Sample Research(Skill Acquisition in St Paul)

8/8/2019 Sample Research(Skill Acquisition in St Paul)

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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


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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 theyve

learned in their discussion. It prepares student nurses to be

able of "doing" as well as "knowing" the clinical principles in


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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.


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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


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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


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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 techn and

phronesis. Techn is defined as explicit knowledge that can be

captured from procedural or scientific knowledge. For techn,

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 techn 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.


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Dr. Benners 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 techn, 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).


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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 andSkills learned inthe discussionAnd in theSimulationLaboratory

ClinicalPractice/RLE Duties

Effectiveperformance:

-Enhanced Knowledge-Developed Skills-Improved Attitude


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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


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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.


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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.


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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.


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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.


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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.


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Likert scale interpretation:

POINT SCALE MEAN RANGE QUALITATIVEINTERPRETATION

5 4.20-5.00 Excellent

4 3.40-4.19 Very Satisfactory3 2.60-3.39 Satisfactory

2 1.80-2.59 Fair

1 1.00-1.79 Poor


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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 withtheir expectations from the affiliated hospitals

EXPECTATIONS FREQUENCY PERCENTAGE

a. Provides opportunities to renderhealth services and practicenursing in the hospital

101 100%

b. Provides therapeutic climate forlearning experience 101 100%c. Opens communication between theschool and the hospital to ensurethe safety of the students

101 100%

d. Allows students to manipulatefacilities or equipment availablein the area

101 100%

e. Nursing staff assumes RoleModels as to practices ofpunctuality, honesty and integrity

101 100%

f. Medical and Nursing Staff sharetheories and experiences in theirpractice

101 100%

g. Involves students as members ofthe health team 101 100%h. Keeping communication lines open

101 100%i. Securing the student theenhancement of knowledge,

improvement of skills, anddevelopment of good attitude in thearea

101 100%

j. Screening competent andknowledgeable Clinical instructorsor preceptors to qualify in guidingand supervising the students

101 100%


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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 havebeen met

EXPECTATIONS HOSP WEIGHTED

MEAN

INTERPRETATION

a. Providesopportunities torender health servicesand practice nursingin the hospital

SPH4.29

Excellent

CVMC4.10

Very Satisfactory

NDH4.46

Excellent

d. Providestherapeutic climatefor learningexperience

SPH 4.48 Excellent

CVMC 4.13 Very Satisfactory

NDH 4.29 Excellent

g. Openscommunication betweenthe school and thehospital to ensure thesafety of the students

SPH 4.35 ExcellentCVMC 4.16 Very Satisfactory

NDH4.17

Very Satisfactory

j. Allows studentsto manipulatefacilities orequipment available inthe area

SPH4.42

Excellent

CVMC 4.31 Excellent

NDH 4.37 Excellent

m. Nursing staff

assumes Role Models asto practices ofpunctuality, honestyand integrity

SPH

4.70

Excellent

CVMC 3.85 Very Satisfactory

NDH 4.18 Very Satisfactory

p. Medical andNursing Staff sharetheories and

SPH4.16

Very Satisfactory

CVMC 4.41 Excellent


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experiences in theirpractice

NDH4.31

Excellent

s. Involvesstudents as members ofthe health team

SPH 4.63 ExcellentCVMC 4.48 Excellent

NDH 4.48 Excellent

v. Keepingcommunication linesopen

SPH 4.52 ExcellentCVMC 4.14 Very Satisfactory

NDH 4.82 Excellenty. Securing thestudent theenhancement ofknowledge, improvementof skills, anddevelopment of goodattitude in the area

SPH4.62

Excellent

CVMC4.27

Excellent

NDH4.50

Excellent

bb. Screening

competent andknowledgeable Clinicalinstructors orpreceptors to qualifyin guiding andsupervising thestudents

SPH

4.35

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 respondentswho experienced RLE activities

RLE ACTIVITIES YES NO

a. Attending thegeneral endorsement

FREQUENCY PERCENT FREQUENCY PERCENT

101 100%

b. Orientation before

going to patients 101 100%c. Participating inthe Nursing rounds 101 100%d. Utilizing thenursing care plan astool in patient care

101 100%


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e. Performing nursingactivities s/a- Vital signs taking- turning.positioning- bronchial tapping

- suctioning- NGT feeding- Medicationadministration- Health Teachings- others: pleasespecify

101 100%

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 WEIGHTEDMEAN

INTEPRETATION

a. Attending the general endorsement3.88 Very much

importantb. Orientation before going to

patients

3.11 Much

Importantc. Participating in the Nursing rounds 3.92 Very much

importantd. Utilizing the nursing care plan astool in patient care

3.95 Very muchimportant

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 muchimportant


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4. How would you rate the managerial/leadership aspects of theClinical Instructors?

MANAGERIAL/LEADERSHIP ASPECTS WEIGHTEDMEAN

INTERPRETATION

a. Creative and innovative inorganizing clinical activities 3.78 Verysatisfactoryb. Secures team work and cooperationamong students

3.72 Verysatisfactory

c. Demonstrates competence in the area 3.17 Satisfactoryd. Lets all students involved in goalsetting/planning for patient care

3.12 Satisfactory

e. Secures that the responsibilities inthe ares are all shared equally

3.11 Satisfactory

f. Gives the SNs a free access to thefacilities to enrich their clinical

experience


g. Recognizes students as vital membersof the health team


h. Alerts in identifying studentsneeds

3.13 Satisfactory

i. Keeps students satisfied in theassigned tasks

3.16 Satisfactory

j. Treats students fairly and as a team 3.52 VerySatisfactory

5. How would you rate your clinical performance?

CLINICAL PERFORMANCE WEIGHTEDMEAN

INTERPRETATION

ATTITUDEa. Reports for duty on time, neat andproperly groomed

4.74 Excellent

b. Reports for duty with completeparaphernalia

4.70Excellent

c. Shows respect to CI, staff andother students

5.00Excellent

d. Collaborates well with others forpatient 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 comfortto the patient

4.93Excellent


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j. Accepts negative feedback aslearning 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 othermembers appropriate nursing action 4.91

Excellent

d. explains the rationale behind eachintervention 4.73

Excellent

e. evaluates the patient accuratelyand effectively 4.88

Excellent

SKILLSa. utilizes NCP effectively forpatient care 4.67

Excellent

b. Performs with accuracy the nursing

procedures 4.61

Excellent

c. Records and reports accurately thepatients status/improvement 4.71

Excellent

d. Manipulates instruments safely 4.70 Excellente. Guides and motivates groupmates indoing 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


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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 Im 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?


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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


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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


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A. Books:

Benner, P. (2004). Using the Dreyfus model of skill acquisitionto describe and interpret skill acquisition and clinicaljudgment in nursing practice and education. Bulletin ofScience, Technology & Society, 2

4, 188-199.

Rolfe G. (1994). Listening to students: Course evaluation asaction research. Nurse Education Today, 14(3):223-227

Studdy, S.J., Nicol, M., $ Fox-Hiley, A. (1994). Teaching andLearning clinical skills (Part 2: Development of teachingmodel and schedule of skills development. Nurse EducationToday, 14. 186-193.

B. Journals:

Allmark P. (1995). Classical view of the theory-practice gap innursing. Journal of Advanced Nursing, 22(1):18-23

Dunn SV., Burnette P. (1995). The Development of a ClinicalLearning Environment Scale. Journal of Advanced Nursing,22: 1166-1173.

Tolley K (1995). Theory from practice for practice: Is this areality? Journal of Advanced Nursing, 21(1):184-190

C. Internet:

Barney, Amanda. (). Nurses from Across the State Learn theImportance of Providing A Welcoming Environment.http://www.hari.org/press/06profdevelop.pdf)April 2,2009.5:15PM.

Chan, D. (). Nursing Students Perceptions of Hospital Learning

Environments: An Australian Perspective.http://www.bepress.com/ijnes/vol1/iss1/art4. April 2,2009.5:10 PM.

APPENDIX A
http://www.hari.org/press/06profdevelop.pdfhttp://www.bepress.com/ijnes/vol1/iss1/art4.%20April%202http://www.bepress.com/ijnes/vol1/iss1/art4.%20April%202http://www.hari.org/press/06profdevelop.pdfhttp://www.bepress.com/ijnes/vol1/iss1/art4.%20April%202


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(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


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Name (optional):__________________________________________________________

Age: __________________ Sex: _________________

Please answer the following questions correctly and honestly.

1. What are your expectations from the affiliated hospitals ofthe School of Health Sciences-College of Nursing regardingyour clinical practice? Please check all that applied.

EXPECTATIONS

a. Provides opportunities to render healthservices and practice nursing in the hospital

b. Provides therapeutic climate for learningexperience

c. Opens communication between the school and thehospital to ensure the safety of the students

d. Allows students to manipulate facilities orequipment available in the area

e. Nursing staff assumes Role Models as topractices of punctuality, honesty andintegrity

f. Medical and Nursing Staff share theories andexperiences in their practice

g. Involves students as members of the healthteam

h. Keeping communication lines openi. Securing the student the enhancement of

knowledge, improvement of skills, anddevelopment of good attitude in the area

j. Screening competent and knowledgeable Clinicalinstructors or preceptors to qualify inguiding and supervising the students

2. How will you rate the extent to which these expectationshave been met?Use the following scale:5 Very much

4 Much3 Moderate2 Little1 Not at all

EXPECTATIONS HOSP 5 4 3 2 1


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a. Provides opportunities torender health services andpractice nursing in thehospital

SPH

CVMCNDH

d. Provides therapeutic climatefor learning experience SPHCVMC

NDHg. Opens communication between

the school and the hospital toensure the safety of thestudents

SPHCVMC

NDH

j. Allows students to manipulatefacilities or equipmentavailable in the area

SPHCVMC

NDHm. Nursing staff assumes Role

Models as to practices ofpunctuality, honesty andintegrity

SPH

CVMCNDH

p. Medical and Nursing Staffshare theories and experiencesin their practice

SPHCVMC

NDH

s. Involves students as membersof the health team

SPHCVMCNDH

v. Keeping communication linesopen

SPHCVMC

NDHy. Securing the student the

enhancement of knowledge,improvement of skills, anddevelopment of good attitudein the area

SPH

CVMCNDH

bb. Screening competent andknowledgeable Clinicalinstructors or preceptors to

qualify in guiding andsupervising the students

SPHCVMC

NDH

3. How do you rate the importance of RLE activities? Have youexperience them? Use the following scale:


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4 very much3 much2 little1 unimportant

RLE ACTIVITIES YES NO 4 3 2 1a. Attending the general endorsementb. Orientation before going to patientsc. Participating in the Nursing roundsd. Utilizing the nursing care plan astool 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 theClinical Instructors?

Use the following scale:5 Excellent4 Very Satisfactory3 Satisfactory2 Good1 Poor

MANAGERIAL/LEADERSHIP ASPECTS 5 4 3 2 1

a. Creative and innovative in organizingclinical activitiesb. Secures team work and cooperation among

studentsc. Demonstrates competence in the aread. Lets all students involved in goalsetting/planning for patient caree. Secures that the responsibilities in theares are all shared equallyf. Gives the SNs a free access to thefacilities to enrich their clinical


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experienceg. Recognizes students as vital members ofthe health teamh. Alerts in identifying students needsi. Keeps students satisfied in the assigned

tasksj. 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 1

ATTITUDEa. Reports for duty on time, neat andproperly groomedb. Reports for duty with completeparaphernaliac. Shows respect to CI, staff and otherstudentsd. Collaborates well with others forpatient caree. Shows willingness to learn

f. Uses self therapeuticallyg. Opens to corrections and suggestionh. Possesses caring behaviori. Shows concern, privacy and comfort tothe patientj. Accepts negative feedback as learningstrategyKNOWLEDGEa. Assesses the needs of the patientb. Identifies well the problem based on theneeds of the patient

c. Plans with patient and other membersappropriate nursing actiond. explains the rationale behind eachinterventione. evaluates the patient accurately andeffectivelySKILLSa. utilizes NCP effectively for patient


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careb. Performs with accuracy the nursingproceduresc. Records and reports accurately thepatients status/improvement

d. Manipulates instruments safelye. Guides and motivates groupmates in doingresponsibility task

6. What are the problems evolved during the Clinical Practice?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______

7. What are your suggestions to improve the Related LearningExperience?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Documents

Sample Research(Skill Acquisition in St Paul)