This action might not be possible to undo. Are you sure you want to continue?
A Thesis Submitted to the Faculty of Our Lady of Fatima University College of Nursing
In Partial Fulfillment of the Requirements for the degree of BACHELOR OF SCIENCE IN NURSING
By: Abubo, Michelle T Enorme, Jerrie Misthy N. Jaum, Mark Vincent G. Mabeza, Lorelyn S. Rocero, Darwin Carmelo R. Salinas, Divine Grace G. Samson, Mary Anne R. Soliven, Phoebe Anne N. Tumolva, Raiza Loise C. Villahermosa, Sarah Czarina R. SEPTEMBER 2008
This Thesis entitled, "Academic Factors affecting the RLE Performance of the selected 4th Year Nursing Students of Our Lady of Fatima University" prepared and submitted by: Mary Anne R. Samson, Raiza Loise C. Tumolva, Jerrie Misthy N. Enorme, Phoebe Anne N. Soliven, Ma. Sarah Czarina R. Villahermosa, Michelle T. Abubo, Lorelyn S. Mabeza, Mark Vincent S. Jaum, Darwin Carmelo R. Rocero and Divine Grace G. Salinas, In Partial Fulfillment of the requirements for the Degree of Bachelor of Science in Nursing, has been examined and recommended for acceptance and approval for Oral Examination.
This is to certify that Mary Anne R. Samson, Raiza Loise C. Tumolva, Jerrie Misthy N. Enorme, Phoebe Anne N. Soliven, Ma. Sarah Czarina R. Villahermosa, Michelle T. Abubo, Lorelyn S. Mabeza, Mark Vincent S. Jaum, Darwin Carmelo R. Rocero and Divine Grace G. Salinas are ready for the ORAL EXAMINATION.
Mrs. Romella M. Cruz Instructor, Nursing Research
This Thesis presented to you entitled, "Academic Factors affecting the RLE Performance of the selected 4th Year Nursing Students of Our Lady of Fatima University" by the above opponents ha been approved by the committee on Oral Examination by the grade of: ____________. The Our Lady of Fatima University, College of Nursing accepts this undergraduate Thesis in Partial Fulfillment of the requirements for the Degree of Bachelor of Science in Nursing.
Mr. Nelia R. Capulong, RN, RM, MAN Dean, College of Nursing
CHAPTER I BACKGROUND OF THE STUDY This study examined and identified the academic factor that affects the RLE performance of the nursing students for school year 2008-2009. It also explored and correlated those variables to the academic factors that affect it. A questionnaire on what type of academic factors and how it affects their performance during hospital duty hours were given to the 50 4rth yr nursing students as the respondents. Additionally, a photocopied grade given by their clinical instructors and coordinators were also collected to serve as our data. The result showed that theirs a significant relationship between the academic factor and the RLE performance of the students. There was also a significant difference between the performance of the students during their Lecture class hours and during their hospital duty hours. The increasing demand of nurses all over the world greatly affects the decisions of the people. Though the news about the nurse’s jobs is getting scarce they still take the nursing course. And in order to become competitive among the millions of nursing students, one must start it in school through studying hard and retaining information. Bean and Metzner (1985) describe academic factors as student’s primary involvement with the academic process at the college and purports that among non traditional student’s academic factors are less important than environmental factors in influencing retention (Metzner and Bean, 1987). Academic Integration, sometimes been used to describe a cluster of academic factors that can influence retention, and has been defined as “the development of a strong affiliation with the college environment both inside and outside of class” (Nora, 1993 p. 235) For nursing students, the academic factors deemed most important for retention include Personal Study Skills, Study Hours, Attendance, Class Schedule and General Academic Services (college library, college counseling and computer library). Personal study skills, refers to specific elements, attitudes about the responsibility for study and effort expended on academic pursuits, affect nursing student retention through academic performance and psychological outcomes. Consistent with higher education, the increasingly academically diverse nursing student population presents with varying study skills (Heller, Oros and Durney-Crowley, 2000; Tanner, 1998). Additionally, used of varied study skills has been associated with better academic outcomes (Napoli & Wortman, 1998), which in turn positively influence retention. Effort expended on planning and study activities yields better academic outcome (Flowers, 2002). In the NURS model, personal study hours refer to the number of hours allocated exclusively to positive study activities in which positive study behaviors and attitudes are actively used. In this model,
students with more personal study hours are expected to have more positive academic outcomes and retentions than will students with inadequate personal study hours. Adequate study hours are individually based and are defined as the least number of personal study hours needed to achieve the short-term academic outcomes (passing exam, completing accurate care plan, etc.) and long-term academic outcomes (successfully completing nursing course components). The Metzner and Bean (1987) model included absenteeism as an academic variable influencing attrition; however, the NURS model focuses on attendance. Nevertheless, the literature regarding attendance reveals several interesting phenomena that are relevant for nursing education. First, attendance (or absenteeism) should be monitored to help identify at-risk students. Second, attendance should be monitored in relation to other variables with the purpose of identifying students most at risk for attrition. In nursing, attendance is somewhat more complex than it is among the general college population. Consequently, students may not comprehend, value, or expect rigid attendance policies will be upheld, especially among beginning students who have had no prior exposure to nursing courses. Attendance may be further differentiated between various nursing course components such as theoretical (classroom hours), skills laboratory, and/or clinical hours. Clearly, clinical attendance is a valuable dimension to learning and assists the student in connecting theoretical information, nursing skills, and client’s competency. Absences create complicated disadvantages; attendance creates valuable advantages. Attendance needs to be viewed in relation to other variables and to the other dimensions of the NURS model if at risk students are to be identified early. Availability of courses, flexibility of courses, and convenience are factors that can influence retention through academic and psychological outcomes (Bean and Metzner, 1985; Burr, Burr, & Novak, 1999). Consistently, across three study samples, most nursing students have identified “class schedule” as influencing retention. Responses ranged from “severely restrictive” to “greatly supportive” (Jeffreys, 1993, 1998, 2000, 2002). Class schedule is included in the NURS model because students’ perceptions of class schedule, with its physical demands and time constraints can influence retention positively or negatively and in varying degrees. Students’ perception of class schedule is the most important aspect to assess. General academic services are designed to assist students with their academic goals and are available to all college students, regardless of academic major. They include the library, counseling, and computer laboratories. General academic services that are convenient accessible, and helpful will encourage more active use of these support services. The assessment of nursing students’ perceptions of general academic services is valuable (Lehna, Jackonen, & Wilson, 1996). Greater, comprehensive use of services, in conjunction with other academic
factors, positively influences retention by enhancing academic and psychological outcomes. For example, maximizing use of various library services appropriate to course objectives can assist with improved study skills and academic integration, thus enhancing retention. Counseling services have shown to be beneficial to nursing student academic and psychological outcomes (Lehna et at., 1996). Higher education literature reports that counseled students have higher rates than non-counseled students (Turner & Berry, 2000; Wilson, Mason, & Ewing, 1997), Kraemer (1997) stated that commuter students who frequently use computer laboratory facilities on campus are more involved in cognitive development than are other students; enhanced cognitive development enhances retention. Also according to a journal of The Canadian Nurse; Mar 1, 2003 by BOLAN, CHRISTINE M. and GRAINGER, PATRICIA “Success in nursing programs influenced by such academic factors as overall. Similarly, non-academic factors associated attrition from nursing programs perception of nursing as a career. (12) Other non-academic factors in attrition...” this article states that nursing programs become successful in retaining information to their learners by the influence of the academic factors. The objective of this study was to determine academic factors such as hospital performance, strategic studying, personal study skills, attendance, and class schedule and identify whether these factors could distinguish differences among students, based on academic performance in the experiential program. Conceptual Framework
Most common academic factor affecting the RLE of the 4rth year nursing student
Academic factors • Personal Study Skill • Attendance • General Academic Services • Study Hours • Class Schedule
Affects their performance during their clinical duty by utilizing this academic factor to improved their knowledge and concepts about hospital
RLE performance grade according to their clinical instructor
Performance of the students who attended Lecture before having their hospital duties
Performance of the students who attended Lecture before having their hospital duties
PROCESS → Identify the Academic Factors affecting the RLE performance of 4thYear Nursing Students. → Note the effects of this Academic Factors. → Test the significant relationship of Academic Factors with the RLE performance of 4th year Nursing Students.
INPUT → Academic Factors which affect the RLE performance of 4th Year Nursing Students.
OUTPUT → Improved RLE performance of 4rth Year Nursing Students
Statement of the Problem This study aimed to determine “Academic Factors Affecting the RLE Performance of the Selected 4th Year Nursing Students in Our Lady of Fatima University”. Specifically it aims to answers the ff questions:
1. What are the most common academic factors that greatly influence the RLE of the 4rth year
nursing students? 2. How do these academic factors affect the RLE performance of the 4rth year nursing student during their Hospital duty hours?
3. What are the results of their performance in their hospital duty hours? 4. Is there a significant relationship between the academic factors and the RLE performance of the
4rth yr. nursing student during their hospital duty hours?
5. Is there a significant difference between the performance of the students who attended Lecture
before having their hospital duties and those who had their hospital duties before lecture? Hypotheses: There is no significant relationship between the academic factors and the RLE performance of the 4rth year nursing students.
There is no significant difference between the performance of the students during their Lecture
class hours and during their hospital duty hours. CHAPTER II METHODS OF RESEARCH This chapter discusses the procedures to be done by the researchers to attain their needed data. This includes the Research Design, Scope and Delimitations, Population and Locale of the Study,
Sampling Design, Data Gathering Procedure and Treatment of Data.
Research Design The research design that was used for this study was called Survey Design. Because this was conducted through a paper-pen questionnaire. It also provides sufficient knowledge about the nature of an objects and person. It also helped this study to provide instrument for the measurements like survey form and interviewing. Here, we used a questionnaire and photocopies of the RLE record book of the students for measuring instrument in collecting data and to determine the academic factors affecting their RLE performance of the selected 4th year nursing students in Our Lady of Fatima University. Population and Locale of the Study The researchers took samples through Non-Probability scheme. They used Quota Sampling which was a type of Non-probability Sampling. Because in a non-randomized form, the researchers selected the respondents from the cross-section of the population.010 The researchers chose 2 sections in the 4rth year level. Approximately, they were 50 students in each section. But they only got 25 out of 50 students per section. The researchers know that every section varied in number, that’s why they used 25 as a constant variable in order not to be biased. The locale of this study was in Our Lady of Fatima University—Lagro, Quezon City. This was conducted in the 1st semester of the year 2008-2009. Data Gathering Tools The primary tool used in this study was Questionnaire. Because this was a simplified questions addressed to the respondents. Closed-ended type of questions was used in the questionnaires to help the respondents answer easily. Also in order to have the RLE performance of the nursing students, we had photocopied their grades given and signed by the Clinical Coordinators. Data Gathering Procedure
The first step done by the researchers was to select for the potential respondents of these study. A helped from friends and relatives of the researchers who were also 4rth year nursing students were sought to identify and locate the respondents of this study. Thus the identification of the respondents became purposive and chain referral at the same time. After they had identified and located the respondents, the researcher approached and visited them personally to introduced herself, build rapport and stated the objectives of their study. The respondents agreed to participate in the study. A questionnaire where given to answer. They were also asked whether they can photocopy their RLE performance grade. All the respondents were assured that their grades and response were appreciated and treated confidentially. Treatment of Data The researchers compiled and tabularized all the data to organize the RLE grades of the selected 4th year nursing students. They also used questionnaires and photocopied RLE grades of the fifty 4th year nursing students as respondents. The statistics used were mean (X), standard deviation (SD) and the T-test of difference. Additionally, the researchers had chosen the Chi Square Formula for their research study. Because the type of question they used in the questionnaires was answerable by a yes or no. This formula was really intended for the type of question the researchers had chosen. The following formula to compute chi-square: (O-E) 2 x2= Σ -----------E Where O = observed frequency E = expected frequency Σ = sum the calculated values
CHAPTER III RESULTS AND DISCUSSION This chapter discusses an in-depth exploration of each academic factor that may reveal several aspects that will potentially affect students differently. The following tables will explain the significant relationship and the differences of the variables in this study. Table 1.1 Results of the performance of the 4rth yr nursing students during their hospital duties in NCM 101 and 102. Names NCM 101 NCM 102 Average
Table 1.2 Significant difference of the between the performance of the students who attended Lecture before having their hospital duties and those who had their hospital duties before lecture. Table 1.3 Significant relationship between the academic factors and the RLE performance of the 4rth yr. nursing student during their hospital duty hours
CHAPTER IV CONCLUSIONS AND RECOMMENDATIONS This chapter will discuss the outcomes of the data being gathered and the recommendations of this research study. The interpreted perceptions of the selected respondents in the questionnaires will also be presented in this chapter. Based on the data gathered and the computations obtained from the statistical treatment, the following findings are: 1. Out of the five academic factors, Personal Study Skill was the most common that greatly influence the RLE of the 4rth year nursing students. 2. These academic factors affect the RLE performance of the 4rth yr nursing students during their hospital duty by utilizing the factors to improved knowledge and concepts about the hospital skills. 3. The results of the RLE performance of the 4rth yr nursing student were… 4. 5. In regards to the presented conclusions, the following recommendations are: 1. Teaching the students to recognize also the other academic factors aside from the personal study skill. This will give them the chance to choose among the factors that will best suit their type of studying.
2. Continued used of the academic factors to help them improved more in their performance and to
become competitive someday. 3. 4. 5.
This action might not be possible to undo. Are you sure you want to continue?
We've moved you to where you read on your other device.
Get the full title to continue listening from where you left off, or restart the preview.