CHAPTER 5

This chapter is presented in 5 sections. It begins with the presentation of

the overview of the research, summary of findings, conclusions, proposed enhancement

program, and recommendations of the study.

COVID-19 is a worldwide threat. Because of the virus's nature, particularly how it

spreads, it has changed people's behaviors, relationships, and lifestyles, as well as the

economic, political, and cultural landscapes of nations all over the world. These changes

appear to be a difficulty for us because there is a significant shift from face-to-face to

online teaching, such as giving online lecture sessions. For the time being, online learning

is a form of alternative education that makes use of the internet. This online learning

included online lecture sessions in which instructors shared their lessons learned from

various online platforms. Adapting to these changes is extremely tough for everyone.

Many schools use online lectures as a substitute for face-to-face learning as a result of the

global spread of the COVID 19 epidemic. Given that e-learning was utilized as a stand-in

during the disease epidemic, the findings indicate that nursing students have a negative

attitude of it. A large number of students were having problems with the internet and

technology, as well as difficulty adapting to the new setup.

Summary of Findings:

This study aims to determine the difference between actual and virtual skills

demonstration for the enhancement program of the clinical skills of the 4th year nursing

students at Bulacan State University.

Specifically, it sought to answer the following:

Problem 1. Profile of the respondents in terms of gender, year level and mode of

learning.

The results from the gathered data showed that the respondents were equal males

and females. Moreover, most of the respondents were in the fourth-year level.

Lastly, most of the students chose the Asynchronous Mode of Learning.

Problem 2. Actual Demonstration and Virtual Demonstration in terms of Platform

The results showed that the respondents answered in all indicators of Actual

Demonstration in terms of Platform was Agree while in the Virtual

Demonstration in terms of Platform was Fair. However, it can seem that there is a

difference between actual and virtual in terms of using the platform.

Problem 3. Actual Demonstration and Virtual Demonstration in terms of

Materials

In the gathered data, the respondents answered strongly agree in Actual

Demonstration in terms of Materials while in the Virtual Demonstration in terms

of materials is Agree. It can seem that most of the respondents prefer the materials in
 Actual Demonstration rather than in Virtual Demonstration. The respondents have

different perspectives on the materials that they’re using in the demonstration.

Problem 4. Actual Demonstration and Virtual Demonstration in terms of Return

Demonstration

The results gathered the respondent answered mostly in all indicators in Actual

Demonstration in terms of Return Demonstration was Strongly Agree. Even

though in Virtual Demonstration in terms of Return Demonstration was Agree. It

supposedly most of the respondents like the Actual demonstration than Virtual

Demonstration in performing Return Demonstration. Correspondingly, the

respondents answered Fair in most of the statements in Virtual Demonstration in

terms of Return Demonstration which may denote that the respondents may be

observed to have high correspondence with the statements.

Problem 5. Actual Demonstration and Virtual Demonstration in terms of

Environment, Students, and Clinical Instructor

The results showed that the respondents mostly answered Agree in Actual

Demonstration in terms of Environment, Students, and Clinical Instructors then

the computed values of it is Fair in all indicators. While in the Virtual Demonstration

in terms of Environment, Students and Clinical Instructor were Fair. In the

gathered data all of the respondents agree in Actual Demonstration rather than in

Virtual Demonstration that can seems a lot that they prefer in Actual

Demonstration.
 Problem 6. Difference between Actual and Virtual Practices

The results showed that there is a significant difference between the Actual and

Virtual demonstrations. There is less than 0.05 in the computed p-values.

However, in the response of the respondents, they most likely strongly agree or agree

in Actual Demonstration rather than Virtual Demonstration which can seem that

there is a difference between the variables.

Conclusion:

This research paper investigated the Comparative Analysis between Virtual and

Actual Skills Demonstration: Basis for Improvement. The primary data were collected by

conveniently distributing the questionnaires to 40 respondents. As mentioned in the

introduction part, the purpose of this study is to compare the virtual and actual skills

demonstration as a basis for improvement, for a better learning scope, and for knowledge

gaining for different nursing procedures.

The following conclusion can be shown from the given questionnaire collected

from 4th year nursing students as respondents data for the actual skill demonstration as a

basis for improvement. Actual Return Demonstration in Terms of Platform, the

respondents had a verbal interpretation of “agree” in all indicators. The Actual Return

Demonstration in Terms of Materials, the respondents had a verbal interpretation of

“strongly agree” in “Materials for nursing procedures affect the performance of nursing

students in overall skills demonstration”. In terms of Actual Return Demonstration in

Terms of Return Demonstration, the respondents had a verbal interpretation of “strongly

agree” in most of the indicators. The Actual Return Demonstration in Terms of

Environment, Students, and Clinical Instructor, the respondents had a verbal

interpretation of “fair” in all indicators. According to study entitled, the study entitled,

“Students Lived Experienced with Team Teaching, Practice Return Demonstration, and

Hospital Exposure as Strategies towards Excellent Clinical Nursing Practice”, its shows

that the actual practice return demonstration, application of knowledge from classroom to

practice, the students become more confident in delivering care to their patient and

believe the development of psychomotor skills as manifestation of coordination. (Malce

Alo, 2017)

On the other hand, the following conclusion can be shown from the given

questionnaire collected from 4th year nursing students as respondents or data for the

virtual skill demonstration as a basis for improvement. In Virtual Return Demonstration

in Terms of Platform, the respondents had a verbal interpretation of “fair” in all

indicators. In Virtual Return Demonstration in Terms of Materials, the respondents had a

verbal interpretation of “agree” in “Materials for nursing procedures affect the

performance of nursing students in overall skills demonstration”. The Virtual Return

Demonstration in Terms of Return Demonstration, the respondents had a verbal

interpretation of “agree” in “During feedback and comments, the clinical instructor gives

suggestions and corrections for better course skill demonstration”. In terms of Virtual

Return Demonstration in Terms of Environment, Students, and Clinical Instructor., the

respondents had a verbal interpretation of “fair” in all indicators of Environment,

Students, and Clinical Instructor. According to the study entitled “Virtual Learning

Environment in continuing Education for Nursing in Oncology: An Experimental Study”,

has proven that distance education is an effective alternative for training nurses, to a
become more complex knowledgeable, more experienced in the work area or institution.

(Matsura, De Domenico, 2015).

In conclusion, the result indicated from the collected data that the significant

difference between the actual and virtual demonstration is evidenced by p-values less

than 0.05, there is a significant difference between the actual and virtual return

demonstration. However, this finding cannot be generalized to other universities. The

study helps the students to build their own action and discover new things in the middle

of the pandemic, to obtain and sustain they needs in their education and knowledge

gaining.

Recommendations:

This research has revealed the comparison between virtual and actual skill

demonstrations as a basis for improvement and effective learning for various purposes.

The results of this study suggest that nursing students understand the distinction between

a virtual and a real-life practical return demonstration. Taking these factors into account,

future research should be conducted to confirm these findings by evaluating the students'

preferences and perspectives on virtual and actual return demonstrations.

For future student researchers,

This study provides a foundation for future researchers to build on as they discover new

information throughout the course of the study. This study also serves as an additional

source of information in explaining the difference between online and virtual return

demonstrations and how they differ.

For the parents,

This study can help parents better understand their children's learning situation in the

midst of the pandemic. During online return demonstration, they may be able to support

their children by providing what they necessitate need while also providing a comfortable

learning environment in their homes. Parents can be more understanding if they discuss

and organize the rules for online return demonstrations at home. Parents can also

recognize their children's limitations in actual and virtual nursing skills.

For the clinical instructors,

This study may enable clinical instructors in better understanding their students'

limitations and capabilities as a result of their situations. They can also help students in

focusing on tasks by providing opinions and feedbacks following the return

demonstration, whether virtual or actual. Clinical instructors may also recognize the

various types of difficulties that students face during return demonstrations. They may

also consider enhancing the program to provide more social or actual interaction of

nursing students in the midst of the pandemic in order to help students improve their

nursing skills.

University and College Administration,

The University and College Administration may want to focus on providing academic

enhancement programs and resources for their administrative and supervisory skills for

the improvement of the clinical skills of the 4th year nursing students at Bulacan State

University.