FINAL DEFENSE

September 27, 2011

Objectives:

• The Student nurses should be able to present the title of the study;

Objectives:• present the

statement of the problem

Objectives:

• give the summary of findings

Objectives:

• formulate conclusions based on the given findings of the study

Objectives:

• enumerate recommendations for future reference

Contents

Title of the StudyStatement of the ProblemSummary of FindingsConclusionsRecommendations

Students’ Satisfaction on the Teaching Strategies of NDDU Clinical Instructors in

the Classroom Setting

SUMMARY OF FINDINGS

1. Among the given 17 teaching strategies, the respondents identified the three most commonly used strategies as discussion with a frequency of 199, followed by oral report with a frequency of 112, and role play with 102 frequency.

2. Among the given 17 teaching strategies, the respondents identified the three most effectively used strategies as discussion with a mean rank of 1.40, followed by role play with a mean rank of 2.18, and oral report with 2.31 mean rank.

3. Among the given 11 teaching devices, the respondents identified the most effectively used devices as LCD with a mean rank of 2.68, Books with 4.21, Blackboard and Chalk with 4.79, Overhead Projector with 5.06, Pictures with 5.73, Hand-outs with 5.75, Films with 6.14, Instruments with 7.29, Journals with 7.90, Manila Paper with 8.05, and lastly the use of Mannequin with a 9.07 mean rank.

4. The Nursing Students were highly satisfied on the teaching strategy skills indicator with the mean rank of 4.27. They are also highly satisfied on the teaching strategy knowledge indicator with the mean rank of 4.46. Lastly, they are highly satisfied on the teaching strategy attitude indicator with a 4.51 mean rank.

CONCLUSIONS

Based on the findings, the following conclusions were

formulated:

The three most common teaching strategies used by the Clinical Instructors in the classroom setting were discussion, oral report and role play.

The students perceived that the most effective teaching strategies were discussion, role play and oral report.

Students perceived that the most effective teaching device is LCD. It is followed by books, blackboard and chalk, overhead projector, and films. Others like pictures, handouts, instruments, journals, Manila paper seemed to be not so effective. Mannequin is the least.

Satisfaction level of students in terms of the skill indicators differ significantly from first year to fourth year levels as Clinical Instructors in every level have different teaching skills responding to the needs of the students. First year students are more satisfied on the skill of their clinical instructors compared to students of higher levels. This implies a need for little improvement on the skills of the clinical instructors who handle students of higher levels. Generally, students are highly satisfied about the clinical instructors’ skills.

Satisfaction level of students in Clinical Instructors’ knowledge differs significantly except in the aspect: Able to answer the questions correctly. Among the indicators, students perceived uniformly that their Clinical Instructors were able to answer the questions correctly. On the contrary, students have different perceptions for other indicators. Generally, students are very highly satisfied in stating principles applied in a certain concept or theory and in answering the questions correctly. While in other remaining aspects, students are only highly satisfied. exercise reflective thinking.

Satisfaction level of students in the attitude of Clinical Instructors differs significantly except in presenting the lesson with confidence. Students are very highly satisfied about the confidence of their Clinical Instructors in presenting the lesson. In the same level, students also are very highly satisfied in their Clinical Instructors in establishing good relationship with his/her students. Higher satisfaction rating was also noted when it comes to encouraging students to verbalize opinions and suggestions. Other areas need to be improved.

Overall, students are highly satisfied as to the teaching strategies of the Clinical Instructors as measured by their skills, knowledge and attitude.

RECOMMENDATIONS

1. Clinical Instructors might as well use other teaching strategies aside from what are commonly used to identify the most applicable strategy to the students. Nevertheless, they may integrate the three common strategies (discussion, role playing, oral report) perceived by the students in the classroom setting.

The Clinical Instructors may include discussion, role playing and oral reporting in their manner of teaching. However, this does not mean that they will only be using these highly ranked strategies. They may also apply other teaching strategies which they think the students will learn best.

The Clinical Instructors may continue using effective teaching devices such as using LCD, Books, Blackboard and Chalk, Overhead Projector, and Films. Though other devices were perceived by the students as not so effective, they may be creative in modifying the use of these devices.

The Clinical Instructors may look for new teaching strategies and teaching devices applicable for the students to facilitate an active learning.

The College of Nursing may provide special trainings to the Clinical Instructors about the appropriate teaching techniques to improve manner of teaching and provide quality education.

The Clinical Instructors’ teaching strategies used in the classroom setting specifically on areas where satisfaction rating is low must be improved by following other recommendations found in this study.

The College of Nursing may conduct a semestral evaluation of the students’ satisfaction on the teaching strategies used by the Clinical Instructors to improve in every aspect and upgrade standards.

Future studies be conducted to measure fully the competency of Clinical Instructors and to measure the effectiveness of teaching strategies and devices used.

THANK YOU!!!

By:

Anna Mikhaela S. PulancoJulleve M. JandocKatherine L. Laud