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COMPETENCY OF LEVEL II STUDENT NURSES OF COLEGIO DE DAGUPAN UNDER THE NEW CURRICULUM
Chua, MichelleBonilla, Jarren NickConsolacion, Gilber
Gutay, Mary AnnOrdoñez, ElmarSalon, Asuncion
Submitted to the Faculty of College of NursingColegio de Dagupan, Dagupan City
In Partial Fulfillment of the RequirementsFor the Degree
BACHELOR OF SCIENCE IN NURSING
March 2010
Chapter 1
INTRODUCTION
Background of the Study
A new nursing curriculum is implemented in all colleges of
nursing in the Philippines which took effect in the Academic Year 2009-
2010. This new curriculum is based on the CHED Memorandum Order
(CMO) No. 14, series of 2009 (RA No.9173). The reasons for
incorporating changes into the nursing curriculum are to: [1] improve
the level of competency of Filipino nursing graduates, potentially
increasing the passing rate in the Nursing Licensure Exam (NLE), and
[2] produce nurses that are highly qualified ang globally competent in
the health care field (GMANews.TV, April 30, 2008).
In the global setting, a problem faced by health care institutions
is the shortage of nurses. Filipino nurses had been the preference of
foreign employers especially in the United States. Employers not only
seek Filipino nurses for their caring nature, but also because of the
quality education Filipino nurses have. However, with technology
evolving together with health practices, the local curriculum must keep
up with the current innovations if we want our nurses to meet the
global demand.
1
In the local setting, the problem identified by CHED is the low
passing rate in the NLE (GMANews.TV, April 30, 2008). Only about half
of the total examinees pass the local board exam. The Professional
Regulation Commission (PRC) announced that at least 32,617 or
41.87% out of 77,901 examinees passed the NLE for June 2009. For the
November 2009 Nursing Board Exam, PRC announced that 37,527 or
39.73% out of 94,462 examinees passed (Philippine Board Exam
Results).
The solution of CHED to ensure a better passing rate is the CMO
No.14. However, the effectiveness of the new curriculum is not yet
supported by research because it is a newly implemented curriculum.
One particular interest of the researchers in the new curriculum
is the differences in the Nursing Care Management (NCM) courses
between the old and new curriculum. In the old curriculum based on
CMO No.30, NCM 101, 102 and 104 is an integration of Medical-
Surgical Nursing, Psychiatric Nursing, and Maternal and Child Health
Nursing(MCN). It means that in NCM 101, there are three subjects
altogether. However, in the new curriculum CMO No.14, Nursing Care
Management Courses were separated according to nursing specialties.
For example, NCM 101 and 102 deals with only Maternal and Child
Health Nursing (Obstetric Nursing and Pediatric Nursing).
2
To assess the effectiveness of the new curriculum, the
researchers will investigate the subjects taken up by the 2nd year
nursing students.
This is because the first batch under the new cirruculum is currently in
the second year level. Article V, section 7.2 of CMO No. 14 states that:
“At the end of the second year, the student shall have acquired
the holistic understanding of the human person as a bio-psycho
cultural being focusing on the concept of health and illness as it is
related to the care of the mother and child in varied settings. The
student shall be able to demonstrate the competencies in the following
key areas of responsibility such as safe and quality nursing care,
communication, collaboration and teamwork, health education, legal
responsibility, ethico-moral responsibility, personal and professional
development, quality improvement, research, management of
resources and environment, and record management.”
The Core Competency Standards, developed by the Board of
Nursing (BON) with the Technical Committee on Nursing Education
(TCNE) of the Commission on Higher Education (CHED), served as a
basis in the curriculum reform. By focusing on the Eleven (11) Core
Competencies, the new curriculum will ensure quality education for
nursing students if it is implemented well (Tamse, July-Dec 2004).
3
Using the Core Competency Standards as an evaluation tool, this
study will determine if the new curriculum CMO 14, s.2009 is effective
in improving the level of competency of Colegio de Dagupan nursing
students in Maternal and Child Health Nursing (MCN).
Theoretical Framework
Benner's Model in Skill Acquisition in Learning
Patricia Benner’s model outlines five stages of skill acquisition:
novice, advanced beginner, competent, proficient, and expert.
Although her work is much more encompassing in regard to nursing
domains and specific functions and interventions, it is the five stages
of skills acquisition that has received the most attention with regard to
application in administration, education, practice, and research
(McEwan & Wills, 2007).
Stages of Skills Acquisition (Cronin & Anderson, 2003):
The novice has no experience of the situation in which they are
expected to perform. Because of their lack of experience, they
are given rules to guide their performance. Novices are limited in
their ability to read ‘whole situations’ and tend to focus on tasks
that do not require experience of the situation.
Advanced beginners are those who have experienced enough
real situations to be able to recognize aspects of the situation.
4
Prior experience is necessary for aspect recognition, which
encompasses an appreciation of the global characteristics of a
situation.
The competent practitioner is one who has been in practice for
two or three years in similar situations. Competency implies
ability to discriminate between what is most important in a given
situation. Competent practitioners use analysis and conscious
deliberate planning that helps achieve efficiency and
organization. They demonstrate some elements of mastery, but
do not function with the speed and flexibility of proficient
practitioners.
The proficient practitioner is one who sees situations as wholes
rather than a series of discrete aspects. The proficient
practitioner has well-developed decision making skills and is able
to discriminate quickly where the problem exists. According to
Benner, proficient practitioners use maxims that reflect the
nuances of the situation.
Expert practitioners no longer relies on rules, guidelines or
maxims to link their understanding of the situation with the
correct action. Here, Benner refers to the notion of intuitive
grasp’ when delineating the practice of the expert nurse. Expert
5
nurses focus on the accurate area of the problem without
wasteful consideration of alternative diagnoses and/or solutions.
In Stuart’s (2003) book “Assessment, Supervision and Support in
Clinical Practice,” he summarized the performance characteristics of
only the novice, advanced beginner, and competent nurse, based on
the work of Benner. According to Stuart(2003), although these
characteristics are derived from performance of qualified nurses, they
can be extrapolated to the developing performance of pre-registration
students.
For the purpose of this study, Benner’s first three stages of skill
acquisition (novice, advanced beginner and competent), will be used
as a guideline to evaluate the competency of nursing students because
development of students during tertiary education can range from
novice to competent level. The last two stages, proficient and expert,
requires years of experience and intuitive thinking which is lacking in
students and impossible for them to develop at their current level.
Thus, the last two stages will not be used in the study. According to
Benner’s theory, the level of competency is achieved through training
and experience. In the new curriculum, second year students are
expected to be knowledgeable in MCN.
Conceptual Framework
6
The basis of the study is Patricia Benner’s Stages of Skills
Acquisition. For the purpose of this study, the first three levels –
novice, advanced beginner, and competent – will be used to identify
the level of competency of level II nursing students of Colegio de
Dagupan. Students acquire knowledge and skills in Maternal and Child
Health Nursing during their second year and will have advanced to a
certain level of competency in that area of nusing.
The input of the study are the profile of level II student nurses of
CdD which are the age and gender of the respondents, and the rating
of the respondents on the competency in MCN in terms of: Safe and
Quality Nursing Care, Management of Resources and Environment,
Health Education, Legal Responsibility, Ethico-moral Responsibility,
Personal and Professional Development, Quality Improvement,
Research, Record Management, Communication and Collaboration and
Teamwork.
The process is quantitative descriptive research. The researchers
will use a 100-item survey questionnaires based on the Eleven Core
Competencies to evaluate the competency of level II students of
Colegio de Dagupan. All second year students will answer the
questionnaires during summer classes and will be given 2 hours to
answer the questions.
7
The expected outcome of the study is the determination of the
competency level of 2nd year student nurses of CdD, whether the
students are in the novice, advanced beginner, or competent level.
This study will also determine the difference in competency level of
students in relation to age and gender. The weak points on the Core
Competency will also be identified and suggestions will be made to
reinforce education in these Core Competencies.
8
Figure 1Research Paradigm
Statement of the Problem
This study aims to evaluate the competency of level II students
of Colegio de Dagupan under the new curriculum.
It seeks to answer the following questions:
9
Basis:Patricia Benner's Stages of
Skills Acquisition
Input:1. What is the profile of the respondents in terms of the following:
a. Ageb. Gender
2. What is the rating of the respondents on the effectiveness of the new curriculum with regards to MCN in terms of the following:a. Safe and quality nursing care
b. Management of resources and environmentc. Health education
d. Legal responsibilitye. Ethico-moral responsibility
f. Personal and professional developmentg. Quality improvement
h. Researchi. Record management
j. Communicationk. Collaboration and Teamwork
Process:
Quantitative Research using Survey Questionnaire
Output:
Competency of Level II Student Nurses of Colegio
de Dagupan under the New Curriculum
Expected Outcome:
Determination of the students' competency level
and identification of the students' weak points in the Core Competencies
1. What is the profile of the respondents in terms of the
following:
a. Age
b. Gender
2. What is the rating of the respondents on the effectiveness of
the new curriculum with regards to MCN in terms of the
following:
a. Safe and quality nursing care
b. Management of resources and environment
c. Health education
d. Legal responsibility
e. Ethico-moral responsibility
f. Personal and professional development
g. Quality improvement
h. Research
i. Record management
j. Communication
k. Collaboration and Teamwork
3. Is there a difference between the competency level of male
and female level II CdD student nurses?
10
4. Is there a difference between the competency level of
students age 18 and below, and 19 and above?
Hypothesis
There is no relationship between the new curriculum and
competency of level II students of CdD.
There is no significant difference between the competency of
male and female level II CdD student nurses.
There is no significant difference between the competency of
level II student nurses age 18 and below, and 19 and above.
Significance of the Study
A. Nursing Practice
To the nursing profession, the study will test the students’
competency under the new curriculum. This is to ensure that
the students’ competency level will be identified and efforts
will be made to help the students reach the highest level of
competence so that the school will be able to produce nurses
capable of delivering quality nursing services.
B. Nursing Education
11
To the students and instructors, this study will be beneficial in
identifying the students’ weak points in the 11 Core
Competencies. Students and instructors can focus on these
weak points and strengthen learning in these aspects. The
core competencies are also the basis of the Nursing Licensure
Exam. By enhancing learning in the core competencies, the
students can improve their chances in passing the board
exam.
C. Nursing Research
To future researchers, this study will provide information on
the strengths and weaknesses of students in Maternal and
Child Nursing under the new curriculum in terms of the core
competencies. Researchers can use these information to
examine other subjects and contribute suggestions to
improve the implementation of the new curriculum.
Scope and Limitations
The study aims to evaluate the competence of the level II
student nurses under the new curriculum by using questionnaires
based on the Eleven (11) Core Competencies.
The respondents of the study will be all level II student nurses of
Colegio de Dagupan. Survey questionnaires will be used for data
gathering. The questions will cover concepts in Maternal and Child
12
Nursing and will be based on the Eleven Core Competencies. There will
be 100 questions to be answered by level II students. Students will be
given 2 hours to answer the questions.
The topic covered will only be about maternal and child health
nursing. Other subject areas under the new curriculum are not
included in this study. The subjects of the study will be limited to level
II student nurses of Colegio de Dagupan who enrolled in summer 2010.
Other year levels will not be part of the study.
Definition of Terms
Advanced Beginner. This is used to describe a nurse who has experienced enough real situations to be able to do the correct action.
Board of Nursing (BON). This is the regulatory body of the nursing profession in the Philippines.
Commission on Higher Education (CHED). CHED is the governing body covering both public and private higher education institutions as well as degree-granting programs in all tertiary educational institutions in the Philippines.
Competency. It is a combination of attributes enabling performance of a range of professional tasks to the appropriate standards.
Competent. This is used to describe a nurse who uses analysis and conscious deliberate planning that helps achieve efficiency and organization.
Core Competency Standards. This represents the minimum knowledge, skills and attitudes necessary to provide nursing care (Tamse, 2004).
Curriculum. It is an educational plan that spells out which goals and objectives should be achieved, which topics should be covered
13
and which methods are to be used for learning, teaching and evaluation.
Expert. This is a nurse described as one who no longer relies on rules, guidelines or maxims to link their understanding of the situation with the correct action.
Maternal and child health nursing (MCN). This is a course in the curriculum which deals with te care of the mother and child in varied settings.
Novice. This is a nurse who has no experience of the situation in which they are expected to perform.
Proficient. This is a term used to describe a nurse who has well-developed decision making skills and is able to discriminate quickly where the problem exists.
Student Nurse. This is a student training for the nursing profession in Colegio de Dagupan, under the program Bachelor of Science in Nursing (BSN).
Chapter 2
14
REVIEW OF LITERATURE
Local Literature
The New Curriculum
CHED Memorandum Order No. 14, series of 2009 (CMO No.14, s.
2009) contains provisions on the BSN course, including the course
specification, standard curriculum, competency standards, and other
requirements. It is the basis of implementation of the new nursing
curriculum in the Philippines which took effect on the academic year
2009-2010.
Core Competency Standards
Core Competency Standards, as defined by Tamse (July-Dec
2004), “represent the minimum knowledge, skills and attitudes
necessary to provide nursing care. It reflects complex nature of nursing
activities and determines the level of accountability.” Graduate of the
BSN program must be able to apply analytical and critical thinking in
the nursing practice. The nurse must be competent in the eleven (11)
core competency areas for nursing practice that were identified as
follows (CMO No.14, s.2009):
1. Safe and quality nursing care. The nurse must be able to
demonstrate knowledge base and provide safety and
sound decisions in the care of the client. The nurse must
15
also utilize the nursing process and prioritization in the
care of the client.
2. Management of resources and environment. The nurse
must maintain a safe environment for the client and utilize
resources properly.
3. Health education. The nurse must be able to assess the
client’s learning needs and develop an educational plan for
the client.
4. Legal responsibility. The nurse must adhere to practices in
accordance to the law.
5. Ethico-moral responsibility. The nurse must respect the
rights of the client and take responsibility for one’s
decisions and actions.
6. Personal and professional development. The nurse must be
able to assess one’s own learning needs and pursue
growth and development in the field. The nurse must also
project of professional image of the nurse.
7. Quality improvement. The nurse must be able to identify
variances and recommend solutions to the identified
problems.
8. Research. The nurse must participate in research studies
and utilize the research findings.
16
9. Record management. The nurse must maintain accurate
and updated documentation of client care.
10. Communication. The nurse must be able to establish
rapport with the client, client’s family, and members of the
health team and respond to their needs.
11. Collaboration and Teamwork. The nurse must establish
collaborative relationship with members of the health team
and plan a collaborative care for the client.
The Need for a Curriculum Reform
What prompted CHED to revise the nursing curriculum is the low
passing rate of graduates in the Nursing Licensure Examination (NLE).
The passing rate in December 2007 was 42.71%. There were only
28,924 passers out of 67,728 total examinees. According to CHED
acting chairman Romulo Neri, international standards are adopted into
the local curriculum. This is to ensure better performance of nursing
graduates in the NLE (GMANews.TV, April 30, 2008).
Although the new curriculum is met with objections, UST College
of Nursing Dean Glenda Vargas points out needed changes in the old
curriculum in favor of the new. Patient assessment needs to be a
“stand-alone subject” rather than just be integrated in nursing
professional subjects. In abroad, nurses are expected to do a thorough
17
health assessment and students need to be trained more in this area
(The Varsitarian Vol. LXXIX, No. 12 ; June 10, 2008).
In a press release by the Philippine Nurses Association (PNA),
they supported the new curriculum stating that “nursing leaders and
educators firmly believe that this curricular reform will improve the
quality of current Philippine nursing education products by honing
critical competencies to provide safe and high quality health care for
their patients here and abroad. Core competencies for 11 key areas of
responsibilities that are important in nursing are spelled out in the
various nursing professional courses together with their indicators.”
(PNA, July 8, 2008)
The Board of Nursing (BON) also supports the implementation of
CMO No.14. Strengths of the new curriculum enumerated by the BON
are as follow (BON, April 6, 2009):
The Core Competencies with their indicators are spelled out in
the various professional courses.
Common core values identified by the Board of Nursing and the
various professional organizations during the workshop on good
governance were also included in the curriculum.
Total General Education Courses is 90 Units
Total Professional Courses is 115 Units
18
The following professional courses included in CMO NO. 5 were
retained. (CMO No. 5 was the prototype of CMO No. 14)
> Theoretical Foundations in Nursing
> Health Assessment
> Pharmacology
> Nutrition and Diet Therapy
> Nursing Research
> Competency Appraisal
> IV Therapy is introduced in NCM 106
Two Nursing Electives are included (6 Suggested Nursing
Electives are included for the third year and senior year level)
Intensive Nursing Practicum both for community-based and
hospital-based experience are included
Guide for RLE are incorporated
The Intraoperative, Intrapartal and Immediate Care of the
Newborn are spelled out as part of the curriculum
More Specific Admission policies are encouraged
Guide for Hospital Affiliation are more specific
Proper Implementation of Nursing Education Standards is
encouraged. However, sanctions for schools who are not
performing well are spelled out.
19
One of the changes in the curriculum is the rearrangements of
topics in the Nursing Care Management (NCM) course. In the old
curriculum based on CMO No.30, NCM 101, 102 and 104 is an
integration of Medical-Surgical Nursing, Psychiatric Nursing, and
Maternal and Child Health Nursing(MCN). It means that in NCM 101,
there are three subjects altogether. However, in the new curriculum
CMO No.14, Nursing Care Management Courses were separated
according to nursing specialties. For example, NCM 101 and 102 deals
with only Maternal and Child Health Nursing.
Since CMO No. 14 was implemented only lately, the first batch
under the new cirruculum is currently in the second year level. Article
V, section 7.2 of CMO No. 14 states that:
At the end of the second year, the student shall have acquired
the holistic understanding of the human person as a bio-psycho
cultural being focusing on the concept of health and illness as it is
related to the care of the mother and child in varied settings. The
student shall be able to demonstrate the competencies in the following
key areas of responsibility such as safe and quality nursing care,
communication, collaboration and teamwork, health education, legal
responsibility, ethico-moral responsibility, personal and professional
development, quality improvement, research, management of
resources and environment, and record management.
20
Specifically, the student shall:
a. describe the health care delivery system and the nurse’s role in
it;
b. demonstrate ethico-moral, legal responsibilities in the care of
individual family and community;
c. demonstrate the beginning skills in the provision of independent
and collaborative nursing function;
d. relate the stages of growth and development in the care of
clients;
e. demonstrate beginning skills in the preparation of healthy and
therapeutic diets in varied client cases;
f. explain the dynamics of the disease process caused by microbes
and parasites and the environment;
g. imbibe the core values cherished by the nursing profession such
as love of God, country and people, and caring;
h. design a plan that will focus on health promotion and risk
reduction to clients; and
i. utilize the nursing process in the care of the high risk mother and
child in the family.
Statements from several sources, such as CHED, PNA, and BON,
suggest that they support the implementation of the new curriculum.
21
These sources have enumerated the strengths of the new curriculum
and emphasized the relevance of incorporating the Core Competencies
in the new curriculum. According to Tamse (July-Dec 2004), the Core
Competency Standards serve as a framework for program
development and also serve as a tool for performance evaluation. With
this information, the researchers will use the same Core Competency
Standards to evaluate the effectiveness of the new curriculum with
regards to MCN. The result of this study may either support or refute
the statements of the said sources.
Foreign Literature
Global Standards in Nursing and Midwifery Education
One of the reasons for the nursing curricular reform is to
incorporate global standards in the Philippines’ nursing curriculum.
Implementation of the standards will facilitate progress towards the
highest level of education attainable in a country or region, assure
equitable and appropriate placement of nurses in health-care roles
and, potentially, simplify recruitment practices throughout the world
(WHO, 2009).
The goal of the global standards is to establish educational
criteria and assure outcomes that:
a. are based on evidence and competency
22
b. promote the progressive nature of education and lifelong
learning; and
c. ensure the employment of practitioners who are competent
and who, by providing quality care, promote positive health
outcomes in the populations they serve.
The global standards in the nursing curriculum are divided into
four areas. These are Curriculum Design, Core Curriculum, Curriculum
partnership, and Assessment of Students. Each has its own criteria as
stated below:
1. Curriculum Design
Take into account workforce planning flows
Meet national and international education criteria
Delivers the knowledge and skills required to meet the
needs of their respective populations.
Demonstrate balance between the theory and practice
components of the curriculum.
Use of recognized approaches to teaching and learning
Provide classroom and clinical learning based on
established competencies
Enable the development of clinical reasoning, problem
solving and critical thinking
23
Conduct regular evaluations of curricula and clinical
learning
Offer opportunities for multidisciplinary content and
learning experiences
2. Core Curriculum
provide core content that will enable their graduates to
meet the established competencies
provide core content in nursing theory
provide core through the primary health-care approach
provide supervised clinical learning experiences
3. Curriculum Partnership
develop partnerships with other healthcare disciplines
use inter-professional teamwork approaches
have access to, and arrangements for, the clinical learning
sites
4. Assessment of Students
assess student learning using reliable evaluation
methodologies
use a variety of methods to assess the subject matter
have student retention systems in place
24
The new curriculum adopted the global standards in nursing
curriculum. The global standards was adopted to enhance global
competitiveness. The Core Competencies also have the same goal to
improve global competitiveness. Under the criteria of the core
competencies, the researchers will evaluate if the new nursing
curriculum will or will not be able to meet the goals of international
standards.
Local Study
A similar study of evaluating a curriculum was conducted by
Helen Villarico-Correa, RN, MN, EdD published in The Philippine Journal
of Nursing Volume 73 No.2.
The Associate in Health Science Education Curriculum: An Evaluation
This paper presents the result of a survey conducted in Region VI
as to the implementation of the Associate in Health Science Education
(AHSE) Curriculum. The survey was conducted among all the higher
education institutions in the region that offers the health-related
professions and the associate in health science education curriculum.
The respondents were 35 deans of the health-related professions in the
region which include Bachelor of science in Nursing, Bachelor of
Science in Medical Technology, Bachelor of Science in Physical
Therapy, Bachelor of Science in Pharmacy, Bachelor of Science in
25
Nutrition and Dietetics, Bachelor of Science in Radio Technology, and
the two-year Midwifery Program. In addition, this paper also provides
an overview of the AHSE curriculum including the views and
experiences of the deans who actually implemented the said programs
since the academic year, 1998-1999.
Specifically, this study aimed to determine:
whether the objectives of the AHSE curriculum were met
the strengths and the weaknesses of the curriculum;
the problems encountered in implementing the program
the facilitating factors that help in the implementation of
the program; and
the preferred curriculum of the respondents
The results of the study show that majority of the respondents
replied that the objectives of the AHSE curriculum has not been met.
Several advantages and disadvantages of the AHSE curriculum were
mentioned. And according to the study, 85.71% of the respondents
preferred the generic curriculum over the AHSE curriculum.
Foreign Studies
A study by Richard W. Redman, et al. Deals with competency
assessment in nursing education.
26
Competency Assessment: Methods for Development and
Implementation in Nursing Education
Competent performance by health care professionals is expected
throughout society. However, defining what it is and teaching students
how to perform competently faces many challenges. This article
provides a brief overview of the contemporary focus on competency
assessment in nursing education. The redesigned nursing curriculum at
the University of Colorado is presented as an exemplar of a practice-
oriented model that requires competent performance among students.
Methods for implementing a competency-based curriculum and lessons
learned during the process are discussed.
Competency assessment is always outcome oriented; the goal is
to evaluate performance for the effective application of knowledge and
skill in the practice setting. Competency assessment techniques
address psychomotor, cognitive, and affective domains. Competencies
can be generic to clinical practice in any setting, specific to a clinical
specialty, basic or advanced.
Competency-based education has been found to be equally
effective in both didactic and self-learning approaches presents
hallmarks of competency-based education that make them applicable
both in practice and in educational settings. These include
competencies based on validation of what performance by competent
27
practitioners actually comprises. In addition, competency assessment
is based on criterion-referenced evaluation methods where the
learner’s performance is evaluated against a set of criteria provided to
the learner so that both the learner and the assessor are clear on what
performance is required. Finally, competency-based education is
learner-centered in that outcomes are specified and describe what the
learner must do to demonstrate competency.
The experience in converting to a competency-based curriculum
has been both successful and challenging. Faculty and student
experiences to date have been positive. The redesigned curriculum is
viewed as responsive to the competency-oriented environment and
employers believe the transition of graduates into practice settings will
be more effective, efficient, and successful. This competency-based
approach to education can serve as a model which offers a wide
variety of applications to education and service environments.
The researchers adopted the criterion-referenced evaluation
methods. Competency is evaluated against a set of criteria. In this
study, the criteria to be used is the Eleven Core Competency
Standards.
Synthesis
CMO No. 14 mandates the implementation of the new nursing
curriculum. It contains the standard curriculum and syllabi of the
28
nursing subjects. This memorandum was developed to improve the
competency of Filipino nurses and produce higly qualified nurses.
From the literatures collected, the researchers are able to extract
the information that second year nursing students are expected to be
knowledgeable in MCN and be able to develop competencies in the 11
Core Competency areas. With this, the researchers will utilize the Core
Competencies to test the students’ knowledge in MCN as Tamse (2004)
implicated that it can also be used as an evaluation tool.
Chapter 3
METHODOLOGY
Research Design
29
The researchers will use a quantitative, non-experimental
research design. Specifically, the design will be a descriptive
evaluative survey.
Descriptive evaluative surveys are concerned with the
development, testing, and evaluation of methods, procedures,
guidelines, and instruments. Afterwhich, an evaluative judgment is
done. This research design further aims to test the viability, quality, or
effectiveness of a product, program, method or procedure and answer
specific questions on these.
Since the researchers cannot control and manipulate the
independent variable, a non-experimental design was used. The
researchers will also utilize the descriptive evaluative survey to collect
intellective data from the subjects and be able to evaluate the their
competency level. This design will enable the researchers to test the
hypothesis and assess the level of competency of Level II student
nurses in Colegio de Dagupan.
Sources of Data
30
The research will be conducted at Colegio de Dagupan, College
of Nursing, LCA Building. The researchers selected this area in order to
assess the competency of Level II student nurses.
Purposive sampling is used in the study. The subjects are
selected by setting an inclusion criteria, that is: all level II student
nurses enrolled in Summer Class 2010 in Colegio de Dagupan. The
students must have taken NCM 101 and 102 prior to the enrolment in
summer classes. There are ______ sections and a total of ______
students.
Level II student nurses were chosen to be subjects of the study
because they are under the new curriculum, and this study aims to test
the students’ competency under the new curriculum.
Instrumentation and Data Collection
The researchers will use a questionnaire. The questionnaire
contains the title of the research and a letter asking for the consent of
the respondents to take part in the study. The first part of the
questionnaire contains the demographic profile of level II student
nurses which include their name which is optional, age, and gender.
The second part will be composed of 100 questions of multiple choice
type that will cover the Eleven Core Competencies and will all be
related to the concepts of Maternal and Child Health Nursing. Answer
31
P =
fN x
100
sheets will be provided where respondents will shade their answers.
The content of the questionnaire will be checked and validated by five
(5) nursing instructors.
Data gathering procedure will be done in classrooms. Level II
student nurses will be divided by block per room. One proctor will be
assigned to each room to administer the test. Students will be given 2
hours to answer the 100 questions. Respondents will be asked to fill in
their names, age and gender. They will be instructed to anwer all
questions by shading the letter of the best answer on the answer
sheet. The floating of questionnaires will be done in April ___, 2010.
Tools for Data Analysis
The first part of the questionnaire contains the demographic
profile of the respondents. Frequency count and percentage will be
used in the study.
Formula 1: Frequency count and percentage
Where:
P = percentage
f = frequency
N = total number of respondents
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A frequency count is the numerical tabulation of the number of
times phonemes (letters) and syllable types appear in text material.
Percentage is derived by multiplying each of the relative frequency
values by 100. Frequency count and percentage will be used to
determine the number of respondents who are male, female, age 18
and below, age 19 and above.
The second part of the questionnaire contains the 100-item test.
Questionnaires will be checked using the answer key sheet. One
correct answer corresponds to one point and one wrong answer is also
equivalent to one point. The score of each respondent will be recorded.
The scores will then be tallied into frequencies under different range of
scores, 0, 1-33, 34-66, and 67-100.
Range of Scores Descriptive Equivalence67 – 100 Competent34 – 66 Advanced beginner0 – 33 Novice
The range of score within 67-100 corresponds to competent
performance of level II CdD nursing students. Scores within the range
of 34-66 indicates that Level II students are in the advanced beginner
level. Scores in the range of 0-33 pertains to the novice level.
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To test the difference of the competency of Level II students
under different variables, T-test will be utilized. The variables are
gender (male and female), and age (18 years and below, 19 years and
above).
T-test is a statistical test used to examine the difference between
the means of two group of values.
Formula 3: T-test
T-test = X1 – X2
[∑X12 – (∑X1)2] + [∑X2
2 – (∑X2)2] N1 + N2
N1 N2 2 2
(N1-1) + (N2-1)
Where:
X1 = mean of group A (18 years and below/Male)
X2 = mean of group B (19 years and abovw/Female)
(∑X1)2 = total of all individually squared from condition A
(∑X2)2 = total of all individually squared from condition B
N1 = population of group A (18 years and below/Male)
N2 = population of group B (19 years and above/ Female)
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T-test will be utilized by the researchers to determine if there is a
significant difference in the level of competency of level II student
nurses under the new curriculum. T-test deals with mean scores of two
variables. The variables to be tested are age 18 years and below and
age 19 and above. Variables for gender, male and female, will also be
tested.
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Bibliography
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McEwan, M. & Wills, Evelyn (2007). Theoretical Basis for Nursing, 2nd ed. Philadelphia: LWW.
Stuart, C. (2003). Assessment, supervision, and support in clinical practice: A guide for Nurses, midwives, and other healthcare professionals. China: Elsevier
2. Journal Article
BON (2009, April 6). CHED Proposed PS for the 4-Year Improved BSN Program. BON newsletter, 4, 2.
Correa, H. V. (2003). The Associate in Health Science Education Curriculum: An Evaluation. Philippine Journal of Nursing, 73(2), 23-28.
Magtulis, P. (2008, June 10). Despite Cocopea ‘warning’ Nursing adopts new Ched order. The Varsitarian, 79(12).
Tamse, R.V. (2004). Application of Core Competencies in Nursing Practice. . Philippine Journal of Nursing, 74(2), 5-7.
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CMO No.14, s.2009.(2009) Policies and Standards for Bachelor of Science in Nursing (BSN) Program. Retrieved January 8, 2010, from the CHED website, http://www.ched.gov.ph/whatsnew/OPS/policies_and_standards_bsn.pdf
PNA. (2008, July 8). Many Filipino Nurses Now Underemployed and Unemployed. PNA Press Release. Retrieved January 8, 2010, from the PNA official website, www.pna-ph.org/press_download.asp?file=20080708.pdf
PRC June 2009 Nursing Licensure (Board) Examination (NLE) Results (2009). Retrieved January 29, 2010, from the Philippine Board Exam Results website http://philippineboardexamresults.blogspot.com/2009/06/prc-june-2009-nursing-licensure-board.html
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