher, mentor or supervisor) sets out the

goals, strategies and outcomes of learning and training. Again this is in alignment

with the professional program of study and is often written to meet requirements

from regulatory or statutory bodies around continuing professional development

and revalidation to retain a license to practice stay on a professional register and

demonstrate professional standing.

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2Continuing professional development activities for nurses are planned and

organized learning experiences, designed to advance personal and professional

development. With the aim of improving professional and personal performance to

enhance the practice of nursing, professional development is vital to the continued

improvements of the nursing profession. Activities can include the attendance of

workshops or conferences, reading of journal articles and the undertaking of

postgraduate nursing course. Professional development may be undertaken in the

form of postgraduate courses, vocational education and continuing professional

development.

There are many types of personal development for nurses -- workshops,

conventions, seminars and educational courses. Topics vary depending on the

needs of the nurse. Potential topics include public speaking, time management,

work-life balance tips or a course on sleep improvement for shift work. Many

nurses work varying shifts in the hospital but find sleep management difficult. A

professional course provides personal and professional benefits. Offering personal

development courses to nurses enhances their professional success. Nurses are

busy professionals utilizing many skills in their delivery of compassionate,

informed patient care. Courses focusing on the development of the nurse ultimately

enhance the delivery of patient care. Well-rounded employees may also find their

work stress is reduced through personal development.

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3The researchers come up with the study with the interest regarding the

professional and personal development of the clinical instructors basically because

as students, personally and professionally competent clinical instructors would

provide a quality teaching that they can apply in imparting their knowledge and

skills to their students as well as contributing to the success and enhancement of

the skills and practice.

Background of the Study

The Universidad de Manila (formerly known as City College of Manila) is

a public University in Manila, Philippines. It is one of the two city-funded

universities of the City of Manila. It is formerly known as the City College of

Manila (CCM) or Dalubhasaan ng Lungsod ng Maynila, was founded in 1995

during the term of Manila Mayor Alfredo Lim. It was then located at the old 12-

storey high Philippine National Bank Building within the district of Santa Cruz.

The main campus of Universidad de Manila, which houses the Administration

Building of the Division of City Schools-Manila, is located at the heart of the

Mehan Garden adjacent to the Liwasang Bonifacio, Manila City Library and the

Light Rail Transit Central Terminal. Apart from its main campus, the University

maintains several satellite centers in many parts of the City of Manila such as

Escolta, Recto, Del Pan, San Andres, Dapitan and Tayuman. The University's ten

different colleges confer various courses from bachelor to postgraduate degree

programs. Degree programs, such as Criminology, Social Work, Physical Therapy

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4and Nursing, are considered as the University's pilot courses.

The said educational institution has gained its reputation over the past

school year wherein some of the graduates made it up to the board examination

with flying colors and the College of Nursing is never an exception and up until

this moment, the said college is still on the process of making their place a

beneficial one for educating the future nurses.

The College of Nursing provides us a picturesque of a well-defined

department wherein all faculty members are collaboratively doing their assigned

task to give the students the education they do deserve as per with being a scholar

of Manila. Some in-depth strict measures had been implemented and mostly to be

found in the submission of the requirements, demerit for late submission and

incentives for those who submitted on time.

The study was made possible to know the extent as clinical instructors

complied with the personal and professional development based on the core

competency standard as mandated by Commission on Higher Education and that

provided them basis to hold faculty development programs that would enhance the

personal and professional aspects of the clinical instructors thus, enhancing the

educational program of the college.

This strategic measure can simply evaluate how the way students learn,

what the rooms for improvement are and if the faculty members themselves were

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5able to comply with the personal and professional development based on the core

competency standard as mandated by Commission on Higher Education.

Theoretical/ Conceptual Framework

Patricia Benner studied clinical nursing practice in an attempt to discover

and describe the knowledge embedded in nursing practice and to develop skills and

understanding of patient care through educational base and a multitude of

experience.

This Theory is derived from practice and practice is altered or extended by

theory. Benner adapted Dreyfus and Dreyfus’ Model of Skill Acquisition and Skill

Development to clinical nursing practice. The model is situational and describes

five levels of skill acquisition and development: (1) novice, (2) advanced beginner,

(3) competent, (4) proficient, and (5) expert. The model assumes that changes in

four aspects of performance occur in movement through the level of acquisition;

(1) movement from reliance on abstract principles and rules to use of past, concrete

experience; (2) shift from reliance on analytical, rule-based thinking to intuition;

(3) change in the learner’s perception of the situation from viewing it as a

compilation of equally relevant bits to viewing it as increasingly complex whole in

which certain parts stand out as more or less relevant; and (4) passage from a

detached observer, standing outside the situation, to one of a position of

involvement, fully engaged in the situation.

Benner’s definitions of major concepts are as followed:

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6Novice The novice has no practical experience and must base what they do

on principles and rules. Benner states that “nursing students enter a

new clinical area as novices; they have little understanding of the

contextual meaning of the recently learned textbook terms”

Advanced The advanced beginner has dealt with enough real patient care

experiences to

Beginner Recognizes recurring components of the situation. They are also

learning to discriminate between normal and abnormal situations

and establish priorities as to what’s important.

Competent Benner describes the competent nurse as one who has been in the

same setting or working with the same population for 2 to 3 years.

The competent nurse is better at projecting into the future and

developing plans based on “conscious, abstract, analytic

contemplation of the problem”. This promotes efficiency and

organization. Although the competent nurse has a sense of mastery

and is able to cope with a number of variables, she/he still “lacks the

speed and flexibility of the proficient nurse”.

Proficient The proficient nurse perceives situations as wholes rather than

aspects. The proficient nurse knows from experience what to expect

in given situations and how to modify plans. Rather than having to

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7analyze and calculate a plan, the plan simply “presents itself.” That

is, due to a vast body of experience, the nurse is able to zero in on

the problem with very little thought. The proficient nurses uses

“maxims” to practice. These are degrees of a situation and Benner

notes that to nurses at any of the other levels of skill attainment

these maxims appear unintelligible because of their ambiguity.

Expert The expert has an intuitive grasp of situations based on extensive

experience. Rules, guidelines, and maxims are no longer necessary

for dealing with familiar situations although the expert refers back

to analytic methods when faced with new situations. The expert is

able to zero in on the problem and performance becomes fluid,

flexible, and highly proficient. The expert has a difficult time

explaining what they know and how they know it because it has

become internalized.

This theory changed the profession’s understanding of what it means to be an

expert, placing this designation not on the nurse who provided the most exquisite

nursing care and nursing education.

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8Conceptual Paradigm

Figure 1. Conceptual Paradigm of the Study

Figure number 1 illustrates the paradigm that has been used in this study. Box A

shows the demographic profile of the respondents that includes age, gender,

educational qualification, and salary range. On the other hand, Box B pertains to

the competency standards under personal and professional development with the

following indicators: (a) Learning needs, (b) Continuing education, (c) Professional

and organizational involvement, (d) Professional image, (e) Positive attitude and

Demographic Profile

Age ; Gender; Educational

Qualification; Salary Range

Compliance of personal and professional development in terms of:

Learning needs; Continuing education; Professional and

organizational involvement;

Professional image Positive attitude; Role performance;

Basis for proposed guidelines

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9lastly, (f) Role performance. The last box pertains to the outcome and the basis for

proposed guidelines

Statement of the Problem

1. What is the demographic profile of respondents in terms of:

1.1 Age;

1.2 Gender;

1.3 Educational Background;

1.4 Salary Range;

2. To what extent do the Clinical Instructors complied with the competency

standards by CHED in terms of personal and professional development:

2.1 Learning needs;

2.2 Continuing education;

2.3 Professional and organizational involvement;

2.4 Professional image;

2.5 Positive attitude;

2.6 Role performance;

3. Is there a significant difference in the compliance of the personal and

professional development among Clinical Instructor when grouped

according to their profile?

4. Based on the result of study what guidelines can be proposed?

win7, 10/08/11,

To what extent do the Clinical Instructors complied with the competency standards mandated by CHED in terms of personal and professional development:

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10Hypothesis

There is no significant difference in the compliance of the personal and

professional development among Clinical Instructor when grouped according to

their profile.

Significance of the Study

The findings of the study would be significant to the following:

To the College of Nursing Department - The findings provide a feedback as

to what extent the clinical instructors complied with the personal and professional

development based on the core competency standard as mandated by Commission

on Higher Education and that provided them basis to hold faculty development

program that would enhance the personal and professional aspects of the clinical

instructors thus, enhancing the educational program of the college.

To the Clinical Instructors themselves – The results of this study would be

vital for the clinical instructors as this would give them evaluation of their

compliance to the said competency standards, particularly on the professional and

personal development aspects, and identify areas in which they can improved

through continuing development programs.

To the Nursing Students – This study would be important to the nursing

students as they are the primary recipient of the education that the clinical

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11instructors are providing thus, improvement of the instructors would provide

quality education in the part of the students.

Scope and Limitations of the Study

The scope of the study deals with the compliance of personal and

professional development among clinical instructors of Universidad de Manila.

The respondents of this study were primarily the clinical instructors in the said

university. The total number of 30 respondents were included comprising of the

full-time and part-time clinical instructors teaching nursing subjects and excluding

the instructors/teachers teaching general education.

This study was conducted to determine the compliance with personal and

professional development among clinical instructors in Universidad de Manila and

evaluated using the CHED Memorandum Order (CMO) No.14, Article IV, Section

5 as basis of the constructed survey questionnaire checklist that was made by the

researchers to attain information on the respondents’ profile and their adherence to

competency standards.

The data gathering was conducted from September 26-28, 2011.

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12Definition of Terms

Age- the particular period of life at which a person becomes naturally or

conventionally qualified or disqualified for anything. In this study the, the ages of

the respondents were taken and have the following ranging: 23-27 years old, 28-32

years old, 33-37 years old, 38-42 years old, 43-47 years old, 48-52 years old, 53-58

years old, and 58 years old and above.

Educational Qualifications - are the degrees, diplomas, certificates, professional

titles and so forth that an individual has acquired whether by full-time study, part-

time study or private study, whether conferred in the home country or abroad, and

whether conferred by educational authorities, special examining bodies or

professional bodies.

Gender is sex of a person either a male or a female.

Level of education defined as educational attainment achieved by a person.

Financial and Non-financial Incentives is any factor (financial or non-financial)

that enables or motivates a particular course of action, or counts as a reason for

preferring one choice to the alternatives.

Core competencies in nursing- is a model for nursing management development

that will help establish core competencies for nurses which will not only strengthen

their practice and provide further learning and development opportunities, but will

also provide the basis to focus training and professional development efforts.

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13Safe and quality nursing care- The nurse must be able to demonstrate knowledge

base and provide safety and sound decisions in the care of the client.

Management of resources and environment- The nurse must maintain a safe

environment for the client and utilize resources properly.

Health education- assessing the educational needs of the patient and family,

developing and implementing health education plans and learning materials and

evaluating the outcome of education administered.

Legal responsibility- The nurse must adhere to practices in accordance to the law.

Ethico-moral responsibility- include respecting the rights of all individuals and

groups, accepting responsibility for individual decisions and adhering to the nurses'

national and international code of ethics.

Personal and professional development- The nurse must be able to assess one’s

own learning needs and pursue growth and development in the field. The nurse

must also project of professional image of the nurse.

Quality improvement- The nurse must be able to identify variances and

recommend solutions to the identified problems.

Research includes gathering and analyzing research data, sharing results and

applying findings to work functions.

Record management defined as maintaining appropriate documentation using the

appropriate system and staying within legal boundaries in the area of patient

privacy.

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14Salary - Fixed compensation for services, paid to a person on a regular basis. As

used in the study, salary is ranging from 10,000php to 35,000php.

Communication The nurse must be able to establish rapport with the client,

client’s family, and members of the health team and respond to their needs.

Collaboration and Teamwork- includes core competencies of establishing

beneficial working relationships with peers and colleagues and communicating

care plans with health team members.

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15

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is composed of the present study into the context of

preceding, related research. Materials were scanned from various libraries and

were collated to provide understanding of the subject under discussion. The

purpose of this review of literature is to analyze methods of assessing competence

to practice in nursing and draw conclusions on their validity.

Related Literature

A. Foreign Literature

Nursing is challenged to meet the health needs of ethnic and socio-

culturally diverse populations. Defining a competency-based model for nursing

management development will help to establish core competencies for nurses

which will not only strengthen their practice and provide further learning and

development opportunities, but will also provide the basis to focus training and

professional development efforts.

Competency, as discussed in the “Competency Standards Approach to

Professional Education and Practice”, is defined as a combination of attributes

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16enabling performance of a range of professional tasks to the appropriate standards

(Gonczi, Hager & Oliver, 2003). Competency encompasses more than just a

psychomotor skill. It describes the attributes of knowledge, abilities, skills and

attitudes that underlie competent performance. Nurses know that psychomotor

skills are important but, performed without knowledge, they do not constitute

nursing. Nursing knowledge of health and disease processes is of little use without

appropriate nursing skills to implement. The abilities to plan and organize our work

are of little benefit to patients or clients if the attitude that nurses value such as,

caring and patience is not present. Therefore, integration of the knowledge,

abilities, skills and attitudes of nursing is the essential key to understanding and

performing competencies.

Competence does not mean expert. There exist various levels of

competence but each of these has a minimum acceptable level or standard.

Beginners are rarely expert, but they can be competent. They perform a wide range

of nursing activities methodically and well.

According to Scott (2008) developing meaningful competency

requirements for registered muses continues to confound the profession. The

challenge it presents for healthcare regulators is learning how to objectively

measure competencies across various settings, specialties, years of experience and

geographic regions. According to Oppewal et al. (2006), core competencies have

been developed in different specialty areas, but even nurses' awareness and

implementation of such standards vary. The National Council of State Boards of

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17Nursing (NCSBN) has worked, through their committees of Research and Practice,

Regulation, and Education, to develop a program to transition graduate nurses into

the profession; this program has been a culmination of research and defines the

needs of new nurses. Spector and Li (2007) discuss this ongoing research that is

being completed to assess the design of this program.

According to Canadian Nurse Practitioner Core Competency Framework

(2010) the competency statements describe the integrated knowledge, skills,

judgment and attribute that guide nurse practitioner practice. Safe, competent,

ethical nurse practitioner practice requires the integration and performance of many

competencies simultaneously. It may be used by nurse practitioners to support their

self-reflection, self-evaluation and continuing competence, as well as to educate

others about their role. Nurse practitioner educators may use it for curriculum

development. And it is a useful resource for helping others – including government

agencies, employers, health providers and the public – to understand what they can

expect of nurse practitioners.

Nurse practitioner competencies reflect advanced nursing practice by

building and expanding upon the competencies required of a registered nurse. A

document expands on the competencies defined in Advanced Nursing Practice: A

National Framework 4 as these competencies apply to nurse practitioners. The

core competencies in this framework are organized into four categories:

Professional Role, Responsibility and Accountability;

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18 Health Assessment and Diagnosis;

Therapeutic Management; and

Health Promotion and Prevention of Illness and Injury.

The competencies were developed according to certain assumptions and

terms; thus, interpretation of the competencies requires an understanding of the

assumptions and the key terms found in the glossary of terms.

Familiarity with the assumptions used to develop the core competencies is

essential to the understanding of how these competencies may be applied to the

nurse practitioner practice in all roles and settings

Competency-based education has been found to be equally effective in both

didactic and self-learning approaches presents hallmarks of competency-based

education that make them applicable both in practice and in educational settings.

These include competencies based on validation of what performance by

competent practitioners actually comprises. In addition, competency assessment is

based on criterion-referenced evaluation methods where the learner’s performance

is evaluated against a set of criteria provided to the learner so that both the learner

and the assessor are clear on what performance is required. Finally, competency-

based education is learner-centered in that outcomes are specified and describe

what the learner must do to demonstrate competency.

The experience in converting to a competency-based curriculum has been

both successful and challenging. Faculty and student experiences to date have been

positive. The redesigned curriculum is viewed as responsive to the competency-

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19oriented environment and employers believe the transition of graduates into

practice settings will be more effective, efficient, and successful. This competency-

based approach to education can serve as a model which offers a wide variety of

applications to education and service environments.

B. Local Literature

In order to be a competent nurses, a good performance must be done.

Performance is what is done and how well it is done to provide health care. It is a

degree to which an organization does the right things and does them well. But this

is influenced strongly by its design or operation. The value in health care is

appropriate good balance between good outcome and excellent care and services.

There is a law (RA 7164) which is generally unheard of by registerend nurses that

recognizes the nurse to function independently and encourages clinical

specialization competence in nursing practice which is focused more on

demonstrating and implementing rather than assessment and evaluation (Yap,

2000). This is why there is a need for reorientation on the scope of nursing

practices which revolved around nursing process, including training in such areas

like assessment and evaluation.

According to RA 9173 Article III Section IX, also known as the Philippine

Act of 2002, “An act providing for a more responsive nursing profession, repealing

for the purpose Republic Act No. 7164, otherwise known as The Philippine

Nursing Act of 1991 and for other purposes”

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20In 2005, the Board of Nursing created the Committee on Core Competency

Standards Development in collaboration with the Commission on Higher

Education Technical Committee on Nursing Education with the primary goal to

develop the competency standards for nursing practice in the country. New

expectations for contemporary nursing practice competencies are emerging which

is heightened by the escalating complexity of globalization, the dynamincs of

health science and information technology demographic changes, healthcare policy

reforms, and the increasing and more exacting demands from the consumers of

health care.

CHED Memorandum Order No. 14, series of 2009 (CMO No.14, s. 2009)

contains provisions on the BSN course, including the course specification, standard

curriculum, competency standards, and other requirements.

The phrase "core competencies in nursing" refers to a standard set of

performance "domains" in which it is necessary to demonstrate proficiency to enter

into professional practice. Core Competency Standards, as defined by Tamse

(2004), “represent the minimum knowledge, skills and attitudes necessary to

provide nursing care. It reflects complex nature of nursing activities and

determines the level of accountability.” Graduate of the BSN program must be able

to apply analytical and critical thinking in the nursing practice. The nurse must be

competent in the eleven (11) core competency areas for nursing practice that were

identified as follows (CMO No.14, s.2009):

1. Safe and quality nursing care.

http://www.ehow.com/list_6099114_core-competencies-nursing.html

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21The nurse must be able to demonstrate knowledge base and provide

safety and sound decisions in the care of the client. The nurse must also

utilize the nursing process and prioritization in the care of the client.

The first key area of nursing responsibility focuses on providing

nursing care that is safe and of high quality. Under this key area, core

competencies include demonstrating knowledge about the health status

and illness of a patient; making appropriate decisions when caring for

patients and their families; and ensuring patient safety, privacy and

comfort. Competencies also include setting appropriate priorities in

patient care, working with the medical team to ensure stability of care,

effectively administering medications and other treatment modalities

and performing assessments and nursing services against a background

of established nursing guidelines. Identifying the goals of care and

evaluating progress toward those goals are also core competencies

within this key area.

2. Management of resources and environment.

Core competencies in this area include identifying tasks that need to

be completed, developing financially effective programs, ensuring that

equipment performs adequately and maintaining safety in the

environment. The nurse must maintain a safe environment for the client

and utilize resources properly.

3. Health education.

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22The nurse must be able to assess the client’s learning needs and

develop an educational plan for the client. Educational core

competencies include assessing the educational needs of the patient and

family, developing and implementing health education plans and

learning materials and evaluating the outcome of education

administered.

4. Legal responsibility.

Core competencies in the legal key area include following legally

mandated state and federal processes and procedures, such as obtaining

informed consent from patients and adequately documenting all

procedures performed for patients. The nurse must adhere to practices

in accordance to the law.

5. Ethico-moral responsibility.

The nurse must respect the rights of the client and take

responsibility for one’s decisions and actions.

In this key area that concerns morals and ethics, core competencies

include respecting the rights of all individuals and groups, accepting

responsibility for individual decisions and adhering to the nurses'

national and international code of ethics.

6. Personal and professional development.

The professional development key area includes core competencies

of identifying personal needs for education and pursuing those goals,

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23participating in professional organizations and community activities,

presenting a professional image and positive attitude as well as

performing work duties in a professional manner.

The nurse must be able to assess one’s own learning needs and

pursue growth and development in the field. The nurse must also

project of professional image of the nurse.

7. Quality improvement.

The nurse must be able to identify variances and recommend

solutions to the identified problems. It includes identifying areas for

improvement, participating in nursing rounds and audits, staying aware

of variances in treatment and recommending solutions to improve

quality.

8. Research.

Core competencies in the research key area include gathering and

analyzing research data, sharing results and applying findings to work

functions. The nurse must participate in research studies and utilize the

research findings.

9. Record management.

The records management key area includes core competencies of

maintaining appropriate documentation using the appropriate system

and staying within legal boundaries in the area of patient privacy. The

nurse must maintain accurate and updated documentation of client care.

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2410. Communication.

In this key area, core competencies include establishing

communication with the patient and treatment team, learning to read

verbal and nonverbal cues, using visual aids and other resources when

necessary, responding to patient and group needs and effectively using

technology to facilitate communication. The nurse must be able to

establish rapport with the client, client’s family, and members of the

health team and respond to their needs.

11. Collaboration and Teamwork.

The teamwork and collaboration key area includes core

competencies of establishing beneficial working relationships with

peers and colleagues and communicating care plans with health team

members. The nurse must establish collaborative relationship with

members of the health team and plan a collaborative care for the client.

According to Tamse (2004), the Core Competency Standards serve as a

framework for program development and also serve as a tool for performance

evaluation. Implementation of the standards will facilitate progress towards the

highest level of education attainable in a country or region, assure equitable and

appropriate placement of nurses in health-care roles and, potentially, simplify

recruitment practices throughout the world (WHO, 2009).

The goal of the global standards is to establish educational criteria and

assure outcomes that:

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25a. are based on evidence and competency

b. promote the progressive nature of education and lifelong learning;

c. ensure the employment of practitioners who are competent and who, by

providing quality care, promote positive health outcomes in the populations

they serve.

Bellosillo et al (2008) postulated that due to the foregoing, new

expectations for contemporary nursing practice, competencies are emerging, which

is heightened by the escalating complexity of globalization, the dynamics of health

science and information technology, demographic changes, health care policy

reforms and the increasing and more exacting demands from the consumers of

health care. Moreover, the surge of overseas employment opportunities for Filipino

nurses creates depletion in the reservoir of competent professional to serve the

health needs of the country. These changes are spawned by the multitudes of forces

converging in the national as well as international levels, which impact on the

quality of nursing practice in the country.

Accordingly, the Board of Nursing had created a committee which is

responsible for developing competency standards for nursing practice in the

country and this is called: Committee on Core Competency Standards

Development (CCCSD) together with collaboration in the Commission on Higher

Education Technical Committee on Nursing Education (CHED-TCNED).

Furthermore, Bellosillo et al (2008) elaborated that the Committee was composed

of leaders from nursing education, nursing practice and nursing regulation. The

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26whole gamut of developing the standards were made possible through the

participation of representatives of professional nursing organizations, consumers of

nursing practice such as doctors, administrators and patients, senior nursing

students and in consultation with nurse executives from regulatory authorities in

three countries.

Most health care providers begin their health profession education

expecting to acquire the knowledge and skills needed to provide high-quality care.

However, as they advance through their education and begin their careers, they

discover that health care systems are exceedingly complex, with a myriad of

system issues that often make the provision of high-quality care difficult.

In addition, Bates et al (2005) discussed that nurses are uniquely positioned

to serve as change agents within health systems. By partnering with other health

care providers who share their vision for improving care and by linking with

institutional quality professionals, the impact of nursing improvement efforts is

heightened. As health care systems increasingly recognize the value of this work,

nurses find that their contributions to care improvement lead not only to a sense of

personal reward, but may lead to professional advancement. Investment in the

development of skills in quality improvement provides a means for nurses to

improve the lives of patients, build their own careers, and improve the joy they

derive from their work.

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27Related Studies

A. Foreign Studies

A considerable number of researches repeatedly have shown that Socio-

Demographic Profile is linked to a range of indicators of nurses’ career

development. (Beauvais & Jensen, 2003)

A study by Yearta (2005) showed that age does not affect work

performance, thus it contradicts with what have been revealed by Smedley and

Whitten (2006), who suggested that difference of age could be also a potential

factor for career development. This is in tandem with a study by Shultz and Adam

(2007) which indicated that there were significant differences between age groups

concerning career development. Kujala et al. (2005) emphasized that younger

people are poor on work performance but this is opposed by a study by Birren and

Schaie (2001).

In terms of relationship on gender, previous studies (Crawford and Nonis,,

2007. and Shaiful Anuar, et al. 2009) reported that gender did not have a

significant impact on career development. However, a study done by Benggtson et

al. (2005) noted that women were found to have better career development

compared to their counterpart. There are some inconsistencies found where study

done by Lynn et al. (2006) found that men’s performance increased with career

stage measured as professional tenure, but they did not find a corresponding effect

among women. Similarly, Larwood and Guket (2009) argued that theories of the

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28career development of men do not fit women’s career development. They stated

that the model of men’s career is simple and can be seen as continuous

development whereas the career development of women is characterized as

disjointed. Income is indeed an important motivator for work performance.

Level of education was also found not to influence career development

(Linz, 2002). Beside this, McBey and Karakowsky (2001) found that there is

likelihood a causal relationship between education level and career development.

Ariss and Timmins (2003) indicated that education somewhat affect career

development. The lower the education level, the less likely people would have

better work performance.

A study done by Dieleman et al. (2003) showed that career development is

influenced by both financial and non-financial incentives. The main motivating

factors were appreciation by colleagues and the community, a stable job and

income and training. The main discouraging factors were related to low salaries

and difficult working conditions. Study done by Dieleman et al. (2003) was then

supported by a study completed by Azman et al. (2009) where money acts as a

moderating variable in the relationship between income distribution and pay

satisfaction in the studied organization thus it will drive to better work

performance.

Assessment of clinical competency in professional roles especially in

crucial situations can improve the nursing profession. A qualitative research was

conducted by Vanaki et. al ( 2009) to determine the process of acquiring

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29clinical competency by nurses in its cultural context and within the health care

delivery system in Iran. This study, using grounded theory methodology, took

place in universities and hospitals in Tehran. Three categories emerged: (a)

personal characteristics such as philanthropy, strong conscience, being attentive,

accepting responsibility, being committed to and respecting self and others; (b)

care environment including appropriate management systems, in-service training

provision, employment laws, and control mechanisms, suitable and adequate

equipment; and (c) provision of productive work practices including love of the

profession, critical thinking, nursing knowledge, and professional expertise.

Professional ethics has emerged as the core variable that embodies concepts such

as commitment, responsibility, and accountability. Professional ethics guarantees

clinical competency and leads to the application of specialized knowledge and skill

by nurses. The results can be used to form the basis of guiding the process of

acquiring clinical competency by nurses using a systematic process.

Nursing practice is dynamic, and the competencies will change over time in

response to population health needs, evolving practice and health-care

environments (Canadian Nurse Practitioner Core Competency Framework, 2010).

Nursing competencies encompass the skills, knowledge and abilities required to

practice nursing. Differentiation exists in competencies among practicing nurses at

various levels and settings.

B. Local Studies

City of Manila


30According to Armento (2008) a lack of qualified nursing educators and an

increasing workload in colleges may exacerbate problems in Personal and

Professional Development of Nurses.

A related study conducted in Colegio de Dagupan, Dagupan City assess the

effectiveness of the new curriculum based on the CHED Memorandum Order

(CMO) No. 14, series of 2009 (RA No.9173). Using the Core Competency

Standards as an evaluation tool, the study will determine if the new curriculum

CMO 14, s.2009 is effective in improving the level of competency of Colegio de

Dagupan nursing students and as well as the faculty itself. From the study

conducted, the researchers are able to extract the information that nursing students

and faculty are expected to be knowledgeable and be able to develop competencies

in the 11 Core Competency areas.

Statements from several sources, such as CHED, PNA, and BON, suggest

that they support the implementation of the new curriculum. These sources have

enumerated the strengths of the new curriculum and emphasized the relevance of

incorporating the Core Competencies in the new curriculum.

SYNTHESIS

Competent performance by health care professionals is expected

throughout society. However, defining what it is and how to perform it

competently faces many challenges. The article by Redman et. al (2005) provides a

brief overview of the contemporary focus on competency assessment in nursing

education. The redesigned nursing curriculum at the University of Colorado is

City of Manila


31presented as an exemplar of a practice-oriented model that requires competent

performance among students.

Assessment of nursing core competency on the said study focuses on

outcome orientation. It supported our study that core competency goal is to provide

for the effective application of knowledge and skill in the practice setting. It dealt

with competency assessment techniques that address psychomotor, cognitive, and

affective domains.

Beside this, a study conducted by Pilay in 2010 uses a generated 51

competency items to identify the competencies important for

effective nursing management in the public and private health sectors. A total of

420 senior nursing managers in South Africa were surveyed using a self-

administered questionnaire. Most valuable competencies obtained from the study

were self-management, controlling, health/clinical, organizing, people

management, planning and ethical/legal competencies These findings reflect the

reality of the nursing milieu and will be useful in the design and delivery of

management development programmes aimed at enhancing nursing management

capacity.

Similarly, a study conducted in Colegio de Dagupan determines the extent

of the four key core competencies integrated by clinical instructor to the nursing

standards in an institution. In contrast with our study, the core competency

evaluated was limited only to the following; enabling, enhancing, empowering,

patient care competency. It denotes that there is no significant relationship between

City of Manila


32the perceive extent of integration of four key core competencies by clinical

instructor and the clinical performance of nursing student in selected institution.

The Core Competency Standards, developed by the Board of Nursing

(BON) with the Technical Committee on Nursing Education (TCNE) of the

Commission on Higher Education (CHED), served as a basis in the curriculum

reform. By focusing on the Eleven (11) Core Competencies, the new curriculum

will ensure quality education. CMO No. 14 mandates the implementation of the

new nursing curriculum. It contains the standard curriculum and syllabi of the

nursing subjects. This memorandum was developed to improve the competency of

Filipino nurses and produce highly qualified nurses. Under the criteria of the core

competencies, the researchers will evaluate Personal and Professional

Development.

City of Manila


33CHAPTER III

RESEARCH METHODOLOGY

This chapter dealt with the research procedure, the instruments to be used,

the sample and sampling technique, the data gathering procedure, and the statistical

treatment of data, which provided the framework in answering the questions posed

in the study.

The Research Design

The study used the descriptive method of research which dealt with how the

clinical instructors of Universidad De Manila have complied with the personal and

professional development as mandated by the Commission on Higher Education

(CHED).

Sample and Sampling Technique

The subjects of the study included the qualified clinical instructors of

Universidad De Manila including part-time and full-time faculties of the said

college. List of the clinical instructors was taken from the college secretary and

come up with 30 respondents that were included in the study.

Research Instrumentation

The main instrument used in the study prepared by the researchers was a

structured questionnaire in the form of a checklist based on the core competency

City of Manila


34standards under Article IV Section 5 of CHED Memorandum Order no. 14.

Demographic data of the respondents were also included in the instrument tool

such as gender, age, educational qualifications, and salary range

Data Gathering Procedure

A written letter was sent to the Dean of College of Nursing of Universidad

De Manila through the College Secretary, which explained the purpose of the study

and requested permission to conduct such.

The researchers have gone to different hospitals which the school is affiliated

to seek for the respondents of the study and let them answer the questionnaire with

all honesty.

The respondents were assured that their responses would not be used to

compare any of them against each other nor shall the results affect their

performance evaluation.

Data gathering took 3 days to complete the number of responses needed.

Statistical Treatment of Data

The data was treated statistically using the following formula:

1. To determine the extent of compliance of the clinical instructors with the

professional and personal development, the frequency of responses of the

respondents to each item were tallied; the weighted means were determined by

City of Manila


35multiplying the frequency of responses to each item by the unit weight and

dividing the sum by the total number of respondents.

The following Formula was used:

Wm = N Where: Wm = Weighted Mean

∑fw = sum of the frequency and the unit weight

N = Total Number of responses.

A. Likert five-point scale with the following interpretations will be provided to guide the

respondent’s perception as follows:

Unit WeightWeighted Mean

IntervalVerbal Interpretation

5 4.5-5.0 Fully Complied

4 3.5-4.49 Highly Complied

3 2.5-3.49 Moderately Complied

2 1.5-2.49 Seldom Complied

1 1.0-1.49 Non- Compliance

2. To determine if there is any difference in the compliance of the personal and

professional development among Clinical Instructor when grouped according to

their profile, the Anova formula was used:

City of Manila


36F = mean square between groups

Mean square within groups

The value of F test was interpreted at 0.05 level.

City of Manila


37CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets data gathered and gives

implication in sequence to the problems raised in Chapter I.

Part I focused on the respondents profile in terms of gender, age, salary

range and educational qualification.

Part II dealt with the extent do the Clinical Instructors complied with the

competency standards mandated by CHED in terms of personal and professional

development such as Learning needs; Continuing education; Professional and

organizational involvement; Professional image; Positive attitude; and Role

performance.

Part III consisted of finding out whether there was a significant difference

in the compliance of the personal and professional development among Clinical

Instructor when grouped according to their profile.

Part IV presented the proposed guidelines that could be help for the

personal and professional development among Clinical Instructors of Universidad

de Manila based on the result of the study.

Problem Number 1: The demographic profile in terms of:

City of Manila


38TABLE I

Demographic profile of the Respondents

Gender F Age F Salary range F Educational Qualification F

Male

Feamale

10

20

23-27 y/o28-32 y/o33-37 y/o38-42 y/o43-47 y/o48-52 y/o53-57 y/o58 and above

73672230

Php 10,000 – 15,000Php 16,000 – 20,000Php 21,000 – 25,000Php 26,000 – 30,000Php 31,000 – 35,000

4

14

5

3

3

BSN GradMA UnitsMAN GradPh.D UnitsPh.D GradEd.D UnitsEd.D Grad

“Highest Educational Qualification”

1882200

Total 30 Total 30 Total 30 Total 30Legend: F= Frequency

Table number 1 shows the demographic profile of the clinical instructors

which are included in this study. Profile that were considered are; (a) gender,

which comprises 10 males and 20 females with a total of 30 respondents; (b) age,

that portrays most of the respondents were from the age brackets of 23-27 years old

and 38-42 years old having 7 respondents each. There were no clinical instructor

that ages 58 and above as shown in the table; (c) salary range, which mostly among

the respondents have the salary ranging from 16,000php-20,000php with a total of

14 respondents; (d) highest educational qualification with the majority of the

respondents were having their units in master’s degree in nursing and only two

among the respondents have Ph.D units and Ph.D graduates.

City of Manila


39Problem Number 2: To what extent do the Clinical Instructors complied with the

competency standards mandated by CHED in terms of personal and professional

development:

Identifies own learning needs

Table II illustrates the results that have been gathered from the respondents

to identify compliance of clinical instructors in the core competency 1 which is

identifying own learning needs. A weighted mean of 4.67 signifying full

compliance to core competency 1 shows that clinical instructors in Universidad De

Manila have identified their strengths and weaknesses as well as their limitations.

Identifying such strengths and weaknesses will enable them further improve their

strengths and to focus more on their weaknesses. They have also determined their

personal and professional goals and aspirations which is an important part of

learning process.

TABLE IIIndicators Wm V.Int

1. Identify one’s strengths, weaknesses and limitations 4.67

FULLY COMPLIED

2. Determine personal and professional goals and aspirations 4.67

FULLY COMPLIED

TOTAL WEIGHTED MEAN 4.67 FULLY COMPLIED

Core Competency 1: Identifies own learning needs

Legend: Wm = Weighted Mean V.Int = Verbal Interpretation

City of Manila


40Pursues continuing education

As shown in Table III which tackles about the pursuance of the clinical

instructors in continuous education, results have shown that the respondents have

fully complied in this matter with the total weighted mean of 4.74. Clinical

instructors have involved themselves in both formal and non-formal education as a

part of developing their personal and professional development also, the

information that they acquire from this formal and non-formal education were all

applied in the process of improving care with a weighted mean of 4.65 and 4.83

respectively.

TABLE IIICore Competency 2: Pursues continuing education

Indicators Wm V.Int1. Participates in formal and non-formal

education 4.65FULLY

COMPLIED2. Applies learned information for the

improvement of care4.83 FULLY

COMPLIEDTOTAL WEIGHTED MEAN 4.74 FULLY

COMPLIEDLegend: Wm = Weighted Mean V.Int = Verbal Interpretation

Involvement in professional organizations and civic studies

Results and discussion of core competency 3 of personal and professional

development were shown in Table IV which is the involvement of clinical

instructors in professional organizations and civic studies. There are lots of

professional organizations that Filipino nurses can be involved in and the most

famous among them is the Philippine Nurses Association (PNA) which conducts

City of Manila


41seminars and updates trends in nursing, clinically or educationally, which can help

the instructors in their career path. A weighted mean of 4.65 was on the supporting

of the clinical instructors in activities related to nursing and health issues weighted

mean of 4.57 was given to the part of involvement of the respondents to

professional organizations like PNA. They have also participated actively in

professional, social, civic and religious activities with a weighted mean of 4.52. All

of the indicators involved in the competency number 3 have expressed a full

compliance of the clinical instructors.

TABLE IVCore Competency 3: Gets involved in professional organizations

and Civic Studies

Indicators Wm V.Int

1. Participates actively in professional, social, civic and religious activities 4.52

FULLY COMPLIED

2. Maintains membership to professional organizations 4.57

FULLY COMPLIED

3. Support activities related to nursing and health issues

4.65 FULLY COMPLIED



Projects a professional image of the nurse

Four indicators were included in the projection of professional image of a

nurse and results were tallied and shown in Table V. The outcome suggested that

the clinical instructors have fully complied with each items on core competency 4

City of Manila


42with a total weighted mean of 4.59. Dressed properly, showed good manners and

right conducts at all times as well as demonstrated congruence of words and

actions have come up with the weighted mean of 4.61 which indicated that the

respondents were projecting a professional image whenever having their class or in

front of their colleagues. The clinical instructors also behave accordingly at all

times.

TABLE V

Indicators Wm V.Int

1. Demonstrates good manner and right conduct at all times

4.61 FULLY COMPLIED

2. Dresses properly4.61

FULLY COMPLIED

3. Demonstrates congruence of words and actions 4.61

FULLY COMPLIED

4. Behaves appropriately at all times 4.52 FULLY COMPLIED


Core Competency 4: Projects a professional image of the nurseLegend: Wm = Weighted Mean V.Int = Verbal Interpretation

Possesses positive attitude towards change and criticism

Table VI demonstrated core competency 5 that talked about the positive

attitude of clinical instructors towards change and criticism. Since nursing is

continuously developing, nurses must be optimistic towards these changes that may

occur and they must also know how to cope up with criticisms and use these as a

City of Manila


43basis for improvement. The respondents have come up to a weighted mean of 4.61

as they listen to suggestions and willing to adapt to certain changes that may occur

in their field of profession. A weighted mean of 4.57 implied to the clinical

instructors’ use of new strategies or approaches in their means of teaching.

TABLE VICore Competency 5: Possesses positive attitude

towards change and criticism

Indicators Wm V.Int

1. Listen to suggestions and recommendations 4.61

FULLY COMPLIED

2. Tries new strategies or approaches 4.57

FULLY COMPLIED

3. Adapts to change willingly4.61

FULLY COMPLIED



Performs functions according to professional standards

In terms of performance of functions and responsibilities according to

professional standards, the respondents have fully complied with it to a total

weighted mean of 4.67. Table VII further discussed the indicators underscored in

this core competency with the highest compliance on setting of attainable

objectives in enhancing their skills and knowledge with a weighted mean of 4.70.

Assessment of own performance against standards of practice and explaining

current nursing practices both have a weighted mean of 4.66. Assessing

City of Manila


44performance of standards of practice will facilitate evaluation of one’s capabilities

and adherence to such standards set within the profession.

TABLE VIICore Competency 6: Performs functions

according to professional standards

Indicators Wm V.Int

1. Assesses own performance against standards of practice 4.66

FULLY COMPLIED

2. Sets attainable objectives to enhance nursing knowledge and skills 4.70

FULLY COMPLIED

3. Explains current nursing practices, as the situation arises 4.66

FULLY COMPLIED



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