SELECTED FACTORS AFFECTING THE CONTINUATION OF THE NURSING COURSE DESPITE THE RELUCTANCE OF NURSING STUDENTS OF ANGELES UNIVERSITY

FOUNDATION, ACADEMIC YEAR 2009-2010: IMPLICATION FOR NURSING EDUCATION

GILAS 2011 GROUP 11 Jefferson D. Ricafort, Bernard Ian T. David, Jerico J. Esguerra, Betina Carla A. Gonzales, Janette Kohl E. Guevarra, Cherry Lyn M. Jaramillo, Ma. Kathleen M. Lacap, Kevin Edward K. Manansala, Misty Jewell B. Sherwood, Andre Ivan M. Songco, Laverne Bernadette E. Tizon Adviser: Elmer D. Bondoc R.N., M.N. Key Words: reluctance, continuation despite reluctance, nursing course Abbreviations: AUF – Angeles University Foundation, CON – College of Nursing INTRODUCTION
All our lives we encounter persuaders. Those who were successful are largely responsible for the way we are.

-Charlie “Tremendous” Jones (2008)

Life is one continuous series of persuasions, and in these persuasions we pursue and continue until we meet our goals. Remembering that ambition never gets anywhere until it comes to a form of work through partnership, thus one must have a partner. At home, it is the parents that persuade the child or it’s the child persuading the parent. On the other hand, not just in the family where an individual is persuaded but as well externally, meaning he could be persuaded by other factors, may it be a thing or another person. Bachelor of Science in Nursing (BSN) is one of the academic degree programs offered by various schools in the country. The curriculum combines a foundation in the liberal arts and sciences with theories, practice and clinical laboratory experiences. Helping students to learn to think critically, communicate effectively, and provide therapeutic interventions which are set for the goals that underlay the entire nursing program. Through hands-on use of health related equipment in the Learning Resource Center, students learn to strengthen their clinical skills, evaluation techniques and priority setting: all essential elements of professional nursing practice. This helps the students improve their knowledge, develop their skills and enhance their attitudes which is the main focus of the nursing profession (Nursing, 2009). Recently, the increase in the demand for nurses in the international community brought about an extraordinary increase in the number of nursing students, this past decade (Erickson J, et al., 2005). The number of nursing students rose to the extent of overtaking 50% of a University’s population. The top Philippine Universities even saw professionals going back to school just to take up nursing (Palaypay & Padilla, 2009).

The quantity of high school students who have decided to take up nursing increased. As stated by Limlingan (2007) on his article, due to the increased demand of nurses abroad, Nursing is one of the courses preferred by the incoming college students here in the Philippines. Moreover, based from Commission on Higher Education, for the period of 1998 – 2007, the 27,833 number of enrolees recorded in the Academic Year (A.Y.) 2000-2001 rose to a record high of 453, 896 in Academic Year 2006-2007 with an annual average growth of 62 %. The number graduates exhibited an increasing trend for the period 2000-2005, with 140.5% increased in the number of graduates in A.Y.2004-2005. (Palaypay & Padilla, 2009). Nonetheless, this reason has attracted parents and students making the nursing profession, a competition related to various reasons that are pre-indentified by Erickson, J (2005), like the study showed that teachers' involvement, organization of the program, contents in the studies associated to the profession, life situation and friendship, were more commonly used as extrinsic motivators and as explanation to the motivation score than was intrinsic factors such as attitude to the study. With an increased in the number of nurses being hired abroad and being employed in different countries, nursing has been a demand career choice which resulted in the mushrooming of nursing schools. As cited by Palaypay & Padilla (2009), there is a significant rise in the number of nursing colleges from 190 in A.Y. 1998 -1999 to 465 in A.Y. 2006-2007. However, do these students who are taking up nursing really want Nursing as their personal career choice or is it because they are persuaded because of the opportunity that awaits them? Do they still manage to finish the course? The aim of the study is to gain insight into the spiritual aspects of nursing care within the context of health care and to provide recommendations for the development of care and the promotion of the professional expertise of nurses and evaluate the implications for spiritual care to nurses’ professional responsibility. Are Filipino nurses, with the noted religiosity of Filipinos, taking care of the spiritual needs of their patients? With the shortage of nursing manpower and burgeoning number of patients, are Filipino nurses performing the other planes of their job? With these questions, the study commences… The present study determine the relationship of selected factors affecting the continuation of the nursing course despite the reluctance of SANLINGAN and GILAS nursing students of Angeles University Foundation, Academic Year 2009-2010 and their implication for Nursing Education. Specifically, it sought to answer the following questions: 1. How may the respondents be described as to: a. Initial level of reluctance before taking up the nursing course; b. Level of reluctance at present in continuing the nursing course? 2. How may the factors affecting the decision of the students in continuing the course be described as to: 2.1 Intrinsic Factors; 2.1.1 Motivation to learn; 2.1.2 Motivation towards financial benefits; 2.1.3 Motivation to help others; 2.1.4 Self efficacy? 2.2 Extrinsic Factors

3. 4. 5. 6. 7. 8.

2.2.1 Family support system; 2.2.2 Peer and Mentor’s Influence; 2.2.3 Relationship with the opposite sex; 2.2.4 Allowance 2.2.5 Job Opportunities in Nursing? Is there a significant difference on the level of reluctance before taking BSN and present? Is there significant relationship between intrinsic factors and the present level reluctance? Is there significant relationship between extrinsic factors and the present level reluctance? Which among the intrinsic factors is the most significantly related to present level reluctance? Which among the extrinsic factors is the most significantly related to present level reluctance? What is the implication of the study for Nursing Education?

at of of of of

METHODS AND PROCEDURES The study had utilized the descriptive correlation type of research. Descriptive Correlation design is a study that deals with the relationship of the independent variable and dependent variable happening at present without manipulating the independent variable. In this study, the dependent variable is the level of reluctance and the independent variables are the selected intrinsic and extrinsic factors. The study determined the relationship of level of reluctance with the selected factors. The study was conducted at Angeles University Foundation (AUF) located in Angeles City. The respondents of the study were the 243 SANLINGAN and GILAS students enrolled in Academic Year 2009 -2010 whose initial questionnaire reveals that they were reluctant. The researchers had utilized Likert Scale. Likert Scale is a summated rating scale that entails a series of items to which respondents were requested to designate their level of agreement (Boswell & Cannon, 2007). Likert Scale was used as the questionnaire to determine the level of agreement of the respondents on every statement. There were 3 questionnaires given which purpose were to know the initial level of reluctance upon taking the Nursing Course, level of reluctance at present, and the level of agreement with the selected factors. The first and second questionnaire contains ten statements to know the initial level of reluctance upon taking the Nursing course and at present respectively. On the other hand, the third questionnaire contains forty-five statements, five statements each intrinsic factor and five statements each extrinsic factor, which were either positively or negatively stated. The questionnaire was validated by a Psychometrician; a Psychologist from the Guidance Office and Counseling and the Clinical Instructors to ensure the appropriateness of the constructed questions. The said questionnaire was also validated by an English Instructor for language appropriateness. In addition, it also underwent pilot testing, item analysis and reliability analysis using Cronbach’s Alpha. Cronbach's alpha is a measure of internal consistency, that is, how closely related a set of items are as a group

The researchers conducted their study using the questionnaire, with appropriate instructions and these questionnaires were presented to the respondents after getting their permission to be part of the study. Data were collated for the subsequent interview. The questionnaire of each respondent was computer-scored. Then, data gathered were classified, tallied, analyzed and interpreted. Descriptive statistics were used in assessing the data obtained. These include frequency distribution and percentage and weighted mean. Interpretations were also identified for each item. RESULTS AND DISCUSSION: The total numbers of respondents were 243. The respondents from second year and third year were 124 and 119 respectively. They were the students whose initial questionnaire classified them ad reluctant in taking up Nursing. Table 1 represents the frequency and percentage distribution for the initial level of reluctance of the respondents. It illustrates that almost all or 72.43% of the respondents were moderately reluctant. On the other hand, 24.69% of the respondents were highly reluctant. Moreover, only 2.88 % of the respondents were slightly reluctant. Table 1 Frequency and Percentage Distribution of Respondents’ Initial Level of Reluctance
LEVEL OF RELUCTANCE Highly Reluctant Moderately Reluctant Slightly Reluctant TOTAL FREQUENCY PERCENTAGE 60 176 7 243 24.69% 72.43% 2.88% 100.00%

Table 2 represents the frequency and percentage distribution for the level of reluctance at present. It illustrates that almost all or 67.08% of the respondents were moderately reluctant. On the other hand, 30.04% of the respondents were slightly reluctant. Moreover, only 2.88 % of the respondents were highly reluctant. Table 2 Frequency and Percentage Distribution of Respondents’ Level of Reluctance at Present
LEVEL OF RELUCTANCE Highly Reluctant Moderately Reluctant Slightly Reluctant TOTAL FREQUENCY PERCENTAGE 7 163 73 243 2.88% 67.08% 30.04% 100.00%

Table 3 represents the frequency and percentage distribution on the level of agreement for the intrinsic and extrinsic factors. Majority of the respondents (63.37 %) agreed that they were motivated to learn. While 29.22% of the respondents strongly agreed. And only few (6.58%) disagreed. Lastly, two respondents (0.82%) were not motivated to learn. More than half (60.91%) of the respondents agreed that they were motivated towards financial benefits. While 27.16% of the respondents strongly agreed. And only few (10.29%) disagreed. Lastly, four respondents (1.65%) were not motivated towards financial benefits. Almost half (57.61%) of the respondents agreed that they were motivated to help others. There were only (39.09%) of the respondents who strongly agreed. Further, A few (2.47%) of respondents disagreed. Lastly, two respondents (0.82%) disagreed that they were motivated to help others. That majority (51.44%) of respondents agreed that they were motivated by self-efficacy. On the other hand, nearly half (43.21%) strongly agreed. While a few (4.94%) of the respondents disagreed. Lastly, only one (0.41%) respondent strongly disagreed that they were motivated by self-efficacy. Majority (58.85%) of the respondents agreed that they were motivated by their family support system. On the other hand, almost one-third (33.74%) strongly agreed to the factor. Further, a small percentage ( 7 %) of the respondents disagreed. And lastly, only one (0.41%) respondent strongly disagreed that he was motivated by family support system. Almost one half (50.21%) of the respondents agreed that they were motivated by peer and mentor’s influence. Further, nearly one third (38.68%) of the respondents disagreed. On the other hand, few (6.58%) respondents strongly agreed. Lastly, only eleven respondents (4.53%) strongly disagreed that they were motivated by their peer and mentor. More than one third (41.98%) of the respondents disagreed that they were motivated by being in a relationship. While nearly one third (30.45%) of the respondents strongly disagreed. Further, almost one fifth (21.40%) of the respondents agreed. Lastly, fifteen (6.17%) respondents strongly agreed that they were motivated by being in a relationship. There’s only small difference between the respondents who agreed (44.86%) and disagreed (42.80%) that they were motivated by their allowance. On the other hand, few respondents (7%) strongly agreed. And lastly, only thirteen (5.35%) respondents strongly disagreed that allowance can motivate them. Majority (69.14%) of the respondents agreed that they were motivated because of the job opportunities in nursing. On the other hand, almost one fourth (24.69%) of the respondents strongly agreed. Lastly, few (6.17%) respondents disagreed that they were motivated by the job opportunities in nursing. The table also shows that no respondent strongly disagreed. To determine if there is difference between the respondents’ level of reluctance before and at present, Paired Sample t-Test was utilized. The computed t-value is 20.295 and the degree of freedom is 242. Since the computed t-value is greater than tabular t-value is 1.960. Null hypothesis is rejected. Therefore, there is significant difference between the respondents’ level of reluctance before and at present. Among the intrinsic factors, Motivation to learn, motivation to help others and selfefficacy have a significant relationship with the level of reluctance. Moreover, all of the extrinsic factors have no significant difference with the level of reluctance.

Table 3 Frequency and Percentage Distribution of Respondents’ Level of Agreement on Intrinsic and Extrinsic Factors
INTRINSIC & EXTRINSIC FACTORS

Strongly Agree

%

Agree

%

Disagree

%

Strongly Disagree

%

TOTAL

%

Motivation to Learn Motivation towards Financial Benefits Motivation to Help Others Self - Efficacy Family Support System Peer and Mentor's Influence Relationship with the opposite sex Allowance Job Opportunities in Nursing

71 66 95 105 82 16 15 17 60

29.22 27.16 39.09 43.21 33.74 6.58 6.17 7.00 24.69

154 148 140 125 143 122 52 109 168

63.37 60.91 57.61 51.44 58.85 50.21 21.40 44.86 69.14

16 25 6 12 17 94 102 104 15

6.58 10.29 2.47 4.94 7.00 38.68 41.98 42.80 6.17

2 4 2 1 1 11 74 13 0

0.82 1.65 0.82 0.41 0.41 4.53 30.45 5.35 0.00

243 243 243 243 243 243 243 243 243

100 100 100 100 100 100 100 100 100

CONCLUSIONS AND RECOMMENDATIONS: Based on the findings of the study, Majority of the respondents strongly agreed that nursing is not their first choice. This indicates that Nursing is not really their personal choice. Also, majority of the respondents have selected Nursing because of the decision of their parents. This indicates that respondents are still following their parents’ decision. Moreover, majority of the respondents wanted to finish nursing though they were not given the chance to choose their own course. This indicates that respondents are determined to graduate. On the other hand, most of the respondents agree that the intrinsic factors, motivation to help others, motivation to learn and motivation towards financial benefits are one of the motivating factors why they still consider continuing the Nursing course. On the other hand, self-efficacy gained the highest percentage which indicates that respondents think that they are competent and effective in doing their clinical task and pursuing the course. And lastly, only motivation to learn, motivation to help others and self-efficacy have a significant relationship with the level of reluctance. This study may give the University Administration with the guidance and idea that they may conduct a reluctance exam prior to entering the college for them to inform the students on what to expect upon entering particular course and in order for them to provide counseling on

how to cope with the pressure and stresses that they may encounter throughout the continuation of the Nursing course. To the College of Nursing, this study may serve as a basis for planning college activities that increases the motivational level towards pursuing nursing course in a holistic approach. The College may also create new teaching strategies both in lecture and related learning experience. Future researchers for them to use this research as their baseline data if they are planning to conduct research related to the study and since this research have limited information they may add more information to widen the scope of this research.

REFERENCES: WEBSITES: Bachelor of Science in Nursing. University of San Francisco. Retrieved February 26, 2010 from http://web.usfca.edu/nursing/bsn/.

BOOKS: Boswell & Cannon (2007).Introduction to Nursing Research: Incorporating EvidencedBased Practice. Jones & Bartlett Publisher Palaypay, L. & Padilla, R. (2009). A Primer: Nursing in Politics. Ultimate Learning Series Polit, D. & Beck, C.. (2008). Nursing Research (8th Edition). Lippincott Williams & Wilkins Company

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