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CLINICAL PRACTICE EXPERIENCE BY THE BSN IV STUDENTS IN THE
AFFILIATED HOSPITALS OF ST. PAUL UNIVERSITY PHILIPPINES
A Research Study Submitted
to the Director of Research
of St. Paul University Philippines
Submitted by:
BRYIANE P. MEDINA, RN, MAN
SHS FACULTY
S.Y. 2008-2009
Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction
St. Paul University Philippines is the seat of quality
education in nursing. In fact, among other nursing schools in the
Philippines, the university garnered the highest score in the
search for Center of Excellence in Nursing by the Commission on
Higher Education last 2008. The University is consistently on the
list of the top performing schools nationwide in the Nurse
Licensure Examination.
The School of Health Sciences College of Nursing
continuously upholds the standards as center of excellence in
nursing. The school assured that the quality of nursing practice
is evidenced not only through academic performance but more so in
the related learning experience (RLE) both clinical and
community.
Clinical experience has been the vital part of nursing
education. According to Dunn and Burnette (1995), it is the
avenue for the students to utilize the theories that they’ve
learned in their discussion. It prepares student nurses to be
able of "doing" as well as "knowing" the clinical principles in
practice. The clinical practice stimulates students to use their
critical thinking skills for problem solving. It is where the
student nurses enhance their knowledge in nursing concepts and
principles as well as to develop and improve their skills and
attitude towards rendering quality of nursing services.
Nursing student's experiences of their clinical practice
provide greater insight to develop an effective clinical teaching
strategy in nursing education. The main objective of this study
was to investigate student nurses' experience about their
clinical practice.
Nursing is known to be a caring profession. In fact,
Florence Nightingale, the founder of nursing, initiated and
developed this role utilizing environmental resources. This
brilliant founder also instituted specialized roles in health
care setting through the years.
In the Philippines, nursing course is evidently enrolled
most of the college students. And the challenge among nursing
schools is to provide this quality education. Evidently, St. Paul
University Philippines College of Nursing does not fail its
students in this quality education.
Review of Related Literature
Nursing students need sufficient practical experience to
qualify with the full range of skills required for effective
practice. The study considers the variety of support to the
criteria in determining the accuracy of the analysis.
Ensuring that nursing students receive sufficient
practical experience to develop the full range of skills they
need for effective practice has become a focus in nurse education
(DOH, 1999).
The clinical placement experience is a significant
learning component within the nursing curriculum. It provides
nursing students with an opportunity to use the theory and skills
they have learned in the classroom and laboratory settings
(Barney).
The rapid changed in the health care environment have
many implications for nursing education and nursing practice. The
rapidity of knowledge changes have resulted in knowledge become
obsolete. Thus, nurses need to keep learning in response to the
rapidly changing healthcare environmenr so they can keep abreast
of expectations of patient and the health care system (Studdy,
Nicol & ox-Hiley, 1994).
Clinical education is a vital component in the curricula of
pre-registration nursing courses and provides student nurses with
the opportunity to combine cognitive, psychomotor, and affective
domains. Various studies have suggested that not all practice
settings are able to provide nursing students with a positive
learning environment. In order to maximize nursing students'
clinical learning outcomes, there is a need to examine the
clinical learning environment. (Chan,)
However, the literature suggests that there is a gap between
theory and practice. It has been identified by Allmark and Tolly
(1994). The development of practice theory, theory which is
developed from practice, for practice, is one way of reducing the
theory-practice gap. Rolfe (1995) suggests that by reconsidering
the relationship between theory and practice the gap can be
closed. He suggests facilitating reflection on the realities of
clinical life by nursing theorists will reduce the theory-
practice gap. The theory- practice gap is felt most acutely by
student nurses. They find themselves torn between the demands of
their tutor and practicing nurses in real clinical situations.
They were faced with different real clinical situations and are
unable to generalize from what they learnt in theory.
Theoretical Framework
Dr. Patricia Benner is well known in the nursing community
for her work over the past 21 years with the Dreyfus model of
skill acquisition. Recently she has written about her studies in
nursing using the Dreyfus model, in an article entitled “Using
the Dreyfus model of skill acquisition to describe and interpret
skill acquisition and clinical judgment in nursing practice and
education” (Benner, 2004). The Dreyfus model is developmental and
is based on experiential learning.
Benner writes that nursing requires both techné and
phronesis. Techné is defined as explicit knowledge that can be
captured from procedural or scientific knowledge. For techné,
Benner gives the example of providing clear parameters and
guidelines to students for determining fluid balance. At this
stage the learner cannot rely on previous experience, so the
student must be given safe, clear directions on how to proceed.
For adequately teaching techné the nursing program must provide
for specific situated learning in the clinical situation, though
students would benefit from previous simulated experiences.
Phronesis, on the other hand, is more complex; it is a
reasoned practice employed by expert clinicians through
experiential learning, where the nurse is continually improving
her or his practice. According to Benner, the integrated, rapid
response is the hallmark of phronesis (Benner, 2004, p. 196).
Benner (2004, p. 197) gives a complex example of phronesis where
the nurse made some rapid decisions when the patient developed a
carotid hemorrhage. Phronesis is learned in the authentic
situation with patients and feedback from experts.
Dr. Benner’s stages of skill acquisition include the
“novice,” or the period in the nursing program when students have
no experiential background on which to base their approach or
their understanding of the clinical situation; “advanced
beginner” or new graduate; “competent” or one to two years in
practice; “proficiency,” a transitional stage on the way to
expertise; and “expertise,” which involves practical wisdom or
phronesis. For the purpose of this position statement, the focus
is on the stages of the novice and advanced beginner. In the
novice stage the nursing instructor carefully selects patients
that are stable and predictable. As with the earlier discussion
of techné, Benner (2004) suggests that the novice operates from
the perspective of inflexible, rule-governed behavior. Benner
(2004, p. 191) states, “Skills that are performed easily on a
mannequin in a skills lab require adaptation and communication
and reassurance skills when performed on a range of patients who
may be calm or highly anxious.” Qualified faculty provides
coaching, feedback and reflection throughout the nursing
education program. As graduation approaches, students are
expected to function at the “advanced beginner” stage of skill
acquisition. Newly licensed graduates, who function as advanced
beginners, have a heightened awareness of feedback and they
frequently experience anxiety and excessive fatigue (Benner,
2004).
Conceptual Framework
Ensuring that nursing students receive sufficient
practical experience to develop the full range of skills they
need for effective practice has become a focus in nurse education
(DOH, 1999).
The hospital related learning experience is an important
learning factoring nursing education. In the research paradigm,
nursing students have given the opportunity to utilize the theory
and skills they have learned in the classroom discussion and
skills laboratory.
The related learning experience (RLE) duties in the
hospital will serve as a tool to enhance more the knowledge,
develop the skills, and improve the attitude of the nursing
students.
Research Paradigm
Input Process Output
Figure 1. A paradigm showing the relationships of the input,
process and output of the study.
Theories and Skills learned in the discussion
And in the SimulationLaboratory
Clinical Practice/RLE Duties
Effective performance:
-Enhanced Knowledge-Developed Skills-Improved Attitude
Statement of the Problem
This research study aims to investigate the learning
experiences of the BSN 4 students in their clinical practice from
the affiliated hospitals of St. Paul University Philippines.
Specifically, it answers the following questions:
1. What are the expectations of the BSN 4 students in the
affiliated hospitals of St. Paul University Philippines?
2. How extent from which these expectations have been met?
3. What is the rate of the students on the
managerial/leadership aspects of their Clinical Instructors?
4. How do the students rate the importance of the clinical
activities in the area?
5. How do the students rate their clinical performance as to
their:
a. Knowledge
b. Skills
c. Attitude
6. What are the problems encountered by the students during
their clinical practice?
7. What are the suggestions of the students to improve the
program of the school in the clinical practice?
Significance of the Study
This study will benefit the following groups of people:
Administrators of the University where the researchers as
faculty members are working could use the findings as inputs for
enhancing their administrative and supervisory skills for the
improvement of the nursing program on Related Learning
Experience.
Faculty members who will follow up the students in the
clinical area to improve their managerial/leadership aspects as
clinical instructors.
Students who will enroll and currently enrolled in nursing,
to motivate them to focus on their studies for them to apply the
theories and skills effectively in the clinical practice.
Researcher of the study who is also one of the clinical
instructors of the students to know whether the activities in the
area are performed by the students as well as to know what to
improve on in terms of managerial/leadership aspects in the
clinical practice.
Scope and Delimitation
The study had focused on the BSN 4 students of the School
of Health Sciences and it is limited only to the second batch of
RLE.
The study had utilized survey questionnaire to
investigate the learning experiences of the students.
Definition of Terms
Affective Domain. Refers to the area on attitude, feelings
and/or emotion of an individual.
Affiliated Hospital. Refers to the clinical placement of
nursing students or any health-related course with an opportunity
to use the theory and skills they have learned in the classroom
and laboratory settings.
Cognitive Domain. Refer to the area of knowledge.
Clinical Instructor. Refers to the person who supervises,
guides and teaches students during the clinical practice in the
hospital.
Clinical Practice. Refers to the related learning experience
of the students in the hospital.
Nursing. Is a profession that utilizes a body of knowledge
integrating physiological and biopsychosocial sciences. It is a
practice discipline using a holistic, caring approach across the
Health – Illness continuum.
Nursing education. Is a systematic, dynamic process through
which the learner acquires knowledge of the science and art of
nursing. This process is accomplished through the transfer of
theory to practice through meaningful clinical experiences in a
variety of settings.
The nursing curriculum. Is built upon and uniquely
integrated with the humanities, arts and sciences.
Psychomotor. Refers to an area of skills, talent or
abilities of a person.
Chapter 2
RESEARCH METHODOLOGY AND PROCEDURES
This chapter presents the methods and procedures used in the
study. It includes the research design, locale of the study,
respondents and sampling procedure, data gathering procedure, and
statistical treatment of data.
Research Design
The study had made use of Descriptive Method utilizing both
Quantitative and Qualitative methods to investigate the learning
experiences of the BSN 4 students in the clinical practice.
Locale of the Study
The study was conducted at the School of Health Sciences of
St. Paul University Philippines.
Respondents of the Study
The respondents of the study were the BSN 4 students Batch 2
of RLE on the 2nd semester of the S.Y. 2008-2009.
Research Instrument
A Survey Questionnaire as devised by the researcher was
being used in the study.
Data collection
The researcher floated the questionnaire during the
scheduled plenary sessions. Before the start of the session, the
researcher distributed the questionnaire and then collected them
after the session.
Statistical Treatment of Data
The researchers will use the more efficient and effective
methods of analyzing data in connection with the research
objectives. The use of appropriate statistical instrument
provided a systematic structure for the organization, analysis
and interpretation of research data.
For problem number 1, the frequency distribution and
percentage was used.
For problem numbers 2-5, weighted mean was used and
interpreted by using the Likert scale.
Likert scale interpretation:
POINT SCALE MEAN RANGE QUALITATIVE
INTERPRETATION5 4.20-5.00 Excellent4 3.40-4.19 Very Satisfactory3 2.60-3.39 Satisfactory2 1.80-2.59 Fair1 1.00-1.79 Poor
Chapter 3
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
1. What are your expectations from the affiliated hospitals of
the School of Health Sciences-College of Nursing regarding
your clinical practice? Please check all that applied.
Table 1: Frequency Count and Percentage of Respondents with their expectations from the affiliated hospitals
EXPECTATIONS FREQUENCY PERCENTAGEa. Provides opportunities to render health services and practice nursing in the hospital
101 100%
b. Provides therapeutic climate for learning experience 101 100%c. Opens communication between the school and the hospital to ensure the safety of the students
101 100%
d. Allows students to manipulate facilities or equipment available in the area
101 100%
e. Nursing staff assumes Role Models as to practices of punctuality, honesty and integrity
101 100%
f. Medical and Nursing Staff share theories and experiences in their practice
101 100%
g. Involves students as members of the health team 101 100%h. Keeping communication lines open
101 100%i. Securing the student the enhancement of knowledge, improvement of skills, and development of good attitude in the area
101 100%
j. Screening competent and knowledgeable Clinical instructors or preceptors to qualify in guiding and supervising the students
101 100%
Based from the data at the previous page, 100% of the
respondents had checked all the given possible expectations
from the affiliated hospitals.
2. How will you rate the extent to which these expectations
have been met?
Table 2: Extent to which the respondents’ expectations have been met
EXPECTATIONS HOSP WEIGHTED MEAN
INTERPRETATION
a. Provides opportunities to render health services and practice nursing in the hospital
SPH4.29
Excellent
CVMC4.10
Very Satisfactory
NDH 4.46 Excellent
b. Provides therapeutic climate for learning experience
SPH 4.48 ExcellentCVMC 4.13 Very Satisfactory
NDH 4.29 Excellent
c. Opens communication between the school and the hospital to ensure the safety of the students
SPH 4.35 ExcellentCVMC 4.16 Very SatisfactoryNDH
4.17Very Satisfactory
d. Allows students to manipulate facilities or equipment available in the area
SPH4.42
Excellent
CVMC 4.31 ExcellentNDH 4.37 Excellent
e. Nursing staff assumes Role Models as to practices of punctuality, honesty and integrity
SPH4.70
Excellent
CVMC 3.85 Very SatisfactoryNDH 4.18 Very Satisfactory
f. Medical and Nursing Staff share theories and experiences in their
SPH4.16
Very Satisfactory
CVMC 4.41 ExcellentNDH 4.31 Excellent
practiceg. Involves students as members of the health team
SPH 4.63 ExcellentCVMC 4.48 ExcellentNDH 4.48 Excellent
h. Keeping communication lines open
SPH 4.52 ExcellentCVMC 4.14 Very Satisfactory
NDH 4.82 Excellenti. Securing the student the enhancement of knowledge, improvement of skills, and development of good attitude in the area
SPH4.62
Excellent
CVMC4.27
Excellent
NDH4.50
Excellent
j. Screening competent and knowledgeable Clinical instructors or preceptors to qualify in guiding and supervising the students
SPH4.35
Excellent
CVMC4.71
Excellent
NDH
4.33
Excellent
3. How do you rate the importance of RLE activities? Have you
experience them?
Table 3.1: Frequency Count and Percentage of the respondents who experienced RLE activities
RLE ACTIVITIES YES NO
a. Attending the general endorsement
FREQUENCY PERCENT FREQUENCY PERCENT
101 100%
b. Orientation before going to patients 101 100%c. Participating in the Nursing rounds 101 100%d. Utilizing the nursing care plan as tool in patient care
101 100%
e. Performing nursing activities s/a- Vital signs taking
101 100%
- turning.positioning- bronchial tapping- suctioning- NGT feeding- Medication administration- Health Teachings- others: please specify
Based from the table above, all of the respondents or 100%
of the population experienced the RLE activities in the area.
Table 3.2: Respondents’ rate of importance on the RLE activities
RLE ACTIVITIES WEIGHTED MEAN
INTEPRETATION
a. Attending the general endorsement3.88 Very much
importantb. Orientation before going to patients
3.11 Much Important
c. Participating in the Nursing rounds 3.92 Very much important
d. Utilizing the nursing care plan as tool in patient care
3.95 Very much important
e. Performing nursing activities s/a- Vital signs taking- turning.positioning- bronchial tapping- suctioning- NGT feeding- Medication administration- Health Teachings- others: please specify
4.00 Very much important
4. How would you rate the managerial/leadership aspects of the Clinical Instructors?
MANAGERIAL/LEADERSHIP ASPECTS WEIGHTED MEAN
INTERPRETATION
a. Creative and innovative in organizing clinical activities
3.78 Very satisfactory
b. Secures team work and cooperation among students
3.72 Very satisfactory
c. Demonstrates competence in the area 3.17 Satisfactoryd. Lets all students involved in goal setting/planning for patient care
3.12 Satisfactory
e. Secures that the responsibilities in the ares are all shared equally
3.11 Satisfactory
f. Gives the SNs a free access to the facilities to enrich their clinical experience
3.77 Very satisfactory
g. Recognizes students as vital members of the health team
3.76 Very satisfactory
h. Alerts in identifying student’s needs
3.13 Satisfactory
i. Keeps students satisfied in the assigned tasks
3.16 Satisfactory
j. Treats students fairly and as a team 3.52 Very Satisfactory
5. How would you rate your clinical performance?
CLINICAL PERFORMANCE WEIGHTED MEAN
INTERPRETATION
ATTITUDEa. Reports for duty on time, neat and properly groomed
4.74 Excellent
b. Reports for duty with complete paraphernalia
4.70Excellent
c. Shows respect to CI, staff and other students
5.00Excellent
d. Collaborates well with others for patient care
4.86Excellent
e. Shows willingness to learn 4.88 Excellentf. Uses self therapeutically 4.69 Excellentg. Opens to corrections and suggestion 5.00 Excellenth. Possesses caring behavior 4.94 Excellenti. Shows concern, privacy and comfort to the patient
4.93Excellent
j. Accepts negative feedback as learning strategy
5.00Excellent
KNOWLEDGEa. Assesses the needs of the patient 4.97
Excellent
b. Identifies well the problem based on the needs of the patient 4.96
Excellent
c. Plans with patient and other members appropriate nursing action 4.91
Excellent
d. explains the rationale behind each intervention 4.73
Excellent
e. evaluates the patient accurately and effectively 4.88
Excellent
SKILLSa. utilizes NCP effectively for patient care 4.67
Excellent
b. Performs with accuracy the nursing procedures 4.61
Excellent
c. Records and reports accurately the patient’s status/improvement 4.71
Excellent
d. Manipulates instruments safely 4.70 Excellente. Guides and motivates groupmates in doing responsibility task 4.50
Excellent
6. What are the problems encountered by the students during
their clinical practice?
Several students stated that one of their problems
during their clinical practice is their clinical instructor.
“There are some clinical instructors who embarrass
their students in front of the patient”
“Some of the Clinical Instructors are not approachable”
“There are Clinical Instructors who does not treat
their students fairly”
“Some of the Clinical Instructors are toxic, which
eventually makes me anxious”
There are also some who stated that one of their
problems was that their patients and significant others
(SOs).
“There are patients who do not want the students to
stay with them inside the room”
“Some of the patients and SOs always ask questions that
sometimes I’m unprepared to answer.”
“Some of the SOs scold the students and even to the
CI.”
The sudden shifting of the schedule was also their
problems during the clinical practice.
“The five-day continuous duty made me so stressed and
always tired that eventually affected my performance in the
area.”
They also had encountered staff nurses who are not
approachable and annoying.
“There are staff nurses particularly at Notre Dame de
Chartres Hospital Baguio City are demanding, not
approachable and always angry with us.”
“Some staff nurses are moody and not approachable.”
7. What are the suggestions of the students to improve the
program of the school in the clinical practice?
Most of the respondents suggested bringing back the
previous schedule which is three days RLE duty every week to
prevent the toxicity.
”They should change our schedule back to original.”
“The schedule was very toxic. In fact, when the third
day comes, I am already exhausted. Therefore, for the 4th
and 5th day, I can no longer function well.”
Clinical instructors also have to treat the students
fairly and become role models to them.
“The Clinical Instructors should treat the students in
a fair manner to avoid biases.”
“The Clinical Instructors should assume role model to
their students most especially when coming in for duty, they
should not be late.”
“The Clinical Instructor should always be available at
all times and be approachable.”
“The hospital administration should allow the students
utilize all the resources and operate the equipment
available in the area.”
“The hospital should have enough facilities to have
better opportunity for good clinical practice.”
Chapter 4
SUMMARY
Summary
This study was aimed to investigate the clinical practice
experience of the BSN IV students in the affiliated hospitals of
St. Paul University Philippines.
The researcher had designed a survey questionnaire for the
investigation. It involves seven questions. The last two
questions serve for qualitative study and the rest are
quantitative study.
After collecting the survey questionnaire, the researcher
collated the data and tabulated them. After the process of
tabulation, the researcher used statistical tool which is the
frequency count and percentage as well as utilizing likert scale
for evaluation.
From this study, it was found out that the BSN IV students
excellently performed in their clinical practice from the
different affiliated hospitals of the school.
It was found out from this study also that there were
problems encountered by these students during their clinical
practice which include their clinical instructor, sudden change
of schedule, the staff and the patient and significant others.
REFERENCES
A. Books:
Benner, P. (2004). Using the Dreyfus model of skill acquisition to describe and interpret skill acquisition and clinical judgment in nursing practice and education. Bulletin of Science, Technology & Society, 24, 188-199.
Rolfe G. (1994). Listening to students: Course evaluation as action research. Nurse Education Today, 14(3):223-227
Studdy, S.J., Nicol, M., $ Fox-Hiley, A. (1994). Teaching and Learning clinical skills (Part 2: Development of teaching model and schedule of skills development. Nurse Education Today, 14. 186-193.
B. Journals:
Allmark P. (1995). Classical view of the theory-practice gap in nursing. Journal of Advanced Nursing, 22(1):18-23
Dunn SV., Burnette P. (1995). The Development of a Clinical Learning Environment Scale. Journal of Advanced Nursing, 22: 1166-1173.
Tolley K (1995). Theory from practice for practice: Is this a reality? Journal of Advanced Nursing, 21(1):184-190
C. Internet:
Barney, Amanda. (). Nurses from Across the State Learn the Importance of Providing A Welcoming Environment. http://www.hari.org/press/06profdevelop.pdf) April 2, 2009.5:15PM.
Chan, D. (). Nursing Student’s Perceptions of Hospital Learning Environments: An Australian Perspective. http://www.bepress.com/ijnes/vol1/iss1/art4. April 2, 2009.5:10 PM.
APPENDIX A
(Survey questionnaire)
St. Paul University PhilippinesSCHOOL OF HEALTH SCIENCES
Tuguegarao City, Cagayan North
March 18, 2009
Dear respondent,
Warm Paulinian Greetings!
I am currently conducting my study entitled: “CLINICAL
PRACTICE OF THE BSN IV STUDENTS IN THE DIFFERENT AFFILIATED
HOSPITALS OF ST. PAUL UNIVERSITY PHILIPPINES.”
In this connection, may I ask your genuine participation by
answering the enclosed questionnaire needed for this research
study. Your active participation is highly appreciated.
Thank you and more power!
Respectfully,
BRYIANE P. MEDINA,MANSHS Faculty
Name (optional):__________________________________________________________
Age: __________________ Sex: _________________
Please answer the following questions correctly and honestly.
1. What are your expectations from the affiliated hospitals of the School of Health Sciences-College of Nursing regarding your clinical practice? Please check all that applied.
EXPECTATIONSa. Provides opportunities to render health
services and practice nursing in the hospital
b. Provides therapeutic climate for learning experience
c. Opens communication between the school and the hospital to ensure the safety of the students
d. Allows students to manipulate facilities or equipment available in the area
e. Nursing staff assumes Role Models as to practices of punctuality, honesty and integrity
f. Medical and Nursing Staff share theories and experiences in their practice
g. Involves students as members of the health team
h. Keeping communication lines openi. Securing the student the enhancement of
knowledge, improvement of skills, and development of good attitude in the area
j. Screening competent and knowledgeable Clinical instructors or preceptors to qualify in guiding and supervising the students
2. How will you rate the extent to which these expectations have been met?Use the following scale:5 – Very much4 – Much3 – Moderate2 – Little1 – Not at all
EXPECTATIONS HOSP 5 4 3 2 1a. Provides opportunities to
render health services and practice nursing in the hospital
SPHCVMCNDH
b. Provides therapeutic climate SPH
for learning experience CVMCNDH
c. Opens communication between the school and the hospital to ensure the safety of the students
SPHCVMCNDH
d. Allows students to manipulate facilities or equipment available in the area
SPHCVMCNDH
e. Nursing staff assumes Role Models as to practices of punctuality, honesty and integrity
SPHCVMCNDH
f. Medical and Nursing Staff share theories and experiences in their practice
SPHCVMCNDH
g. Involves students as members of the health team
SPHCVMCNDH
h. Keeping communication lines open
SPHCVMCNDH
i. Securing the student the enhancement of knowledge, improvement of skills, and development of good attitude in the area
SPH
CVMCNDH
j. Screening competent and knowledgeable Clinical instructors or preceptors to qualify in guiding and supervising the students
SPHCVMCNDH
3. How do you rate the importance of RLE activities? Have you experience them? Use the following scale:4 – very much3 – much2 – little1 – unimportant
RLE ACTIVITIES YES NO 4 3 2 1
a. Attending the general endorsementb. Orientation before going to patientsc. Participating in the Nursing roundsd. Utilizing the nursing care plan as tool in patient caree. Performing nursing activities s/a- Vital signs taking- turning.positioning- bronchial tapping- suctioning- NGT feeding- Medication administration- Health Teachings- others: please specify
4. How would you rate the managerial/leadership aspects of the Clinical Instructors?
Use the following scale:5 – Excellent4 – Very Satisfactory3 – Satisfactory2 – Good1 – Poor
MANAGERIAL/LEADERSHIP ASPECTS 5 4 3 2 1a. Creative and innovative in organizing clinical activitiesb. Secures team work and cooperation among studentsc. Demonstrates competence in the aread. Lets all students involved in goal setting/planning for patient caree. Secures that the responsibilities in the ares are all shared equallyf. Gives the SNs a free access to the facilities to enrich their clinical experienceg. Recognizes students as vital members of the health teamh. Alerts in identifying student’s needsi. Keeps students satisfied in the assigned tasks
j. Treats students fairly and as a team
5. How would you rate your clinical performance?Use the following scale:5 – Excellent4 – Very Satisfactory3 – Satisfactory2 – Good1 – Poor
CLINICAL PERFORMANCE 5 4 3 2 1ATTITUDEa. Reports for duty on time, neat and properly groomedb. Reports for duty with complete paraphernaliac. Shows respect to CI, staff and other studentsd. Collaborates well with others for patient caree. Shows willingness to learnf. Uses self therapeuticallyg. Opens to corrections and suggestionh. Possesses caring behaviori. Shows concern, privacy and comfort to the patientj. Accepts negative feedback as learning strategyKNOWLEDGEa. Assesses the needs of the patientb. Identifies well the problem based on the needs of the patientc. Plans with patient and other members appropriate nursing actiond. explains the rationale behind each interventione. evaluates the patient accurately and effectivelySKILLSa. utilizes NCP effectively for patient careb. Performs with accuracy the nursing proceduresc. Records and reports accurately the patient’s status/improvementd. Manipulates instruments safely
e. Guides and motivates groupmates in doing responsibility task
6. What are the problems evolved during the Clinical Practice?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. What are your suggestions to improve the Related Learning Experience?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________