Chapter I

THE PROBLEM AND ITS SETTING

Introduction

Satisfaction of students in learning Nursing concepts is significantly

influenced by the teaching approach, methods, and strategies of the clinical

instructors. How the students perceive and process information vary in different

ways. In this manner, it is a big challenge for each clinical instructor to employ

skills in assessing the students’ capacities of learning and to put emphasis on

designing effective techniques for the students’ understanding. Students are

unlikely to be enthusiastic about learning things if an educator himself wasn’t

enthusiastic of teaching the subject matter and wasn’t able to get in connection

with them.

            The essential idea is that the teacher should expect all students to

achieve and should create a learning environment that will foster participation,

collaboration, and success. Participation depends on learners feeling that their

efforts are valued and that it is okay to make mistakes (Newmann & Wehlage,

1993). Each learner has unique needs and abilities. So, providing choice and

giving responsibility to the student is a vital aspect of the overall learning process

(Rushton, et al, 2003).

Education is an interactive process of imparting knowledge through

sharing, explaining, clarifying, and synthesizing the substantive content of the

learning process in order to arrive positive judgment and well developed wisdom

and behavior (Kozier, 2004). According to Calderon, learning is the acquisition of

knowledge of all kinds such as abilities, habits, attitudes, values, and skills

primarily to create change in an individual. It is a gradual, continuous process

throughout life and this will be achieved through effective teaching. For it is the

process of providing learning materials, activities, situations, and experiences

that enable the learners to acquire skills, knowledge, and attitude.

            Nursing education is fundamental and challenging in terms of enhancing

its teaching – learning process, promoting curriculum development, and

stimulating creative innovation and research in Nursing practice. It is for this

reason why the researchers decided to conduct the study and aim to evaluate

the NDDU Nursing Students’ satisfaction of their clinical instructors’ teaching

strategies so as to know what approach, method, and strategies should be

continued, improved, and modified.

Statement of the Problem

The study aims to determine the degree of satisfaction of NC Nursing

Students on the Teaching Strategies used by NC Clinical Instructors. This

specifically seeks answers to the following questions:

1. What are the 3 common teaching strategies commonly used by clinical

instructors in the online setting?

a. Oral Report

b. Written Report

c. Discussion

d. Role Play

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 e. Recitation

f. Powerpoint

g. Games

h. Quiz

i. Reading

j. Question and Answer

k. Seatwork

l. Film Viewing

m. Research

n. Group Work

o. Problem Solving

p. Use of Visual Aids

q. Debate

2. Among the identified teaching strategies commonly used by the clinical

instructors, rank the most effective.

3. Among the teaching devices used by the clinical instructors in teaching

Nursing students, rank them in relation to effectiveness in classroom

teaching.

a. Overhead Projector

b. LCD

c. Blackboard and Chalk

d. Manila Paper

e. Instruments

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 f. Hand-outs

g. Pictures

h. Films

i. Books

j. Journals

k. Mannequin

4. What are the levels of satisfaction towards the teaching strategies in terms

of:

a. Skills

b. Knowledge

c. Attitude

Theoretical Framework

ARCS Model of Motivational Design

A. Attention

According to Keller, attention can be gained in two ways: (1) Perceptual

arousal – uses surprise or uncertainly to gain interest. Uses novel, surprising,

incongruous, and uncertain events; or (2) Inquiry arousal – stimulates curiosity

by posing challenging questions or problems to be solved.

Methods for grabbing the learners’ attention include the use of:

Active participation -Adopt strategies such as games, role-play or other

hands-on methods to get learners involved with the material or subject

matter.

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ATTENTION RELEVANCE

CONFIDENCE

SATISFACTION

Figure 1. ARCS Model of Motivational Design by Keller

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 Variability – To better reinforce materials and account for individual

differences in learning styles, use a variety of methods in presenting

material (e.g. use of videos, short lectures, mini-discussion groups).

Humor -Maintain interest by use a small amount of humor (but not too

much to be distracting).

Incongruity and Conflict – A devil’s advocate approach in which

statements are posed that go against a learner’s past experiences.

Specific examples – Use a visual stimuli, story, or biography.

Inquiry – Pose questions or problems for the learners to solve, e.g.

Brainstorming.

B. Relevance

Establish relevance in order to increase a learner’s motivation. To do this,

use concrete language and examples with which the learners are familiar.

Major strategies described by Keller include:

Experience – Tell the learners how the new learning will use their

existing skills. We best learn by building upon our preset knowledge or

skills.

Present Worth – What will the subject matter do for me today?

Future Usefulness – What will the subject matter do for me tomorrow?

Modeling – First of all, “be what you want them to do!” Other strategies

include guest speakers, videos, and having the learners who finish their

work first to serve as tutors. 

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 Choice – Allow the learners to use different methods to pursue their work

or allowing a choice on how they organize it.

C. Confidence

Help students understand their likelihood for success. If they feel they

cannot meet the objectives or that the cost (time or effort) is too high, their

motivation will decrease.

Provide objectives and prerequisites – Help students estimate the

probability of success by presenting performance requirements and

evaluation criteria. Ensure the learners are aware of performance

requirements and evaluative criteria. One should allow for success that is

meaningful.

Grow the Learners – Allow for small steps of growth during the learning

process.

Feedback – Provide feedback and support internal attributions for

success.

Learner Control – Learners should feel some degree of control over their

learning and assessment. They should believe that their success is a

direct result of the amount of effort they have put forth.

D. Satisfaction

Learning must be rewarding or satisfying in some way, whether it is from

a sense of achievement, praise from a higher-up, or mere entertainment.

Make the learner feel as though the skill is useful or beneficial by

providing opportunities to use newly acquired knowledge in a real setting.

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 Provide feedback and reinforcement. When learners appreciate the

results, they will be motivated to learn. Satisfaction is based upon motivation,

which can be intrinsic or extrinsic.

Our study is focused on Keller ARCS Model Motivational Design. It

basically talks about motivation but satisfaction is a likely outcome of the

different methods or teaching strategies applied by the clinical instructors in

the classroom teaching. If the student is well motivated, it is perceived that

their level of satisfaction will greatly increase. Thus, this will serve as a basis

theory for the level of satisfaction of the students on the teaching strategies of

NDDU clinical instructors in the classroom setting.

Significance of the Study

This study is significant to the following entities:

To Notre Dame of Dadiangas University, by having quality education as

one of its core values, this implies to the improvement of the education for

Nursing students as a stepping stone towards successful future by living on its

vision as to the formation of persons to be competent professionals.

            To the School Administrators, to strategically and tactically target areas

most in need of immediate improvement and for the development of planning and

intervention priorities specific to learners.

           To the Nursing Department, to evaluate the clinical instructors’

strengths, weaknesses and effectiveness in terms of teaching for them to

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determine ways on how to improve and develop the manner of teaching to

guarantee quality learning and education.

           To the Clinical Instructors, as they are considered as the frontiers of

rendering excellent education to their students, they are expected to be efficient

and effective in teaching. It is also for better understanding and appreciation of

their own abilities, strengths and weaknesses and for them to identify areas to be

improved as they do their best in producing students equipped also with the

different domains of learning.

            To the Nursing Students, to identify the different factors affecting the

level of satisfaction in terms of the teaching strategies used and how these

factors can be enhanced or developed. The study aims to encourage them in

subjecting themselves to commendable activities in Nursing research. They must

also be equipped with excellence in skills, knowledge, and attitude to be able to

become a competent nurse. This will also serve as their guide for future

references.

            To the Researchers, by identifying areas to be evaluated and improved

and this serve as a basis for future Nursing researches who will decide to

conduct similar study as this.

Scope and Delimitation

The study was conducted by the 4th year BS-Nursing students of Notre

Dame of Dadiangas University through implementation of Nursing Process. This

included Assessment (Data Gathering), Diagnosis (Identification of the Problem),

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Planning (Identifying Methods of Interaction with the Respondents),

Implementation (Surveying), and Evaluation (Deliberation of necessary

Information and Data acquired). Within 1 week duration, the

students/researchers were able to gather all necessary and significant

information and data needed to accomplish the study.

This study focused on the determination of the level of satisfaction of

NDDU Nursing students on the teaching strategies used by NDDU clinical

instructors.

The respondents were composed of 272 Nursing students of NDDU in all

levels – 26 from level 1, 56 from level 2, 88 from level 3, and 102 from level 4

who were enrolled during the 1st semester of school year 2011-2012.

This study was limited to the different indicators affecting the level of

satisfaction of NDDU Nursing students. It was primarily focused on the students’

satisfaction on the teaching strategies used with the three teaching strategy

indicators – skills, knowledge, attitude as well as the teaching devices identified

by the researchers.

Definition of Terms

For better understanding of the study, the following terms were defined

and clarified to help readers understand their application to the study. This also

gives clarification of the terms used in the research which aids to further

understanding of the study. The definitions were set by the researchers to meet

their qualification and modify the applicability of these terms.

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Attitude. It is a manner of orientation or a disposition towards a thing or a

person. In this study, it is used as an indicator of students’ level of

satisfaction of the teaching strategies used by the clinical instructors.

Blackboard and Chalk. It is a board with a writing surface which needs a chalk

to use in writing. It is often used in teaching inside the classroom. In this

study, this is one of the devices basically used by the clinical instructors in

order to deliver lesson with better picture and text.

Books. These are sets or collections of written, printed, or illustrated sheets with

necessary information on it which is used as reference of the readers to

learn and further understand the subject matter. In this study, this is

presented as one of the teaching devices commonly used by the clinical

instructors by which students also utilize to study different Nursing concepts

and theories.

Debate. It is a strategy that fosters critical thinking which requires in-depth

recall of topics for supporting evidence and for developing one’s position

in a controversial issue (Keating, 2006). In this study, it is included as one of

the teaching strategies applied by the clinical instructors.

Discussion. It is used as an oral exploration of a certain topic. It allows greater student-

teacher interaction and/or student-student interaction. In this study, it is one of the

teaching strategies used by the clinical instructors.

Film Viewing. It is an activity where students view a prepared film to show and expose

lesson-related stories. This is usually done to present the reality. In this study, this

is included as one of the teaching strategies used by the clinical instructors.

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Films. It consists of moving pictures that can be shown on a monitor or screen which

tells a story or shows a real situation. In this study, this is used as one of the

teaching devices utilized by the clinical instructors.

Games. Any event or activity conducted in accordance with rules that involve

one or more players who compete. In this study, it is included as one of the

teaching strategies used by the clinical instructors to stimulate Nursing

students to participate.

Group Work. It is formed when more than two persons are gathered to discuss

or resolve an issue, problem, or idea. In this study, it is used as one of the

teaching strategies applied by the clinical instructors.

Hand-outs. These are pieces of paper with information on it that are given to

everyone in a group or class of students in order to have references for

studying. In this study, hand-outs are presented as one of the teaching

devices utilized by the clinical instructors.

Instruments. These are tools or equipment necessarily used to present the

students with exposure to the reality for better picture and experience. In

this study, it is used as one of the teaching devices used by the clinical

instructors.

Journal. It is a written record of incidents, experiences, and ideas. In this study,

it refers to a periodical presenting article on a particular subject and used as

one of the teaching devices used by clinical instructors.

Knowledge. It is the ability to memorize, recall, define, recognize, or identify

specific information like facts, rules, principles, conditions, and terms. In this

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 study, knowledge is one of the indicators of students’ level of satisfaction

with the clinical instructors’ use of teaching strategies which is also a basis

of a clinical instructor’s competency.

LCD Projector. It is a modern device that uses a liquid crystal display technology

to project still images, video, and other data onto a screen. In this study, this

refers to one of the devices used by the clinical instructors that may be

effective in the respondents’ perception.

Learning. It is a change in behavior (knowledge, skills, and attitude) that can

occur at any time or in any place as a result of exposure to environmental

stimuli. Learning in this study, refers to the process where students acquire

information through different teaching strategies used by the clinical

instructors.

Level 1 Nursing Students. Operationally, this refers to the first year Nursing

students enrolled in NDDU during the first semester of school year 2011-

2012 who are under with one clinical instructor of the College of Nursing.

Level 2 Nursing Students. Operationally, this refers to the second year Nursing

students enrolled in NDDU during the first semester of school year 2011-

2012 who are under with different clinical instructors of the College of

Nursing.

Level 3 Nursing Students. Operationally, this refers to the third year Nursing

students enrolled in NDDU during the first semester of school year 2011-

2012 who are under with different clinical instructors of the College of

Nursing.

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Level 4 Nursing Students. Operationally, this refers to the fourth year Nursing

students enrolled in NDDU during the first semester of school year 2011-

2012 who are under with different clinical instructors of the College of

Nursing.

Manila paper. It is a strong, light-brown or buff paper used for writing information

to be presented on the students. This is one of the teaching devices

presented in this study.

Mannequin. It is a form representing the human figure. This is usually used to

present students real-life situation to promote better experience and skills. In this

study, it is included as one of the teaching strategies used by the clinical

instructors.

Motivation. This refers to the process by which behavior is directed toward

important human goals toward satisfying needs and motives. In this study, it

refers to either intrinsic or extrinsic factors that influence that satisfaction of

the students’ learning.

NDDU Clinical Instructors. They provide insight on methods and practices for

use. In this study, they are professionals in the healthcare, health services

and academic work environments. In a clinical learning environment, they

work with NDDU students and faculty to ensure the continued education of

aspiring nurses, health practitioners, and service providers.

Notre Dame of Dadiangas University. Operationally, it refers to a Catholic

Institution which is headed by the Marist Brothers in General Santos City. It

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 offers different courses and quality education to the students enrolled in the

University.

Nursing Department. Operationally, this refers to one of the academic

department of Notre Dame of Dadiangas University which is responsible for

the instruction and training of Nursing students.

Overhead Projector. It is a basic but reliable form of projector which displays

enlarged text or images onto the screen. In this study, it is included in one

of the common teaching devices used by clinical instructors.

Pictures. These are used to vividly present images in relevance to the subject

matter for more visual outlook. In this study, this refers as one of the

teaching devices utilized by the clinical instructors in the classroom setting.

Powerpoint. It is a presentation program used for educational or informal

purposes. The presentations are comprised of slides, which may contain

text, images, and other media, such as audio clips and movies. In this

study, it is one of the strategies which utilizes an LCD Projector.

Presentation. This refers to the act of presenting or proffering for acceptance

and approval. In this study, it refers to the manner of presenting especially

the organization of the topic or lesson, and the use of strategies to create

an overall impression.

Problem-Solving. It is an approach to learning that involves confronting the

students with real life problems which they are meant to solve on their own.

It provides stimulus for critical thinking and self-taught content. In this study,

it is used as one of the teaching strategies.

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Questioning. It is a situation where the teacher is inquiring from the student as a

feedback mechanism to find out if they have already understood the lesson

being discussed. In this study, it is one of the teaching strategies used by

the clinical instructors.

Quiz. This is any set of quick questions designed to test the knowledge. In this

study, it refers to one of the teaching strategies applied by the clinical

instructors in the classroom setting.

Recitation. This refers to the act of reciting memorized materials in a public

performance. In this study, it refers to the oral delivery of prepared lessons

by a student.

Research. It is a detailed study of a certain matter in order to discover new facts

and solve new or existing problems. It usually involves the scientific method

to make practical applications. In this study, this refers to one of the

teaching srategies applied by the clinical instructors that uses the nursing

process approach.

Role Play. It is a form of drama in which learners portray a role whose primary

purpose is to help participants and observers obtain insights by witnessing

spontaneously acting out roles involving problems in human relations. In

this study, this is presented as one of the teaching strategies used by

clinical instructors.

Satisfaction. This refers to the fulfillment of a desire or need. In this study, it

refers to the degree of fulfilling the Nursing students’ learning needs by the

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 different teaching strategy indicators and also refers to as the feedback of

the Nursing students regarding the clinical instructors’ performance.

Seatwork. This refers to the work done by the students at their seats which in

this study, used as one of the teaching strategies of the clinical instructors

in the classroom setting.

Skills. It is the ability to competently excel in a performance coming from

knowledge and practice. In this study, it is used as an indicator of the

students’ satisfaction in regards to the use of teaching strategies of the

clinical instructors.

Teaching. It is a deliberate intervention involving planning and implementation of

instructional activities and experiences to meet the intended learner

outcomes based on the teaching plan. In this study, this refers to the

process by which clinical instructors deliver their lesson by using different

strategies.

Use of Visual Aids. This refers to the application of the different visual aids

involving objects or pictures in relation to the subject being taught. It brings

support to the presented topic. In this study, it is included as one of the

teaching strategies used by the clinical istructors which is applied in the

classroom setting to aid in teaching-learning process.

Written Report. This serves as a stimulus of critical thinking by immersing

students in the subject matter for cognitive utilization of knowledge and

effective internalization of values and beliefs. In this study, it is presented as

one of the teaching strategies which clinical instructors use.

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