Date post: | 10-Apr-2015 |
Category: |
Documents |
Upload: | joseph-d-wang |
View: | 1,231 times |
Download: | 0 times |
P a g e | 1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Background of the Study
The study entitled “The problems encountered by the clinical instructors
and students of Metropolitan Medical Center- College of Arts, Science and
Technology” would like to determine on the problems that commonly experienced
by the clinical instructors together with the students that usually arises on the
clinical area.
The study envisions improving the teaching strategies, and exposure to
the clinical area expected on the world class nurses. This would like to develop
the knowledge and skills of the students in providing care in the health care
delivery system while this would help the clinical instructors to enhance more on
the strategies to be used on the students.
The problem define as a disruption in a worker’s ability to execute a
prescribed task because either something the students and clinical instructor
needs is unavailable in the time, condition, and quantity desired and hence the
task cannot be executed as planned or something is present that should not be,
interfering with the designated task.
P a g e | 2
In the remainder of our study, we described our study methods and
findings, and propose the concept of the problems discovered. We explain the
organizational design and management can unwittingly reinforce the former type
and how they can be altered to promote the latter type.
Nursing is a unique profession for it is practiced with an earnest concern
for the art of care and the science of health. It possess competency to practice
the profession in terms of scientific knowledge, technological skills and desirable
attitude and values.
The importance of application of theories and procedures learned during
classes hardly needs to be stated. Organizational learning is thus an imperative.
Not only are matters of life and death at stake on a daily basis, but also an
increasing number of nursing students on enrolled on different schools.
Recent researches suggest that there are plenty of problems, errors and
other learning opportunities facing the clinical areas with the students. Other
studies suggest, in addition, that the medical errors with less serious
consequences are pervasive in the hospitals.
The Metropolitan Medical Center- College of Arts, Science and
Technology, have relied on a dedicated and highly skilled professional workforce
to compensate on the related learning experience problems encountered on the
clinical area. Great doctors, staff nurses and clinical instructors have been seen
as the means for ensuring quality of care for patients with the students. Recently,
however, the medical community has responded to increase public awareness of
P a g e | 3
short comings in health care delivery by calling for systematic, organizational
improvements to increase patient safety. Examples of such initiatives include
creating shared databases for medical errors to facilitate widespread learning
from mistakes and focusing renewed attention on hospital processes, culture and
reporting system.
Clinical instructors are well positioned to help the students learn, that is
so, to improve outcomes by suggesting changes in processes and activities
based on their knowledge of what is and what is not working. Identifying and
resolving causes of problems that arise during the course of work is one method
for achieving effective learning. By catching, correcting, and removing underlying
causes, clinical instructors can contribute to changes that help avoid erosion of
quality and satisfaction in the future. In this way, through initiative thinking and
problem solving, the organizational system and procedures can be changed to
avoid many of the most prevalent recurring problems.
We conducted a detailed study of nursing care processes to investigate
conditions under which student nurses and clinical instructors as well may
respond to the problems they encounter in the hospital setting by actively
seeking to prevent future occurrences of same problem. We also find that
process failures are not rare but rather an integral part of working on the
frontlines of health care delivery system.
Although this study focused on clinical instructors and student nurses, the
lessons learned have implications for the faculty and staff nurses in the health
care delivery system. The tasks carried out by the clinical instructors together are
P a g e | 4
knowledge intensive, highly variable and performed in the physical presence of
the patients, which heightens the student nurses focus on the current patient’s
comfort and safety and can detract from awareness of the need to improve the
system through which the care is rendered. These aspects are similar to work
environments like the Operating Room, Post- anesthesia care unit, Nursery
room, Emergency Room, delivery room and other hospital wards.
Further, common problems are notably time pressure, unpredictability in
the work load, stress, and reliance on supplies and information.
Clinical instructors and student nurses are well aware of the problems they
encounter; these are obvious, disrupting and frustrating; something is either
missing or present in the wrong quantity preventing them from smoothly
continuing their tasks. Moreover, students are unaware of their own errors while
making them. This study describes how these features contribute to both the
emergence of failures and to barriers to learning from them.
P a g e | 5
Statement of the Problem
This study wanted to determine the problems encountered in clinical area
of selected nursing students and clinical instructors of level III at Metropolitan
Medical Center College of Arts, Science, and Technology. Specifically, it sought
to answer the following problems:
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Marital Status
2. What are the problems encountered by the respondents?
3. Is there a significant relationship between the problems encountered by the
respondents and their profile variable?
Hypothesis
There is no significant relationship between the problems encountered by
the respondents and their profile variable.
Conceptual Framework of the Study
This framework of the study served as the guide in conducting the study. It
is a foundation that can provide basic information about the different problems
encountered in clinical area of selected students and clinical instructors of level
III at Metropolitan Medical Center College of Arts, Science, and Technology.
P a g e | 6
Input Process Output
Feedback
Figure 1: Paradigm of the Study
Figure 1 shows the paradigm of the study that used the input, process,
and output model. The first box contains the variables such as the demographic
profiles and the problems encountered by the respondents in the area like
Demographical
Profile:
Age
Gender
Marital Status
Problems
encountered by
the respondents:
Misunderstandi
ngs
Work
relationships
Workloads
The common
problems
encountered by
the students and
clinical instructors.
Relationships
between the
problems
encountered and
the profile
variables.
Data Collection
Interviews
Surveys
Tabulations
Statistical Calculations
Analysis
Interpretation
P a g e | 7
misunderstandings and work relationships between themselves and the hospital
staffs, including their workloads.
The second box elaborated the different methods used to process the
inputs from the selected respondents, through data collection such as surveys
and interviews; and through statistical computations, data analysis, and
interpretation of the data gathered.
The third box contains the possible outputs from the processed data which
arrives to the following results; the common problems encountered by the
students and clinical instructors, the relationships between the problems
encountered and the profile variables, and the differences between the
encountered and the profile variables.
The arrow from the first box to the second box represents the methods
which the outputs are taken and processed. While the arrow from the second box
to the third box shows the possible outcomes from the processed inputs.
Significance of the Study
Through this study, the researchers hope to benefit the following groups.
Nursing Administration. The findings of the study may serve as input for
enhancing the administrative and supervisory skills for the improvements of
programs for the trainings of clinical instructors, students, and practicing nurses.
The study will also help administrators to easily identify and resolve problems
observed in clinical areas by student nurses, clinical instructors and staff nurses.
P a g e | 8
Nursing Education. A sense of awareness and understanding in the
challenging environment of the clinical areas would help not only the clinical
instructors in supervising the nursing students for the actual practice of nursing
care but also the student nurses, so they can keep abreast of the health care
system and the patient. Both the nursing students and their clinical instructors
should acquire knowledge, attitude, and skills to be effective health care provider
to the patient while performing their duties. The study can provide information
that can lead to the formulation of improved policies in the curriculum for both the
students and their clinical instructors, which would account to the effectiveness of
training, intellectually equipped, technologically trained, and morally and
spiritually molded nurses.
Nursing Practice. Clinical experience has been a vital part of nursing
education, in order for them to acquire necessary skills and knowledge. This
study can help nursing student and clinical instructors to identify the different
problems they encounter that hinders them to learn and grow, with his they
would be able to cope with it and or solve it. With this information, they would be
able to cope and or solve their problems so they would be more confident in their
practices, as students and as instructors, as to develop and improve their skills
and attitude towards rendering quality nursing service.
Nursing Research. The study will was performed to recognize the
problems encountered by the clinical instructors and nursing students. The study
will serve as a framework for future studies related to the nursing researches and
P a g e | 9
other related researches that gears towards the development of all the fields of
nursing.
Scope and Limitations of the Study
The study focuses only in determining the problems encountered by the
selected nursing students and Clinical Instructors of Level III of Metropolitan
Medical Center College of Arts, Science and technology, therefore the collected
data will not cover the opinion of the entire population of nursing students. The
focus of the encountered problems is based on the clinical exposure of the
respondents and not the problems encountered by the respondents during
lecture classes. The duration of the research will last only until the end of the
Second Semester of School Year 2009-2010 making the research is limited with
time bound.
Definition of Terms
The following terms where emphasized by the researchers to broaden the
understanding of the readers on how the terms where used in the study.
Cases. This refers to the condition or problem of each patient.
Clinical area. This refers to any part of a hospital where nursing students are
allowed to practice for them to acquire skills and experiences
Clinical Instructor. This refers to specialist in learning and teaching the course
who interact with students as they learn and practice at a specific clinical area.
P a g e | 10
Duty. This refers to the schedule for nursing students to perform in the clinical
area.
Intra-professional. This refers to the social bond or the professional relationship
between colleagues.
Problems. This refers to any difficulties or questions that raise conditions to be
resolve by both the researchers and the respondents.
Relationship. This refers to the mutual relation between peoples / colleagues.
Researchers. This refers to the students conducting the research.
Respondents. This refers to the selected students and clinical instructors of
level III in the institution those responses to the researchers question and
inquiries.
Staff. This refers to the registered nurses that work in the clinical area.
Students. This refers to the selected respondents from level III.
Theory – practice gap. This refers to the difference between the lecture and the
actual performance or practice.
P a g e | 11
CHAPTER 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter includes literatures and studies that are with significance to
the current study.
Related Literature
According to Nelson and Plost (2009), stated that “Escalating needs of the
families of critical care patients can overwhelm Intensive Care Unit staffing
resources, contribute to occupational stress and turnover for nurses at bedside,
and markedly affect patient’s response to illness. As overburdened staff nurses
try to meet the needs of both patients and patient’s families, a disparity may
develop between desired and achievable nursing goals.”
This literature is related to the present study because one of the problems
encountered in clinical area by MMC-CAST CI and students is stress. As the
author says, “the escalating needs of the families of critical care patients can
overwhelm care ICU staffing resources, contribute to occupational stress.” – it
may also affect the CI and students in their own clinical areas by meeting the
needs of both patient and its family thus, it can cause stress to both CI and
student.
P a g e | 12
According to Strayer and Cerullo (2008), stated that “floating nurse outside
his or her specialty area is a major cause of anxiety that decreases job
satisfaction and morale. Most nurses, when gearing the word, ‘float’, become
apprehensive. They anticipate that they are going to have to work outside their
comfort and safety zones, in an environment of uncertainty that is external to the
area of expertise.”
This literature is related to the present study because same as how the
nurses perceived floating as a disruptive and cause of anxiety, the CI can
perceive floating as disruptive when they are assigned to different area that is not
of their specialty.
According to the study of Delaune (2006), revealed that the problems
encountered by the nurses with the rapid changes in health care and the influx of
new technology.
The clinical practice stimulates students to use their critical thinking skills
for problem solving. It is where nursing students enhance their knowledge in
nursing concepts and principles as well as to develop and improve their skills and
attitude towards rendering quality nursing service.
According to Smith (2005), the problems encountered in the clinical area
such as understaffing was leading many to skip crucial rest and meal breaks,
creating a dangerous situation for themselves and their patients.
This literature is related to our study because one of the problems
encountered in the clinical area includes understaffing was leading many to skip
crucial rest and meal breaks, creating a dangerous situation for themselves and
P a g e | 13
their patients. Understaffing also leads many charge nurses to provide break
relief, stretching the staff of skilled registered nurse.
According to Sherilyn Smith (2002), opportunity should be provided for
supervised student experience working with practices and competitive events in
both men and women patients.
This article has bearing to the present study because the field experience
helps the students to have an informal learning and practice their clinical
environment.
According to Echelberry (2000), the problems encountered in clinical area
and students are the increasing use of the nursing team and the merging role of
the clinical specialist, and the nursing administrators, have require the staff nurse
to become more aware of relationship.
This article has bearing to the present study because in relation to
problems encountered in clinical area by the clinical instructors and
students,being expose to clinical areas, especially with the head nurses, staff
nurses, and doctor. It has great role on students, and they serve also as a role
model for early students which serves or gives coordination for all their doings.
According to Shriver and Scott-Stiles (2000), nursing students also
experienced large amount or preparatory work before their clinical assignment.
They often have to travel long distances to clinical sites and try to juggle part time
jobs with clinical and academic assignments.
P a g e | 14
The students feel pressured because of too much work load from
academic and clinical area. One of the stressors of nursing students is the
adjustments in time before, during, and after clinical exposure.
According to Benjakul (2000), the problems encountered by the nursing
students includes lack of sufficient time, inability to manage time effectively,
concern about grades and academic performance, the fear of failing behind in
school and difficulty interactions with faculty.
The students are hard to cope with some duties due to lack of sufficient
time, inability to manage time effectively, concern about grades and academic
performance, the fear of falling behind in school and difficulty interactions with
faculty because they do not know their own responsibility and sometimes cannot
discipline themselves.
According to Lazarus (1996), stress is a natural phenomenon that
everyone experiences in their lifetime. He described that stress as any event in
which environmental demands, internal demands or both exceed the adaptive
resources of individual, social system, or tissue system.
Stress is a natural phenomenon, it can affect the person as a whole, as a
summary of all systems, as nurses we must understand the meaning of stress,
so we can further understand the cause of stress.
According to George (1995), revealed that the problems encountered in
clinical area by the clinical instructors and students, the nurse function as a
health care provider who direct to the patient, the one who carry out therapeutic
plan of the physician.
P a g e | 15
This article has bearing to the present study because in relation to
problems encountered in clinical area by the clinical instructors and students, the
nurse function as a health care provider who mainly gives direct care to the
patient, and the one who carry out therapeutic plan of the physician, so the nurse
serves as a role model to the nursing students in the practice of quality nursing
care in clinical area.
Related Studies
According to the study of Sollano, (2008), revealed that the nursing
students are also prone to stress in their desire to survive academically and to
prepare themselves for further professional training they are confronted with a lot
of stressors.
Nursing students are more to stress because of their daily activities, like
meeting requirements and deadlines, also studying may be cause of stress.
According to the study of Cauilan et. al (2008), revealed that the problems
encountered by the operating room and delivery room students such as
ignorance and unfamiliarity to the different instruments, negative behaviour of the
doctors that create gap, and sarcastic dealings made by the personnel that even
hurt the feelings of the students.
Lack of knowledge on the hospital instruments is one of the factors that
contribute on the problem of the nursing students in the clinical area. Before
exposing on the special areas, there should be an orientation done on a ward
class to lessen such problem. The gap of nursing student to the medical
P a g e | 16
personnel illustrates as a problem that serves as a barrier in rendering quality
nursing care.
According to the study of Dell (2005), revealed that the problems
encountered by the students and clinical instructors is that simply having patient
logs to document what students have done at the conclusion of the nurse is not
enough.
This article has bearing to the present study because the documentation
of the students according to the patient is not enough to the clinical instructors or
sometimes they do not believe on what the students have done in documenting.
According to the study of Nacion et. al (2003), revealed that the problems
encountered by delivery room medical personnel in private and public medical
institution such as inadequate staff to patient ratio, there is no qualified staff on
duty, there is no interpersonal relationship existing between lying in staff and the
student nurses and clinical instructors.
This study is related to the present study, because one of the problems
encountered by the MMC-CAST clinical instructors and students in the clinical
area includes the medical personnel having problems with the interpersonal
relationship to the student nurses and clinical instructors, the hospital equipment
and rooms that is inadequate, other clients, patients that is not immediately
assessed upon admission and some staff that is not qualified.
According to the study of Connor (2002), revealed that the problems
encountered by the clinical instructors are the strategies for working with
students in particular situations such as the students who lies or the students
P a g e | 17
who is poorly groomed, provides information that is not available in any other
source.
This article has bearing to the present study because it has some common
problems of clinical instructors to the students like poorly groomed, lies, and
provides information that is not available. The difference of this article to the topic
we have is that is doesn’t focus on the teaching strategies of clinical students, but
somehow it helps the work of the students in clinical area by learning some
strategies that can apply in nursing staff.
According to the study of David, (2002), the problems encountered by the
students and clinical instructors such as gender representation that affects the
nurse’s sexual of identity.
This study explains the way gender representations affect nurses sexual
of identity. It also explains how male nurses affect or work with the medical team
as a member. The nursing profession appears to want to be a model equal
opportunity employer.
According to the study of Cervantes et. al (2001), revealed that the
problems encountered by the third year students and nurses of Metropolitan
Hospital College of Nursing in the three lying-in clinics in District III Manila such
as there is insufficient beds and blankets for labouring mother, the rooms are not
well ventilated, clean, and available, the comfort rooms are not kept clean and
ready for use.
This study is related to the present study, because one of the problems
encountered by the MMC-CAST clinical instructors and students in the clinical
P a g e | 18
area was is there is not enough beds and blankets for the client or patient, some
rooms are not well ventilated and clean, the comfort rooms are not kept clean
and not available for using the cleanliness and disinfection of some areas are not
maintained. There are times that there are uncooperative clients in the clinical
area.
According to of Lopez (1997), the presence of a clinical instructor as the
professional stressor for nursing students despite the instructor being identified
as the primary instructor. As a result this affected their self-confidence in
performing procedures correctly which made them feel uncomfortable.
One of the stressors that affect the efficiency of the nursing students is the
mere presence of clinical instructors during clinical exposure because they affect
the self-reliance and self-confidence of the nursing students.
According to the study of Wu (1997), revealed that the nurses are the one
who should develop and maintain good mental mechanisms and the presence of
mind especially in emergency situation.
According to Wu, the ones who must be competent mentally are the
nurses and this is truly nurses are the one who are expose to environments than
can make an individual physically both also mentally drained, as nurses we must
learn to cope with these stressors so we can make therapeutic care.
According to the study of Delos Santos III (1993), revealed that the
problems encountered by the students and clinical instructors such as the nurses
or student nurses are burned out or irritable with their works.
P a g e | 19
This article has bearing to the present study because in relation to the
problems encountered by the clinical instructors and students in clinical area,
because when the nurses or students become burned out or irritable with their
works, the tendency is to commit mistakes with their works, which may affect not
only to the staff nurses, clinical instructors but to the patients.
P a g e | 20
CHAPTER 3
METHODS AND PROCEDURE
This chapter includes the methods and procedures used in gathering the
data, the subject of the study, the instruments adapted and the statistical
treatments employed in interpreting the data.
Research Design
The researchers made used of the descriptive method in the study.
Descriptive method is the fact-finding study. The facts obtained from the
questionnaires provided relevant information regarding the completion of the
study. Descriptive model enables the researchers to interpret adequate and
accurate findings.
Sampling Design and Techniques
The sampling technique used in the study was scientific which is stratified
sampling. The researchers obtained the total number of the Level III students
currently enrolled in Metropolitan Medical Center College of Arts, Science and
Technology then obtained the sample size using Slovin’s formula. Using stratified
P a g e | 21
sampling technique, the population of each section of Level III will be subdivided
and will be the participants of the study.
Subject of the Study
The researchers established eligible criteria by which the respondents are
selected for the participation of the study. Qualified respondents were Level III
students who are currently enrolled and Level III clinical instructors working full
time or part time in Metropolitan Medical Center College of Arts, Science and
Technology.
The researchers used 265 regular level III students of Metropolitan
Medical Center College of Arts, Science and Technology and all clinical
instructors of level III who are presently performing their duties as instructors on
clinical area of Metropolitan Medical Center. The student respondents were 19
each section.
Research Instrument
The research instrument utilized by the researchers was a self-made
questionnaire. This was constructed with the help of different sources. Acquiring
ideas and concepts from related studies, and literature consultations and
recommendations of credible individuals, and additional data through the
Internet. The researchers analyzed it and it also ran through various validations
and recommendations from the level III staff, and with the help of the research
instructor to assure accuracy and validity of data collection.
P a g e | 22
The questionnaire was a set of situations that consist of 2 parts, and the
respondents for their answers should check both parts. The first part was used to
determine the profile variables of each respondent.
The second part was different problems encountered in the clinical area,
and will be answered by the following criteria: 5 – Very, very serious problem, 4 –
Very serious problem, 3 – Serious problem, 2 – Problem, 1 – Not a problem.
Data Gathering Procedure
The primary and secondary data necessary for the study were taken from
the respondents through the constructed questionnaires, the following
procedures were followed.
First, the researchers formulated a set of questionnaire for the
respondents to answer. After the formulation of the questionnaire the researchers
wrote a letter of permission for the validation of the said questionnaire addressed
to the level III coordinators, Ms. Juliet P. Ong R.N. and Ms. Mary F. Baldonado
R.N.
After the questionnaire have been validated, and with the permission of
the research instructor and approval of the college dean the questionnaires were
distributed to the selected respondents, the clinical instructors and nursing
students of level III of Metropolitan Medical Center College of Arts, Science, and
Technology. They were given enough time to accomplish the said survey
material.
P a g e | 23
After the collection of the questionnaires, the researchers then tabulated,
processed, analyze, and interpreted the gathered data.
Statistical Treatment of the Data
The statistical methods used in processing the data gathered in the study
were as follows:
Slovin’s formula. This was used in determining the sample size of the
respondents needed for the study. The clinical instructors were not included.
n = N
1+N(e)²
Where:
n = sample sized
N = Total Population
e = marginal error (0.05)
Percentage. This formula was used to determine the profile of the respondents
such as age, gender, and marital status.
P = n x 100%
N
Where:
P = percentage
n = sample size
N = Total Population
P a g e | 24
Weighted mean. This formula was used to determine the problems encountered
by the respondents.
WM = F(w)
N
Where:
F = frequency
WM = weighted mean
w = weighted factor
Chi square. This formula was used to answer problem number 3.
= Ʃ(O – E)²
E
Where:
= Chi square
O = observed frequency
E = expected frequency
P a g e | 25
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter shows the data gathered that had undergone statistical
treatments using the statistical methods mentioned in the previous chapter. The
tabulated data are analyzed from answer to the specific questions mentioned in
the statement of the problem in chapter I. The analytical tables are also present
here according to the sequence of the questions according to the questionnaires
given to the respondents.
Problem 1: What are the demographic profiles of the respondents?
1.1 Age
Figure 2. Percentage Distributions of the Respondents
According to Age
P a g e | 26
The figure 2 reveals the profile of respondents with respect to their age.
Majority of the respondents belongs to the age 16-20 with the percentage of
78%. Respondent’s ages range from 21-25 ranked second with the percentage
of 13%. Of the respondents belongs to the age of greater than 30 with the
percentage of 7%. Moreover, respondent’s age 26-30 has only 2%.
Predominance of the respondent’s age 16-20 might signify the majority of
the results in response to the problems encountered by the students and clinical
instructors in the clinical area. Therefore, respondent’s age 26-30 does not
influence the perceptions of the study.
1.2 Gender
Figure 3. Percentage Distributions of the Respondents
According to Gender
The figure 3 shows that out of respondents, which correspond to 27%, are
male and 73% are female. Based on the data gathered, table presents the
demographic profile of the respondents in terms of gender. Out of respondents,
P a g e | 27
the percentage comprises the female students and CI’s while male 3 rd year
Nursing students and CI’s contribute to the remaining percentage.
1.3 Marital Status
Figure 4. Percentage Distributions of the Respondents
According to Marital Status
The figure 4 shows that 263 responses, which correspond to 89%,
are single and 34 responses, which correspond to 11%, are married. Therefore,
majority of the population were single.
P a g e | 28
Problem 2: What are the problems encountered by the respondents?
Table 1
Weighted Mean of the Problems Encountered
By the Respondents
Problems Encountered Wx Rank Description
1
Relationship with clients
and relatives 2.76 20 Serious Problem
2
Number of clients per
care-of 2.87 15 Serious Problem
3 Severity of Cases 3.14 4 Serious Problem
4 Interpersonal relationship 2.91 14 Serious Problem
5
Availability of
equipments 3 9 Serious Problem
6
Condition of students
area 3.05 8 Serious Problem
7 Physical condition 2.99 10 Serious Problem
8
Knowledge in performing
the duty 2.87 16 Serious Problem
9 Theory - practice gap 3.06 7 Serious Problem
10
Attitude of the staff and/or
head nurses3.28 1 Serious Problem
11 Number of hours in 2.85 17 Serious Problem
P a g e | 29
exposure
12
Variations of
requirements and
standards at different
areas
2.95 13 Serious Problem
13
Documentation and
records (charting) 2.96 11.5 Serious Problem
14 Schedule of duty 2.96 11.5 Serious Problem
15 Distance to food stores 2.80 19 Serious Problem
16
Disseminating
instructions and
announcements
3.07 6 Serious Problem
17 Clinical facilities 2.69 21 Serious Problem
18 Availability of cases 3.20 2 Serious Problem
19
Location of the assigned
area 3.11 5 Serious Problem
20
Clinical instruction to
students ratio 2.82 18 Serious Problem
21 Punctuality 3.15 3 Serious Problem
The table 1 shows that among the 21 questions given, Problem number
10 “Attitude of the staff and/or head nurses” ranked first with the weighted mean
of 3.39. This shows that average of the population considered it as the prioritized
P a g e | 30
problem. On the other hand, the Problem number 18 “Availability of the cases”
and problem number 21 “Punctuality” ranked 2nd and 3rd with the weighted mean
of 3.21 and 3.20.
“Severity of cases”, Problem number 3 shows that it was on the 4th tanked.
Problem number 19 and 16; “Location of the assigned area” and “Disseminating
instructions and announcements” ranked 5th and 6th respectively. “Theory practice
gap “and “Conditions of students’ area”, Problem number 9 and number 6 ranked
7th and 8th.
“The availability of equipments”, ranked 9th has a weighted mean of 3.
Ranked 10th was the problem number 7 “Physical condition” followed by problem
number 13 “Documentation and records (Charting) and number 14 “Schedule of
duty” as 11.5 with the weighted mean of 2.96. Ranked 13th was “Inter
professional relationship” which weighs 2.95. Problem number 4 “Severity of Cases
f” weighs 2.91 which ranked 14th in the population.
Problem number 2, “Number of clients per care-of” ranked 15th with a
weighted mean of 2.87, and problem number 8 “Knowledge in performing the duty”
with a weighted mean of 2.87, ranked 16th. The raked 17th is the problem number 11
“Number of hours in exposure” with a weighted mean of 2.85.
Problem number 20” Clinical instructor to student ratio” and problem
number 15 “Distance of food stores “ ranked 18th and 19th with the weighted mean
of 2.82 and 2.80. The raked 20th is the problem number 1 “Relationship with clients
and relatives” with a weighted mean of 2.76. Moreover, the least among the
P a g e | 31
problems was problem number 17 “Clinical facilities” with the weighted mean of
2.69. This shows that the problem was least prioritized by the population.
Problem 3: Is there a significant relationship between the problems encountered
by the respondents and their profile variable?
Table 2
Relationship Between Problems EncounteredAnd Age of the Respondents
VariablesComputed
X²
Tabular
ValueDecision
Interpretatio
n
Age 28.83 21.03 Rejected Ho Significant
The table 2 shows that there is statistically significant relationship between
age of the respondents and the problems encountered. The computed X² in age
is 28.83, while the tabular value is 21.03, since the computed X² is greater than
the tabular value, the hypothesis is rejected.
P a g e | 32
Table 3
Relationship Between Problems EncounteredAnd gender of the Respondents
VariablesComputed
X²
Tabular
ValueDecision
Interpretatio
n
Gender 11.22 9.49 Rejected Ho Significant
Regarding gender, there is significant relationship between the gender
and the problems encountered it is rejected. The computed X² is 11.22, while the
tabular value is 9.49, since the computed X² is greater than the tabular value, the
hypothesis is rejected.
Table 4
Relationship Between Problems EncounteredAnd Marital Status of the Respondents
VariablesComputed
X²
Tabular
ValueDecision
Interpretatio
n
Civil Status 9.61 9.49 Rejected Ho Significant
The marital status has a computed X² of 9.6, and a tabular value of 9.49.
The decision is rejected and there is significant relationship between the marital
status and the problems encountered, since the computed X² is greater than the
tabular value, the hypothesis is rejected.
P a g e | 33
Table 5
Summary on the Relationship Between Problems Encountered and Profile Variables
of the RespondentsVariables Decision Interpretation
Age 28.83 Significant
Gender 11.22 Significant
Marital Status 9.61 Significant
Problems encountered and the Profile variables of the respondents reveal
significant relationships in terms of age, gender, and marital status.
P a g e | 34
CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter consists of the summary of the findings, and the conclusions,
and recommendations of the researchers to the study.
Summary of Findings
1. On the profile variable of respondents.
1.1Age
Respondents with age 16 – 20 got 18% of the population, while at age 26
– 30; there were 2% of the population.
1.2Gender
Female respondent got 13% of population and 27% were male.
1.3Marital status
Married respondents got 13% and 27% of the population were single.
2. Problem encountered by the respondents.
The respondents encountered that “Attitude of the staff and/or head
nurses” has weighted mean of 3.28 evaluated as serious problem. “Availability of
cases”, has a computed weighted mean of 3.15 assessed by the respondents as
P a g e | 35
serious problem. The “Relationship with clients and relatives” has a weighted
mean of 2.76 evaluated as serious problem.
3. Relationship between problems encountered and profile variable of the
respondents.
Problems encountered and profile variable of the respondents reveals
significant relationship in terms of age, gender and marital status.
Conclusion
1. The profile variable of respondents according to age showed that majority
were at age 16 –20 years old while in terms of gender most of the respondents
were female, and according to the marital status greatest number were married
respondents.
2. Discuss the highest weighted mean of the problems encountered.
3. Problems encountered and profile variable of the respondents reveals
significant relationship in terms of age, gender and marital status.
Recommendation
For the future researchers of the study, the researchers would like to
impose some recommendation for you to be able to improve the study, these are
the following:
1. The hospital management should have proper orientation to the hospital staff
regarding to their attitude towards clinical instructors and student nurses.
2. Attendance should properly monitor both students and clinical instructors.
P a g e | 36
3. Select larger sample size to be able to get more generalized realization from
the study, including other year levels to the conduction of the study to acquire
more information to broaden the scope of the study, to conduct a comparative
study to determine the difference between the problems encountered of nursing
students and clinical instructors, and to conduct a similar study with other nursing
colleges and institution.
P a g e | 37
APPENDIX A
Survey Questionnaire
“Problems Encountered in Clinical Area of Selected Nursing Students and Clinical
Instructors of Level III at Metropolitan Medical Center
College of Arts, Science, and Technology”
Dear respondents,
The researchers are level III students of MMC-CAST and is currently conducting
a study entitled, “Problems Encountered in Clinical Area of Selected Nursing
Students and Clinical Instructors of Level III at Metropolitan Medical Center –
College of Arts, Science, and Technology”. You have been chosen as a participant
for this survey. Your honest assessment of the components of this study is earnestly
requested. Please accomplish the questionnaire objectively and completely. The
essential data that you will provide will be kept confidential.
Thank you very much for your significant contribution in realizing the researcher’s
goal of making the study a success.
The researchers
Please check the box of your answer
Part 1: Profile of the respondents
Name (optional):_______________
Age: 16 – 20
P a g e | 38
21 – 25
26 – 30
30 - above
Gender: Male Female
Status: Student Clinical Instructor
Marital Status: Single Married
Part 2: Problems encountered in clinical areas
Check the appropriate number to describe your perception as to the problems
you encountered as a student nurse / clinical instructor in the clinical area.5 – Very, very
serious problem, 4 – Very serious problem, 3 – Serious problem, 2 – Problem, 1 – Not a
problem
Problems encountered 5 4 3 2 1
1 Relationship with clients and relatives
2 Number of clients per care-off
3 Severity of cases
4 Inter-professional relationship
5 Availability of equipments
6 Condition of students area
7 Physical condition
8 Knowledge in performing the duty
9 Theory - practice gap
P a g e | 39
10 Attitude of the staff and/or head nurses
11 Number of hours in exposure
12Variations of requirements and standards
at different areas
13 Documentation and records (charting)
14 Schedule of duty
15 Distance to food stores
16Disseminating instructions and
announcements
17 Clinical facilities
18 Availability of cases
19 Location of the assigned area
20 Clinical instructor to student ratio
21 Punctuality
P a g e | 40
APPENDIX B
Frequency of Respondents in Terms of Age
Age Frequency Percentage Rank
16 – 20 232 78% 1
21 – 25 37 13% 2
26 – 30 7 2% 4
30 - above 21 7% 5
APPENDIX C
Frequency of Respondents in Terms of Gender
Age Frequency Percentage Rank
Male 80 27% 2
Female 217 73% 1
P a g e | 41
APPENDIX D
Frequency of Respondents in Terms of Marital Status
Age Frequency Percentage Rank
Single 263 89% 1
Married 34 11% 2
APPENDIX E
Problems Encountered in Clinical Area
Problems Encountered
5 4 3 2 1 Wx Rank Interpretation
1 Relationship with clients and relatives
37
66 60
57
77 2.76 18
Serious Problem
2 Number of clients per care-of
29
70 86
60
52 2.87 14
Serious Problem
3 Severity of Cases
42
75 97
50
33 3.14 4
Serious Problem
4 Interpersonal relationship
19
79 94
67
38 2.91 13
Serious Problem
5 Availability of equipments
42
73 72
63
47 3 9
Serious Problem
6 Condition of students area
36
79 81
67
34 3.05 8
Serious Problem
7 Physical condition
37
72 79
71
38 2.99 10
Serious Problem
P a g e | 42
8 Knowledge in performing the duty
31
66 83
68
49 2.87 15
Serious Problem
9 Theory - practice gap 37 71 88 76 25 3.06 7 Serious Problem
10 Attitude of the staff and/or head nurses.
53
94 62
62
26 3.28 1
Serious Problem
11 Number of hours in exposure
27
69 79
79
43 2.85 15
Serious Problem
12
Variations of requirements and standards at different areas
37
52 102
72
34 2.95 8
Serious Problem
13 Documentation and records (charting)
31
71 91
66
38 2.96 11
Serious Problem
14 Schedule of duty
47
51 87
69
43 2.96 12
Serious Problem
15 Distance to food stores
23
74 69
84
47 2.80 17
Serious Problem
16
Disseminating instructions and announcements
34
76 93
65
29 3.07 6
Serious Problem
17 Clinical facilities
37
74 44
76
36 2.69 9
Serious Problem
18 Availability of cases
48
75 89
61
24 3.20 2
Serious Problem
19 Location of the assigned area
36
78 96
57
30 3.11 5
Serious Problem
20 Clinical instruction to students ratio 34 56 81 77 49 2.82 16
Serious Problem
21 Punctuality 56 68 72 67 34 3.15 3 Serious Problem
P a g e | 43
Computaions:
1.) x = 5(37) + 4(66) + 3(60) + 2(57) + 1(77) = 820 = 2.76
297 297
2.) x = 5(29) + 4(70) + 3(86) + 2(60) + 1(52) = 855 = 2.87
297 297
3.) x = 5(42) + 4(75) + 3(97) + 2(50) + 1(53) = 934 = 3.14
297 297
4.) x = 5(19) + 4(79) + 3(94) + 2(67) + 1(38) = 865 = 2.91
297 297
5.) x = 5(42) + 4(73) + 3(72) + 2(63) + 1(47) = 891 = 3
297 297
6.) x = 5(36) + 4(79) + 3(81) + 2(67) + 1(34) = 907 = 3.05
297 297
7.) x = 5(37) + 4(72) + 3(79) + 2(71) + 1(38) = 890 = 2.99
297 297
8.) x = 5(31) + 4(66) + 3(83) + 2(68) + 1(49) = 853 = 2.87
297 297
P a g e | 44
9.) x = 5(37) + 4(71) + 3(88) + 2(76) + 1(26) = 910 = 3.2
297 297
10.) x = 5(53) + 4(94) + 3(62) + 2(62) + 1(77) = 977 = 3.29
297 297
11.) x = 5(27) + 4(69) + 3(79) + 2(79) + 1(43) = 849 = 2.85
297 297
12.) x = 5(37) + 4(52) + 3(102) + 2(72) + 1(34) = 877 = 2.95
297 297
13.) x = 5(31) + 4(71) + 3(91) + 2(66) + 1(38) = 882 = 2.97
297 297
14.) x = 5(47) + 4(51) + 3(87) + 2(69) + 1(43) = 881 = 2.96
297 297
15.) x = 5(23) + 4(47) + 3(69) + 2(84) + 1(47) = 833 = 2.8
297 297
16.) x = 5(34) + 4(76) + 3(93) + 2(65) + 1(29) = 912 = 3.07
297 297
17.) x = 5(37) + 4(74) + 3(44) + 2(76) + 1(36) = 801 = 2.69
297 297
P a g e | 45
18.) x = 5(48) + 4(75) + 3(89) + 2(61) + 1(24) = 953 = 3.20
297 297
19.) x = 5(36) + 4(78) + 3(96) + 2(57) + 1(30) = 924 = 3.11
297 297
20.) x = 5(34) + 4(56) + 3(81) + 2(77) + 1(49) = 840 = 2.82
297 297
21.) x = 5(56) + 4(68) + 3(72) + 2(67) + 1(34) = 936 = 3.15
297 297
P a g e | 46
APPENDIX F
Relationship Between Problems Encountered and Age
Age5 4 3 2 1
O E O E O E O E O E
16-20 612 614.85 1158 1185.96 1328 1329.72 1117 1093.77 657 647.67
21-25 86 100.58 209 194 250 217.52 153 178.92 99 105.95
26-30 20 18.55 42 35.78 38 40.12 28 33 19 19.54
30-above
69 53 109 102.23 86 114.63 102 94.29 54 55.83
Total 787 1518 1702 1400 829
Computations:
X² = (612 – 614.85)² + (1158 – 1185.96) 2 + (1328 – 1329.72)2 + (1117 – 1093.77) 2 +
614.85 1185.96 1329.72 1093.77
(657 - 647.67) 2 + (86 – 100.58) 2 + (209 – 194) 2 + (250 – 217.52) 2 + (153 – 178.92) 2
647.67 100.58 194 217.52 178.92
+ (99 – 105.95) 2 + (20 – 18.55) 2 + (42 – 35.78) 2 + (38 – 40.12) 2 + (28 – 33) 2 +
105.95 18.55 35.78 40.12 33
(19 – 19.54) 2 + (69 – 53)² + (109 – 102.23)² + (86 – 114.63)² + (102 – 94.29)² +
19.54 53 102.23 114.63 94.29
P a g e | 47
(54 – 55.83)²
55.83
X² = 28.83
df = (5 – 1) (4 – 1)
(4) (3)
df = 12, Tv = 21.03
X² = 28.83 > Tv = 21.03; = Rejected, Significant
APPENDIX G
Relationship Between Problems Encountered and Gender
Gender5 4 3 2 1
O E O E O E O E O E
Male 221 203.75 432 395.61 454 469.11 366 381.83 207 229.69
Female 533 550.24 1032 1068.38 1282 1266.88 1047 1031.16 643 620.30
Total 754 1464 1736 1413 850
Computations:
X² = (221 – 203.75)² + (432 – 385.61) 2 + (454 – 469.11)2 + (366 – 381.83) 2 +
203.75 395.61 469.11 381.83
P a g e | 48
(207 – 229.69) 2 + (533 – 550.24) 2 + (1032 – 1068.38) 2 + (1282– 1266.88) 2 +
229.69 550.24 1068.38 1266.88
(1047 – 1031.16) 2 + (643 – 620.30) 2
1031.16 620.30
X² = 11.22
df = (5 – 1) (2 – 1)
(4) (1)
df = 4, Tv = 9.49
X² = 11.22 > Tv = 9.49; = Rejected, Significant
APPENDIX G
Relationship Between Problems Encountered and Marital Status
Marital Status
5 4 3 2 1
O E O E O E O E O E
Single 681 693.67 1215 1229.16 1518 1520.77 1265 1257.44 744 721.94
Married 104 91.32 176 161.83 203 200.22 158 165.556 73 95.05
Total 785 1391 1721 1423 817
Computations:
X² = (681 – 693.67)² + (1215 – 1229.16) 2 + (1518 – 1520.77)2 + (1265 – 1257.44) 2 +
693.67 1229.16 1520.77 1257.44
P a g e | 49
(744 – 721.94) 2 + (104 – 91.32) 2 + (176 – 161.83) 2 + (203– 200.22) 2 +
721.94 91.32 161.83 200.22
(158 – 165.55) 2 + (73 – 95.05) 2
165.55 95.05
X² = 9.61
df = (5 – 1) (2 – 1)
(4) (1)
df = 4, Tv = 9.49
X² = 9.61 > Tv = 9.49; = Rejected, Significant
P a g e | 50
CURRICULUM VITAE
Personal Profile
Name: Janil Angeline Silvestre
N-Name: Janil, JA
Age: 20 y/o
Gender: Female
Date of Birth: October 5, 1989
Place of Birth: Quezon City
Address: Valenzuela City
Educational Background
Tertiary: MMC-CAST
Secondary: Children of Mary Immaculate College De La Salle Supervised
School
Primary: Children of Mary Immaculate College De La Salle Consultancy
School
“Give you smile to EVERYONE but give your heart to
ONLYONE”
P a g e | 51
CURRICULUM VITAE
Personal Profile
Name: Joanna Mae Briones Siron
N-Name: Jhu-Jhu, Neng
Age: 19 y/o
Gender: Female
Date of Birth: January 03, 1991
Place of Birth: San Fernando, Pampanga
Address: San Fernando, Pampanga
Educational Background
Tertiary: MMC-CAST
Secondary: St. Scholastica’s Academy CSFP
Primary: St. Scholastica’s Academy CSFP
“Tomorrow is another day! Our DREAMS will never die!”
P a g e | 52
CURRICULUM VITAE
Personal Profile
Name: Maria Paz Soriano
N-Name: MP
Age: 19 y/o
Gender: Female
Date of Birth: October 22, 1990
Place of Birth: Manila
Address: Pasay City
Educational Background
Tertiary: MMC-CAST
Secondary: Arellano University Jose Abad Santos Campus
Primary: Tambo Elementary School
“Live LIFE to the fullest!”
P a g e | 53
CURRICULUM VITAE
Personal Profile
Name: Marc Jezreel Sulapas
N-Name: MJ, Jez
Age: 18 y/o
Gender: Male
Date of Birth: May 18, 1991
Place of Birth: Caloocan City
Address: Caloocan City
Educational Background
Tertiary: MMC-CAST
Secondary: Jose P. Laurel High School
Primary: A. Bonifacio Elementary School
“The end of life is to be unto GOD, and the soul following,
Will be like unto HIM.”
P a g e | 54
CURRICULUM VITAE
Personal Profile
Name: Harvin Peter Tiu
N-Name: HP
Age: 20 y/o
Gender: Male
Date of Birth: September 24, 1989
Place of Birth: Manila
Address: Santa Ana, Manila
Educational Background
Tertiary: MMC-CAST
Secondary: ERDA Technical and Vocational School
Primary: Philippine Normal University – Center for Teaching and Learning
“A day without LAUGHTER is a day wasted” – Charlie Chaplin
P a g e | 55
CURRICULUM VITAE
Personal Profile
Name: Janet Shia-Shia Tseng
N-Name: JS, Janet
Age: 20 y/o
Gender: Female
Date of Birth: November 10, 1989
Place of Birth: Manila
Address: Caloocan City
Educational Background
Tertiary: MMC-CAST
Secondary: Northern Rizal Yorklin School
Primary: Northern Rizal Yorklin School
“Only a vampire can LOVE you forever”
P a g e | 56
CURRICULUM VITAE
Personal Profile
Name: Ana Margarita Uy
N-Name: Ana
Age: 17 y/o
Gender: Female
Date of Birth: January 18, 1993
Place of Birth: Manila
Address: Sta. Cruz, Manila
Educational Background
Tertiary: MMC-CAST
Secondary: Chiang Kai Shek College
Primary: Chiang Kai Shek College
“God is good, HIS love endures forever”
P a g e | 57
CURRICULUM VITAE
Personal Profile
Name: Marigold Villaflor
N-Name: Gold
Age: 19 y/o
Gender: Female
Date of Birth: October 13, 1990
Place of Birth: Manila
Address: Taguig City
Educational Background
Tertiary: MMC-CAST
Secondary: HSL – Brailtle College
Primary: Athens Academy
“Actions speaks LOUDER than words”
P a g e | 58
CURRICULUM VITAE
Personal Profile
Name: Patricia Villaruel
N-Name: Pat, Peegie, PG
Age: 19 y/o
Gender: Female
Date of Birth: December 13, 1990
Place of Birth: Manila
Address: Tondo, Manila
Educational Background
Tertiary: MMC-CAST
Secondary: Palawan College of Arts and Trades / Palawan State
University
Primary: Cuyo Central School
“Never give-up, never give-in!
Fight for it! Go for it! AJAH!”
P a g e | 59
CURRICULUM VITAE
Personal Profile
Name: Joseph Wang
N-Name: J
Age: 20 y/o
Gender: Male
Date of Birth: September 12, 1989
Place of Birth: Legaspi City, Albay
Address: Valenzuela City
Educational Background
Tertiary: MMC-CAST
Secondary: De La Salle Araneta University
Primary: PBSGMI / Collegio De Sta Cecilla / St. Gabriel Accademy
“A mark of an EDUCATED mind is to entertain a thought
Without ACCEPTING it” - Aristotle
P a g e | 60