Barts

CLINICAL EXPERIENCE, CLINICAL PERFORMANCE, AND
ACADEMIC PERFORMANCE OF NURSING STUDENTS AT CHRIST

THE KING COLLEGE
CHENITAP DABLO
LOUIGEN DAGAYDAY
ANGELYN GAMAYA
DHANICA LOMADA
BARTHOLOME III TALJA
DECEMBER 2022
Christ the King College Nursing Program Page ii
CLINICAL EXPERIENCE, CLINICAL PERFORMANCE, AND ACADEMIC

PERFORMANCE OF NURSING STUDENTS AT CHRIST THE KING COLLEGE
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A Thesis Proposal
Presented to the
Faculty of the School of Graduate Studies
Christ the King College Nursing Program
Gingoog City
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In Partial Fulfillment
of the Requirements for the Subject
NCM 111: Nursing Research 1
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Chenitap Dablo
Louigen Dagayday
Angelyn Gamaya
Dhanica Lomada
Bartholome III Talja
December 2022
APPROVAL SHEET
Christ the King College Nursing Program Page iii
APPROVAL SHEET
This thesis entitled “CLINICAL EXPERIENCE, CLINICAL PERFORMANCE AND

ACADEMIC PERFORMANCE OF NURSING STUDENTS IN CHRIST THE KING
COLLEGE,” in partial fulfillment of the requirements for the subject PRACTICAL
RESEARCH major in LEADERSHIP AND MANAGEMENT, prepared and submitted by
CHENITAP DABLO, LOUIGEN DAGAYDAY, ANGELYN GAMAYA, DHANICA
LOMADA, AND BARTHOLOME III TALJA has been examined, accepted and
recommended for Oral Examination.
JAYSON S. DIGAMON, Ed.D. (CAR)

Adviser
PANEL OF EXAMINERS
APPROVED in partial fulfillment of the requirements for the subject PRACTICAL

RESEARCH by the Panel of Examiners with a grade of
MERLE HURTADO
Chair
PINKY CATIIL RN. PATRICK GLENN SACAL

Member Member
MARIEL D. CABANA, RN
Member
Comprehensive Examination: PASSED
MERLE HURTADO, RM, RN, MN

(BOLD)Program
Dean, Nursing
Christ the King College Nursing Program Page iv
Certificate of Originality
We hereby declare that this submission is our own work and that, to the best of my
knowledge and belief, it contains no material previously published or written by another
person nor material to which to a substantial extent has been accepted for award of any other
degree or diploma of a university or other institute of higher learning, except where due
acknowledgement is made in the text.
I also declare that the intellectual content of this thesis is the product of my work,
even though I may have received assistance from others on style, presentation and language
expression.
CHENITAP DABLO, LOUIGEN DAGAYDAY,

ANGELYN GAMAYA, DHANICA LOMADA,
AND BARTHOLOME III TALJA
Signature of advisee over printed name Date
JAYSON SALUDO DIGAMON

Signature of advisor over printed name Date
Christ the King College Nursing Program Page v
English Editing Certification Form
This is to certify that I have edited this thesis manuscript entitled
CLINICAL EXPERIENCE, CLINICAL PERFORMANCE, AND ACADEMIC

PERFORMANCE OF NURSING STUDENTS AT CHRIST THE KING COLLEGE
Prepared by:
CHENITAP DABLO
LOUIGEN DAGAYDAY
ANGELYN GAMAYA
DHANICA LOMADA
BARTHOLOME III TALJA
and have found it thorough and acceptable with respect to grammar and composition.
Signature over printed name
Date
Christ the King College Nursing Program Page vi
TABLE OF CONTENTS
Page
COVER PAGE i
TITLE PAGE ii
APPROVAL SHEET iii
CERTIFICATE OF ORIGINALITY iv
ENGLISH EDITING CERTIFICATION FORM v
TABLE OF CONTENTS vi
LIST OF TABLES viii
LIST OF FIGURES ix
Chapter
1 THE PROBLEM AND ITS SCOPE 1
Introduction 1
Theoretical and Conceptual Framework 4
Statement of the Problem 8
Hypotheses 9
Significance of the Study 9
Scope and Delimitation 10
Definition of Terms 10
2 REVIEW OF RELATED LITERATURE AND STUDIES 11

Christ the King College Nursing Program Page vii
3 METHODS 54
Research Setting 54
Research Design 55
Participants and Sampling Procedure 60
Research Instruments 61
Scoring Procedure 66
Data Gathering Procedure 68
Validity and Reliability of the Instruments 71
Statistical Techniques 72
REFERENCES 73
APPENDICES
A. Letter to the Dean 91
B. Letter to the Schools Division Superintendent 93
C. Letter to the Instrument Validators 95
D. Instrument Validation Rating Scale 100
E. Research Instruments 102
F. Curriculum Vitae 108

Christ the King College Nursing Program Page viii
LIST OF TABLES
TABLE TITLE PAGE
1 Distribution of Teacher-Respondents 61
Christ the King College Nursing Program Page ix
LIST OF FIGURES
FIGURE TITLE PAGE
1 Schematic Presentation of the 25
Interplay of Variables in the Study
2 The Map of the Schools 54
Division of Gingoog City
3 Research Steps and Study Design 59

Christ the King College Nursing Program Page 1
Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
The nursing and healthcare industry is in a state of fast evolution. The impact of these
changes places pressure on nursing education programs to efficiently teach a more significant
number of students a greater quantity and quality of information. Courses in theory and
practice are integral components of nursing education and training. Clinical practice is
relevant to nursing theory, as the approach enhances nursing practice by supplying the
necessary knowledge to expand nursing's authority and professional autonomy. Clinical
learning plays a crucial role in improving the clinical competencies of nursing students by
providing anticipatory knowledge of the organizational settings in which nursing care is
provided.
Nursing education consists of two components: the theoretical aspect and clinical
learning. Theoretical aspects, on the one hand, cater to the knowledge and insight rendered in
the classroom. These aspects provide a platform for nursing students to understand nursing
history, professionalism, the human body, diseases, and nursing procedures. Clinical
learning, on the other hand, aims to improve the clinical skills and attributes of nursing. A
clinical learning environment allows nursing students to apply theory to practice (Saifan, et
al., 2015). In nursing school, theory and clinical practice go hand in hand. The clinical
learning environment is an integral part of nursing education and training. It allows students
to put what they have learned in the classroom to the test with actual patients (Ironside,
2014). Thus, clinical education is a time- and resource-intensive aspect of contemporary
nursing programs. Theoretical knowledge needs to be learned in the classroom so that
theoretical foundations can be set, so students can learn about ideas that are likely to come up
in the clinical setting for them to do better in clinical settings, just as clinical practicum helps
students remember what they have learned in the classroom (Birks et al., 2017). However, it
is described that a theory-practice gap is the discrepancies found between what students learn
in the formal classroom setting and what they experience in the clinical settings as detailed
experiential learning (Corlett et al., 2003, as cited from Hatupopi and Vistolina, 2019).
Observations reveal that nursing is task-centered and students rarely gate involved in
anything approaching the total care of individual patients (Manning and Craxon, 2012).
Hence, leading to the theory-practice gap.
Conversely, in Jordan, there is a report of contradictions between what was taught in
class and the simulation laboratory and what was practiced in clinical settings (Birks et al.,
2017). The study notes that the contradictions resulted in the nursing students becoming
confused, stressed, and anxious, which may indicate that students are not adequately trained
in preparing for the work they will do after qualifying as professional nurses. Many factors
account for the difficulties in controlling the clinical setting (Parveen and Imayat, 2017).
These factors include the attitudes of health care providers, lack of work ethics, the unit
environment, equipment condition, and the conduct of patients and their family members.
Ironically, clinical instructors cannot control such factors (Tiwaken et al., 2015). In addition,
the clinical setting is very different from the classroom. It can shock students in a significant
way that they end up struggling when it comes to the application of theoretical aspects into
practice (Mirisho et al., 2019).
Subsequently, in the Philippines, the Bachelor of Science in Nursing (BSN)
curriculum requires theoretical classroom instruction and clinical and community placements
for nursing students, according to the Commission on Higher Education (2013). The
placement of students in various clinical and practice settings facilitates the implementation
of the curriculum's practical components, which are essential to the nursing program
(Appiah, 2020). Students' clinical practicums are currently categorized as Related Learning
Experiences (RLE). RLE is a teaching-learning opportunity designed to develop students'
competencies using processes in various health settings, including hospitals, Rural Health
Units, health centers, school clinics, industrial establishments, and community settings. The
theory-practice gap is a common topic in nursing practice and nursing school, and it could
slow down progress in nursing. Even though everyone agrees that clinical experience is
essential to learning, some nursing students think nursing theory and practice are two
different things. These ideas could be a problem because how well students do in the
classroom might not be a good indicator of how well they do in the clinical setting (Killam et
al., 2013). And it has remained a daunting barrier for the nursing profession this time. While
efforts have been made worldwide to comprehend the nature and dynamics of the theory-
practice gap, there is a lack of literature in the context of a developing nation such as the
Philippines. No research has yet investigated the theory-practice gap encountered by Filipino
student nurses (Factor et al., 2017).

As far as the researchers know, few locally published studies look at how performance in
the classroom relates to performance in the clinical setting. To find a possible gap between
theory and practice, up-to-date evidence from Gingoog City, Misamis Oriental, may be
needed. Thus, this study aims to determine if there is a link between how well nursing
students do in the classroom and how well they do in their RLE and if performance in the
school can predict performance in the clinical part of the course.
Theoretical and Conceptual Framework
The entirety of this study’s foundation is grounded upon the theory of Patricia
Benner’s Novice to Expert Model (1982), Jean Piaget’s theory of Cognitive Development
(1983), Constructivist learning theory (1974), Kolb’s Experiential Learning Theory (1970)
and the theory-practice gap (1997) that significantly governs the following variables: clinical
experience, clinical performance, and academic performance. Patricia Benner’s Novice to
Expert Model theory fundamentally elucidates the essence of the variables, clinical
experience, and academic performance, which ultimately possess significant ramifications for
the entirety of the study.
The Dreyfus Model of Skill Acquisition inspired Dr. Patricia Benner's 1982 Novice to
Expert Model, which essentially outlines how a person develops new abilities and
information from the novice to expert stage (Davis & Maisano, 2016; Gentile, 2012). Patricia
Benner's approach focuses on how a nurse develops nursing knowledge, skill, clinical
competence, and understanding of patient care from beginner to expert levels through
comprehensive theoretical training and experience learning (Davis & Maisano, 2016;
Homard, 2013; Walker-Reed, 2016).
Nurses in the initial phases only have theoretical knowledge and no prior practical
experience. When confronted with unusual circumstances, individuals cannot apply newly
acquired knowledge and abilities. Novice nurses are termed honeymoon practitioners since,
by the time they graduate, they have attained the advanced beginner level (Brykczynski,
2017; Thomas & Kellgren, 2017).
For care delivery, advanced beginner nurses still require the aid of experienced
nurses. They emphasize finishing all prescribed procedures and treatments more than
providing customized nursing care. In the competent stage, nurses create new protocols,
acquire unique clinical expertise, and learn new management techniques for managing
patient care while also learning ethical behaviors. Nurse practitioners show off fresh skills for
varying circumstances at the proficient level. Expert nurses must possess critical thinking
abilities to plan patient care by the patient's real circumstances, worries, and demands.
(Benner, Tanner, & Chesla, 2009; Brykczynski, 2017)
Before graduating, novices typically have little to no experience with patient care
procedures or discussions in hospital settings. Because the skills learned and readily executed
on a simulation mannequin are rigid, novices find it difficult to do them on patients with
clinically distinct symptoms. Typically, students don't develop nursing care for specific
applications but instead rely on textbook nursing care plans. Understanding how this
theoretical information must be implemented in customized nursing care practices is crucial

for their professional growth since they tend to link theoretical knowledge to clinical
methods in a non-critical thinking approach (Benner, 2004; Benner et al., 2009; Ortiz, 2016).
Because they lack the knowledge to broaden their vision to include patients' prior
experiences and expectations, advanced beginners find it challenging to understand the
features of a patient's current condition from a holistic perspective. They cannot prioritize
nursing diagnoses and procedures in order of importance for the patient. When starting work,
they often use routine and task-oriented maintenance care practices. When providing care,
they can only concentrate on one component of the patient, such as their needs, requirements,
values, beliefs, behaviors, emotions, perceptions, etc. They start to recognize significant
events that occur during the nursing process, even if they often see it as work that has to be
completed (Benner et al., 2009; Brykczynski, 2017).
In the competent stage, nurses who have worked as a professional for 1 to 2 years
focus on managing personalized nursing care, unlike advanced novices, who deal with a wide
range of nursing scenarios. Although they have the confidence and competence to predict
patient recovery, they lack the quickness and flexibility required for practice reflection and
feedback. Competent nurses improve knowledge and skills concerning patients' priorities and
urgency over time (Benner et al., 2009; Brykczynski, 2017)
Nurses who have worked as a professional for three or more years have respond-
based skills that may be utilized to provide information based on patient demand (Benner et
al., 2009; Brykczynski, 2017). Expert nurses make vital clinical judgments while
understanding the big picture. They are being intuitive or integrating technical and
existential talents to provide unique solutions (Benner et al., 2009; Brykczynski, 2017).
Both well-educated and experienced nurses have no difficulty providing customized nursing
care because they can better monitor small relevant changes and have a sharp intuition of
future events that may occur (Amaral & Ferreira, 2014; Fraley, 2016). One of the most
crucial components is skilled nurses' insights and accomplishments. Identify national and
worldwide health policies about personalized care practices (Benner et al., 2009;
Charalambous, Katajisto, Välimäki, LeinoKilpi, & Suhonen, 2010; Douglas, 2018).
Nursing education and training include both theoretical and practical courses as
essential components. Nursing students are required under the Bachelor of Science in
Nursing (BSN) program to complete academic classroom teaching and clinical and
community rotations. The placement of students in various clinical and practice settings
allows for implementing practical components, which are a crucial aspect of the nursing
curriculum (Nuuyoma, 2018).
A recurring issue in nursing practice and academia that has the potential to impede
advancement in the nursing profession is the theory-practice divide (Salifu, 2018). Although
it is widely acknowledged that practical clinical experience is essential to learning, some
nursing students believe that theory and practice are two distinct things that can only be
learned through hands-on experience (Mendoza, 2014). They think that clinical skills can
only be learned through experience. These views might be problematic since students'
academic success in the classroom could not correspond to their clinical competence
(Mendoza, 2014).
The clinical educational environment is a crucial part of nursing education and
training because it gives students unique learning opportunities to test their knowledge and
abilities learned in the classroom in real-world patient settings (Salah, 2018). To create
theoretical groundwork and equip students with topics they are likely to encounter in a
clinical environment, theoretical knowledge acquired in the classroom is necessary. As a
result, it is reasonable to assume that academic classroom education will improve students'
performance in the clinical context, just as clinical practica will help students apply what they
have learned in the classroom (Mendoza, 2014).
Research-based Transition Theory emerged from clinical practice. Evidence offers a
structure for training, research, and theory development. The Transitions Theory is divided
into two components. The first is a transitional intervention designed to improve wellbeing
and modify consequences mastery. This comprises advanced practice nurses on the care team
and conceptual support networks through close friends and family. The objectives are to
provide information, skills, strategies, and practical and psychological capacities to cope with
the transition experience and reactions to understand what the person (or groups) is currently
experiencing and what the person (or groups) may experience in the future. (Meleis, 2015)
Understanding the transition experience, which is referred to as the experience of a
movement from one state to another, is the second and most crucial component for patients
and critical people. However, those experiences and reactions depend on whether the causes
for the transition are developmental (becoming a teenager, becoming a new parent), health
and illness-related (from healthy to acute, from healthy to chronic), situational (natural
catastrophes, divorce), or organizational (changes in leadership or staffing patterns, new
policies or technology). It is also influenced by the number of changes the individual is going
through, the meaning they give the transition, and other things that could be going on in their
lives. Numerous factors (personal, communal, societal, and global) can either intensify or
relieve how people react to changes. (Meleis, 2015)
Piaget's theory is centered on the development and learning ideas. In the cognitive
theory, the behavior represents the growth of many psychological structures, structured units,
or thought patterns that determine how children process information. According to Kendra
Cherry (2014), the theories of cognitive development describe how a child's level of thinking
changes as they learn new ways to interpret the environment. According to Piaget's theory of
cognitive development, although all children experience the same stages of development,
they do so at various rates. To the exclusion of the entire class, teachers must make an extra
effort to provide individual and small group activities inside the classroom. Assessments
should be centered on each student's development rather than the typical expectations of
classmates their age. As a result of their interactions with the environment, people create
their knowledge.
Constructivist learning theory is the foundation of constructivist teaching.
Constructivist education is founded on the idea that learning happens when students actively
participate in creating meaning and knowledge instead of just taking in information. The
creators of meaning and understanding are learners. Critical thinking is promoted via
constructivist instruction, which also produces motivated and independent students.

According to this theoretical framework, learning constantly builds on a learner's past
information; this prior knowledge is referred to as a schema. Because all learning is filtered
via pre-existing schemata, constructivists argue that education is more successful when a
learner actively participates in the process rather than passively receiving knowledge.
Constructivist learning theory is said to underpin a wide range of methodologies. Most of
these approaches focus on guided discovery, in which the instructor avoids most direct
instruction and teaches the student via questions and exercises to find, explore, appreciate,
and communicate the new information (Cherry , 2014).
Clinical experience can take many forms, and it serves as the first step in the clinical
learning process that nursing students engage in throughout their education (Baclig, 2020)
Medical-surgical nursing is the most prevalent nursing specialty in the United States, almost
everywhere else, including Rwanda. The academy of Medical-Surgical Nurses (2015) argued
that this is because registered nurses in this specialty care for adult patients with various
medical and surgical issues. David Kolb, who developed the theory in the 1970s, was a nurse
who worked in Rwanda.
Another theory that has a bearing on this study is the Kolb's Experiential Learning
Theory. It describes experiential learning as a cyclical process to examine experiences. It can
start anytime in the cycle and follows the order of learning from experiences. Each of the
four stages of the learning cycle should be repeated by students multiple times for effective
learning to take place (Akella, 2017). This theory was chosen because it allows students to
practice their abilities while integrating experiential learning into a clear and logical
method. And cultivate traits like curiosity and self-discipline.
Furthermore, according to CP-FIT, effective feedback operates in a cycle of
consecutive operations; if any particular step fails, progress around the process is halted. The
success of feedback is determined by numerous aspects that operate via a set of similar
explanatory mechanisms: the feedback technique utilized by the health professional receiving
input and the situation in which feedback occurs. These effects are summarized in three
propositions by CP-FIT: (Boaden et al., 2019). Healthcare professionals and organizations
have a finite capacity to engage with feedback (Scrivner et at., 2019). These parties have
strong beliefs about how patient care should be provided that influence their interactions with
feedback, and (Freeman 2019) feedback that directly supports clinical behaviors is most
effective.
With all the theories accounted for in the study that anchors the theoretical and
conceptual framework of this study, Patricia Benner’s Novice to Expert model significantly
explains the relationship between the independent variable academic performance and
dependent variable clinical experience through the continuous process from novice to expert
suggesting that as a student nurse is continually exposed to clinical and academic stimuli that
relate to their course, the perpetual exposure of these variables significantly affect the overall
clinical experience and academic performance of a nurse practitioner. Moreover, the Clinical
Performance Feedback Intervention Theory expounds on the clinical performance variable on
how effective feedback yields positive clinical behavior and performance

Figure 1
Schematic Presentation of the Interplay of Variables in the Study
Independent Variable Dependent Variable
Clinical Experience
Academic Performance
Clinical Performance
Statement of the Problem
This study aims to determine the relationship between nursing students' clinical
experience, clinical performance, and academic performance at Christ the King College in
Gingoog City. This research specifically aims to answer the following questions:
1. How do the respondents perceive their clinical experience?
2. What is the level of clinical performance of the respondents?
3. How do the respondents perform academically in their major subjects?
4. Is there a significant relationship between academic performance and the following:
4.1 clinical experience; and,
4.2 Clinical performance?
Hypothesis
The following null hypothesis was formulated and tested at a 0.5 level of significance.
Ho1: There is no significant relationship between academic performance and:
a) Clinical experience; and,
b) Clinical performance.
Significance of the Study
The findings of the study will benefit the following:
School Administrators. This study is helpful to them because it may be used as the
foundation for developing intervention strategies, such as improving the instructors' methods
of instruction and addressing students' concerns about poor learning and lack of confidence
during clinical rotations.
Clinical Instructors. Those responsible for implementing cooperative learning in the
course might benefit from the study's findings because they will have the information they
need to make informed decisions about engaging students in group activities and procedures
related to the course.
Students. This study can give students the knowledge they need to specify their
clinical activity engagement and, in turn, understand how to advance from their present level
to authentic engagement.
To future researchers. This study can be a basis or a supplementary reference for
future student clinical engagement studies.
Scope and Delimitation
This study statistically evaluates clinical experience, clinical performance, and
academic performance. The researchers' primary objective is to determine the relationship

between the dependent and independent variables. The study's responders will be second-,
third-, and fourth-year nursing students from Christ the King College in Gingoog City.
The quantitative study was coupled with a correlational technique. To measure the
variable components, questionnaires will be utilized.
Definition of Terms
Academic performance. It is the extent to which a student, teacher, or institution has
attained their short or long-term educational goals and is measured either by continuous
assessment or cumulative grade point average.
Clinical experience. It is also known as clinical exposure, the active involvement of
patients or their care.
Clinical performance. The ability of nursing students to perform a procedure and to
give the patient the best care.

Chapter 2
REVIEW OF RELATED STUDIES AND LITERATURE
This chapter presents a review of related literature and studies. It discusses significant
insights and substance to further support the present problem being studied. Discussions on
the constructs, namely: clinical experience, clinical performance, and academic performance
of nursing students are found. Foreign and local studies give a more extensive view of the
research problems under investigation.
Clinical Experience
Clinical experience is an essential element of your nursing education, and you will
not be able to become a nurse without first participating in clinical as a student. In fact,
because of the hands-on patient care experience it provides you with as a student, clinical
rotations will be required at any accredited nursing program. From new skills to preparing
students for natural nursing work environments and beyond, we’ll explore some benefits that
clinical experience brings to nursing students (Ekstedt, 2019).
You’ll learn nursing skills and techniques through coursework and labs, but putting
these into practice requires a natural healthcare environment and actual patients. Taking
vitals, administering medication, bathing, and feeding patients, and more are all daily tasks
you may have to take on. Practicing these skills and techniques prepares you for a career in
nursing (Ramos-Morcillo, 2020).

Disadvantages Nursing students’ stress in confronting the clinical environment
affects their general health and disturbs their learning processes (Baraz, 2015). Clinical
learning is at the heart of nursing education as it provides rich opportunities to gain hands-on
experience and develop essential nursing skills, with programs requiring a minimum number
of hours to complete before graduation (McCloughen et al., 2020).
However, the clinical component of nursing education results in the highest stress
levels for students, with past research consistently showing that nursing students experience
moderate to severe stress levels during clinical practice (Labrague et al., 2017). The clinical
environment for students can be very stressful with cited sources of stress such as
demonstrating technical skills, unpredictability, the fear of making mistakes or harming a
patient, lack of knowledge about patient medical conditions, and being witness to the death
and suffering of patients (Admi 2018 & Ching 2020).
Furthermore, unfamiliar environments, new role expectations, unpreparedness, high
workloads, and patient care responsibilities contribute to psychological distress (Labrague et
al., 2017). An unfriendly clinical environment occurs when students experience peer pressure
and are ignored or disregarded by nursing staff (Labrague et al., 2017). Being intimated or
feeling unwelcomed in this environment can lead to feelings of decreased sense of belonging
(McCloughen et al., 2020). A reduced sense of belonging has been associated with anger,
distress, and detachment among nursing students (Chernomas & Shapiro, 2013).
Clinical Performance
The clinical placement experience is a crucial part of nursing education. It enables
students to gain the fundamental knowledge and abilities they need to practice in a
supervised clinical setting. The facilitator's role is crucial for pupils to practice skillfully and
securely. The existing information was rigorously analyzed as part of this comprehensive
examination to identify clinical performance concerns that can negatively affect a student's
experience, persistence, and course development in clinical settings (Rojo et al., 2020)
According to Panimdim and Ismael (2018), one of the school's duties is to provide
quality graduates who excel in their professions and are values-driven, highly skilled, and
inventive to get better work. The institution must take action to draw students with the
capability to become qualified professionals who are bright and promising. The information
that is delivered to nurses forms the basis of their competency. The theory underpinning
nursing practice is taught in the theoretical and clinical components of the bachelor's degree
program. Furthermore, a solid academic foundation and ample practical experience impact
the competency of aspiring nursing professionals.
Improving clinical practice satisfaction and academic achievement also reduces stress
and the intention to quit among nursing students. However, many hospital administrators
believe that newly graduated nurses lack clinical and communicative skills, and no prior
research has examined the mediation role of psychosocial abilities (Kang et al., 2021).
According to Gunay and Kilinc (2018), both theoretical and practical training
procedures are included in nursing education. The core of nursing education is clinical
training. The standard of the clinical learning environment directly affects the standard of
clinical training.
For nursing students to perform well in clinical settings, the theoretical knowledge
taught in the classroom is essential. A clinical background is necessary for clinical
performance to test learned theories in actual situations. As a result, choosing the ideal
setting for imparting necessary skills is required. Nursing students’ clinical performance
constitutes their clinical assignment, logs, care plan, and direct patient care. Clinical practice
allows students to apply theoretical knowledge to actual healthcare provision (Gemuhay,
2019).
In nursing education, it is expected that theory underlies practice (Oducado et al.,
2019). About this statement, a study at Philippine Nursing University conducted in 2019
found a significant positive relationship between performance in theoretical classroom
instruction and RLE of nursing students. The result indicates that nursing students who
performed poorly in their classwork in nursing school also performed poorly in the RLE or
practicum of the course. On the other hand, nursing students who excelled academically in
theoretical classroom instruction were more likely to do well in the practical component of
the system. Students with lower grades may have difficulty utilizing psychomotor and
cognitive skills in the clinical area.
In the essay of Adah Chung (2009), as cited by Parcasio and Ibanez (2014), nursing
students' clinical performance is measured through observation and feedback during clinical
rotations. They also assessed using simulated clinical practice exams, in which nursing
students complete simulated scenarios with patients fairly and objectively. Yoho’s study in
a different medical science showed a similar correlation between the student's academic and
clinical performance. According to Mendoza (2019), it was evident that a good-performing
student in academics will most likely perform better in a clinical setting, as a study by Jecklin
suggests that students who possess a mastery of the subject matter tend to be more
elaborative on their approach. Another study conducted in December 2019 showed a positive
correlation between academic and clinical performance observed from the three student
groups (Buhat,2019). And according to Serrano (2019), students who perform well in the
classroom perform similarly well in the clinical setting.
As emphasized by Abaravar et al. 2006, as cited by Parcasio and Ibanez (2014),
student's performance in the clinical area is greatly affected by difficulties they encounter,
especially in their first clinical duty. Factors include relationships with clinical instructors,
misunderstandings arising from group work, hospital policies and requirements, and
alterations in contingencies when handling patients. As new healthcare team members,
adjustment to different stressors seems to be crucial—many factors impact how the learning
environment is perceived. Supportive relationships are essential, as is how the students
experience the learning situations they are exposed to in terms of meaning and content.
According to Amboy and Odicado (2019), nursing students who performed poorly in
their classwork in nursing school also performed poorly in the RLE or practicum of the
course. Students with lower grades may have difficulty utilizing psychomotor and cognitive
skills in the clinical area. A study also from 2019 stated that low-standing students with poor
academic performance also did not perform well in clinical settings (Buhat-Mendoza,
2019).
As also emphasized by Rojo (2020), there are three top themes relating to clinical
performance issues, including i) Poor communication skills, ii) Inadequate knowledge or
clinical incompetence, and iii) Unprofessional behavior. The same study also found several
facilitators and barriers to effective performance in clinical practice. The facilitating factors
are effective supervision, adequate tutors, and clinical instructors. Barriers to effective
clinical practice included self-confidence, absenteeism, inadequate supervision, lack of
resources, and anxiety.
Academic Performance
Despite significant efforts, the gap between nursing theory and practice has remained
vexing within the nursing academic and practice communities (Saleh, 2018). According to
some experts, academic grades in the classroom may not necessarily represent students'
competency in the clinical or practice situation (Salah et al., 2018). Previous research
indicated that the theory-practice gap limits nursing students' clinical performance (Dalma et
al., 2015). The authors discovered that a few studies had examined the elements influencing
students' clinical performance in an integrative literature review (Pitt et al., 2012).
Nurse educators must evaluate their learners' academic achievement (Oducado &
Penuela, 2014; Mthimunye & Daniels, 2019). Academic performance in nursing school has
been demonstrated in studies to be a significant predictor of the Nursing Licensure
Examination, a critical measure of the integrity of the nursing course (Banua 2017 et al.,
2019). Evaluating student performance is an essential component of the teaching and
learning process since it decides whether or not the course objectives are reached (Delaram et
al., 2017). It is also one method of informing educational institutions about the effectiveness
of their teaching-learning techniques (Belo-Delariarte et al., 2018). Giving frequent quizzes
throughout the course to assess students' performance offers information about students'
progress and learning gaps. According to one research, students regard periodic grading as a
study motivation (Vaessen et al., 2016).
Students in this study recognized supportive Work-integrated Learning (WIL)
teachers and WIL environments as critical to developing their confidence and ease in
behaving academically. Without fear of repercussions, WIL teachers and surroundings
should allow students to reflect on their practice, acknowledge and remedy mistakes, and
discover gaps in their knowledge. Literature backs up the assertion that such spaces are
critical for increasing meaningful learning and fostering student confidence in WIL with
student organizations apart from nursing (Al Haqwi & Taha, 2015; Evenson, 2013; Liljedahl
et al., 2015; Recker-Hughes et al., 2014).
The new learning platform's experiences and students' academic achievement must be
evaluated. Pupils' academic achievement is essential to excellent education (Oducado et al.,
2020). It is vital to examine the influence of online learning on students' academic
performance to evaluate curricular modifications (Amir et al., 2020). Furthermore, assess the
students' happiness with the online learning environment is essential for identifying strengths,
assessing instruction quality, and identifying areas for development. According to research
(British Columbia Ministry of Advanced Education, 2003; Schreiner, 2009; Sockalingam,
2013), student satisfaction was strongly correlated with student performance, motivation,
retention, program completion rates, and outcomes. As a result, student satisfaction became a
crucial component of educational quality assurance. One aspect of good online education is
student happiness (Fatani, 2020). This research studied and investigated how students felt
about the various experiences and results linked to their education in a new learning mode.
Prior research suggested that English proficiency affects nursing students' academic
success in Kuwait and the Philippines (Oducado and Penuela, 2014) (Vidal, Labeeb, Wu, &
Alhajraf, 2017). In a survey of overseas university students in the USA, those with high self-
reported English language competency were likewise shown to have the highest GPA
(Martirosyan, Hwang, & Wanjohi, 2015). Additionally, it was determined that academic
success had an impact. Execution in the NLE (De Leon, 2016; Oducado et al., 2019b;
Soriano, 2016). Despite the positive effects of English language proficiency on academic
success, there have been reports of potential adverse effects on the learning process and
students' academic achievement when the subject is taught in a language other than the
learners' or students' mother or native tongue (Civan & Coşkun, 2016).
Nursing programs are increasingly using simulation to provide learning experiences
that aid students in developing these abilities. Over the past ten years, HFS has become more
widely used by nursing education programs (Myler & Seurynck, Tseng & Hill, 2020 Open
Access Higher Learning Research Communications 54, 2016). Nursing students can practice
techniques and clinical reasoning in a safe setting with simulation without endangering
patients. Students are exposed to regulated clinical situations using simulation as an

educational tool. It enables them to try transferring theory to practice in a setting without
jeopardizing patient safety. Student reflection on performance and fast feedback from
teachers and peers are two advantages of simulation (Rhodes et al., 2016).
No concluding paragraph. Please see sample.

Chapter 3
METHODOLOGY
This chapter discusses the specific procedures employed by the investigators in
gathering the data for the study. The discussion included the following sections (a) research
setting (b) research design (c) respondents and sampling procedure (d) research instrument
(e) scoring procedure (f) research protocol (g) data gathering procedures (h) statistical
techniques.
Research Setting
The study will be conducted at Christ the King College located in Barangay 23,
Gingoog City, 9014 Misamis Oriental, Philippines. Christ the King College is a sectarian
school consisting of four buildings. The campus provides Basic Education and Higher
Education programs. It caters to various undergraduate courses in the areas of Business
Administration, Teacher Education, Information Technology, Criminal Justice, Health
Sciences and Liberal Arts. At present, Christ the King College is the only school that offers
medical course specifically nursing program in Gingoog City.

Figure 2
The Map Christ the King College -Gingoog City
Research Design
This study used a descriptive-correlational design, a method used in research studies
to create stationary representations of events and illustrate the relationship between many
elements (McBurney & White, 2009). For this, the researchers chose a population whose data
were gathered from an already-existing suitable group; in this study, those students were
from the nursing department. It sought to ascertain the relationship between clinical
performance, clinical experience, and academic performance.
Participants and Sampling Procedure
A total of 89 nursing students enrolled in the 2nd, 3rd, and 4th years at Christ the
King College in Gingoog City participated in this study. The researchers used a probability
sampling methodology called stratified random sampling, which is used in sample surveys.
The components of the target population are separated into distinct groups or strata, and
within each stratum, the components are comparable in terms of a few key survey-relevant
criteria (Parsons, 2017). The investigators preferred to use the stratified random sampling
technique in selecting the participants of the study, which are the 2nd, 3rd, and 4th nursing
students because they have experienced clinical exposures.
Table 1
Distribution of Nursing Students-Respondents
Schools Population Sample Size
2nd Year 41 33
3rd Year 24 20
4th Year 24 20
TOTAL 89 73
Table 1 shows that of the total population of 89, using the sloven formula, 73 will
constitute the sample size.
Research Instruments
The correlation between clinical experience, clinical performance and academic
performance was measured using modified questionnaires and semestral grades. Every
grades and survey forms used in this study has undergone reliability and validity checks. The
research adviser was consulted over the questionnaires and semestral grades, and feedbacks
was then taken into consideration. Additionally, sample questionnaires were distributed to
the chosen nursing department students.
The data are analysed and explained using the Pearson product-moment correlation.
Scoring Procedure
This study research used a descriptive non-experimental approach using existing data
sets and Likert’s scale for the modified survey questionnaires. The grades in the academic
subjects and clinical rotation of three year levels of Christ the King College of Nursing
students were retrieved from the Office of the College Registrar and subjected to statistical
analysis. The Grade’s Scale was utilized to determine the Academic and Clinical
performance of BSN Students on their major subjects. Likert’s scale was used to specify the
respondent’s level of agreement to a statement regarding their Clinical Experience. Collected
data were tallied and organized into tables to permit ease of analysis.
The following methods of data analysis will guide the organization of data in the study:
A. The Grade’s Scale for Academic Performance of BSN Students
Range Numerical Value Point Value Description
95-100 1.0 1 Excellent

90-94 1.5 2 Very Good
85-89 2.0 3 Good
80-84 2.5 4 Fair
79 and below 2.6 and below 5 Failed
B. The Grade’s Scale for Clinical Performance of BSN Students
Range Numerical Value Point Value Description
95-100 1.0 1 Excellent
90-94 1.5 2 Very Good
85-89 2.0 3 Good
80-84 2.5 4 Fair
79 and below 2.6 and below 5 Failed
C. The Likert’s scale for Clinical Experience of BSN Students
Scale Range Descriptive Rating Interpretation
5 4.51-5.00 Strongly Agree Very Positive
4 3.51-4.50 Agree Somewhat Positive
3 2.51-3.50 Undecided Neutral
2 1.51-2.50 Disagree Somewhat Negative
1 1.00-1.50 Strongly Disagree Very Negative

Data Gathering Procedure
Validity and Reliability of the Instruments
Statistical Techniques
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APPENDIX A
Letter to the Dean of the School of Teacher Education
September ___, 2022
MA. FE D. OPINA, Ed.D., LPT

Dean, School of Teacher Education
Liceo de Cagayan University
Dear Dr. Opina:

Greetings of Peace and Well-being in Christ’s name!
I am currently working on my Dissertation entitled “Teachers’ Organizational

Commitment, Citizenship Behavior, Engagement, and Burnout During the Pandemic” in
partial fulfillment of the requirements for the degree Doctor of Education major in
Leadership and Management at Liceo de Cagayan University, Cagayan de Oro City. This
study is grounded on the hypothesis that teacher burnout can be explained by some affective
organizational factors, such as Organizational Commitment, Citizenship Behavior, and
Engagement. This endeavor will also endeavor to determine the best model fit to explain
teachers’ burnout.
In line with this, I would like to ask your permission to conduct the study to the target
respondents who are secondary school teachers of the Schools Division of Gingoog City.
Your positive response to this request will be highly appreciated.
Thank you and more power.
Very truly yours,
JAYSON S. DIGAMON, MAEd, LPT

Ed.D. Candidate/ Researcher
Noted by:
NENITA ITAAS-PRADO, PhD

Adviser
Approved
MA. FE D. OPINA, Ed.D., LPT

Dean, School of Teacher Education
APPENDIX B
Letter to the Schools Division Superintendent
September ___, 2022
JESNAR DEMS S. TORRES, PhD, CESO V

Schools Division Superintendent
Schools Division of Gingoog City
Sir:
I am currently working on my Dissertation entitled “Teachers’ Organizational

Commitment, Citizenship Behavior, Engagement, and Burnout During the Pandemic” in
partial fulfillment of the requirements for the degree Doctor of Education major in
Leadership and Management at Liceo de Cagayan University, Cagayan de Oro City. This
study is grounded on the hypothesis that teacher burnout can be explained by some affective
organizational factors, such as Organizational Commitment, Citizenship Behavior, and
Engagement. This endeavor will also exhaustively examine the extent of burnout experienced
by teachers working under the threat of the COVID-19 pandemic.
In line with this, I would like to ask your permission in conducting my study, to include
floating of questionnaires to and conducting focus group discussions with the secondary
school teachers of the Division of Gingoog City.
Your positive response to this request will be highly appreciated.
Very truly yours,

Noted by:

Adviser
Approved
JESNAR DEMS S. TORRES, PhD, CESO V

Schools Division Superintendent
APPENDIX C
Letter to the Instrument Validators
September ___, 2022
JO NIZA B. MORTIZ, MAEd-GC, RGC, PhD (Clinical Psy-Ongoing)

College Guidance Counsellor
Community College of Gingoog City
Dearest Ma’am Mortiz:
The undersigned, a Master Teacher I, working at the Department of Education, is currently

working on his Dissertation entitled “Teachers’ Organizational Commitment, Citizenship
Behavior, Engagement, and Burnout During the Pandemic” in partial fulfillment of the
requirements for the degree Doctor of Education major in Leadership and Management at
Liceo de Cagayan University, Cagayan de Oro City.
In line with this, he would like to ask your expertise and permission to be one of the
validators of the research instruments that he will be using for his dissertation. Attached are
the validation tool for quantitative research, research instruments, and the statement of the
problem for your gracious perusal and generous scrutiny.
The undersigned would be very glad to receive your comments and suggestions for the
improvement of the research instruments.
Your positive response to this request will surely be a significant factor to the success of this
scholarly endeavor.
Very truly yours,

Noted by:

Adviser
Approved
JO NIZA B. MORTIZ, MAEd-GC, RGC, PhD (Ongoing)

Validator
September ___, 2022
TERESITA T. TUMAPON, PhD

Director, Internalization Office/University Professor
Dearest Dr. Tumapon:

scholarly endeavor.
Very truly yours,

Noted by:

Adviser
Approved
TERESITA T. TUMAPON, PhD

Validator
September ___, 2022
LOURDES G. TOLOD, PhD

University Professor
Xavier University and Liceo de Cagayan University
Dearest Dr. Tolod:

scholarly endeavor.
Very truly yours,

Noted by:

Adviser
Approved
LOURDES G. TOLOD, PhD

Validator
September ___, 2022
MA. FLORECILLA C. CINCHES, PhD

Vice-President for Research, Extension, Planning and Innovation
iceo de Cagayan University
Dearest Dr. Cinches:

scholarly endeavor.
Very truly yours,

Noted by:

Adviser
Approved
MA. FLORECILLA C. CINCHES, PhD

Vice-President for Research, Extension, Planning and Development
APPENDIX D
Survey Instrument Validation Rating Scale
SURVEY INSTRUMENT VALIDATION RATING SCALE
Name of Validator :
Degree :
Position :
Institution :
Field of Expertise:
Name of the Researcher :

Title of Dissertation :
To the evaluator: Please check the appropriate box for your ratings.
Points: 5-Excellent 4-Very Good 3- Good 2-Fair 1-Poor

Indicators 5 4 3 2 1
1. The items in the instrument are relevant to answer the objectives
of the study.
2. The items in the instrument can obtain depth to the constructs
being measured.
3. The instrument has an appropriate sample of items for the
constructs being measured.
4. The items and their alternatives are neither too narrow nor limited
in its content.
5. The items in the instrument are clearly stated.
6. The items in the instrument can elicit responses that are stable,
definite, consistent, and not conflicting.
7. The terms adapted in the scale are culturally appropriate.
8. The layout or format of the instrument is technically sound.
9. The responses in the scale show a reasonable range of variation.
10. The instrument is not too short or long enough that the
participants will be induced to respond to it and accomplish it
fully.
11. The instrument could answer the basic purpose for which it is
designed.
12. The instrument is culturally acceptable when administered in the
local setting
Comments/Suggestions/Recommendations:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________
Evaluator’s Name and Signature
___________________________________
Date: ______________________________
APPENDIX E
Research Instruments
RESEARCH INSTRUMENTS
Dear Sir/Ma’am Respondent,
I am JAYSON S. DIGAMON, a Doctor of Education student in the School of

Graduate Studies of Liceo de Cagayan University.
Several research articles and studies exist that suggest that work commitment,
engagement, and citizenship behavior may in some fashion be related to teacher burnout.
The research I wish to conduct for my Doctoral dissertation is entitled, “Teachers’
Organizational Commitment, Citizenship Behavior, Engagement, and Burnout During
the Pandemic: A Structural Equation Modeling.”
As part of the Degree Requirement, I am conducting the aforesaid research study,

and I am inviting you to be part of it, however, it is up to you to participate or not. It is purely
voluntary. If you decide to participate willingly, please answer the following research
instruments. In any event that there are words and concepts which you may not understand
relative to this study, it will be explained to you, and you can ask questions anytime.
The questionnaires that you are about to respond to will be used by the researcher to
measure the extent of burnout you experience during the time of the pandemic. Aside from
that, they will provide the researcher a valid and reliable data relative to essential
organizational outcomes, such as organizational commitment, citizenship behavior, and work
engagement. Through your participation, you give an opportunity to express your views on a
wide range of issues related to your current work conditions. Please note that there is no right
or wrong answers.
The researcher assures you that no individual will be identified from their responses
and there are no requests for confidential information included in the questionnaire. The
results of the analysis will be strictly used by the researcher for study purposes only.
The questionnaire comprises four parts:

1. Socio-contextual Burnout Inventory (Pietarinen et al., 2014)
2. The Organizational Commitment Questionnaire (Mowday et al.,1979; Yang, 2019)
3. Organizational Citizenship Behavior Survey (Podsakoff, MacKenzie, Moorman &
Fetter, 1990)
4. Utrecht Work Engagement Scale (Schaufeli & Bakker 2003)
Researcher:
JAYSON S. DIGAMON, M.A.Ed-ELT, LPT

Ed.D. Candidate
Survey Questionnaire
This questionnaire is part of a study, which seeks to determine the impact of the
affective organizational factors, namely: organizational commitment, citizenship behavior,
and work engagement on the teachers’ burnout.
Please be assured that your responses will be dealt with utmost confidentiality and
will be solely used as part of the data needed to realize the objective of this study.
Thank you very much.
Jayson S. Digamon, MAEd, LPT

Candidate-Doctor of
Education
PART 1. Burnout Inventory for Teachers (Socio-contextual Teacher Burnout

Inventory) Validated and Reliability-Tested STBI of Pietarinen et al. (2013)
Instructions:
The following survey items refer to your assessment of your experienced burnout in
teaching, especially considering the pandemic. Judge how you agree with each statement
using the following scale:
1=Strongly Disagree 2=Disagree 3=Undecided 4=Agree 5=Strongly Agree
Exhaustion
1. I feel burnt out during the pandemic.
2. With the pandemic, I thought I would not make it
to the retiring age.
3. Stress means a situation in which a person feels
tense, restless, nervous, or anxious or is unable to
sleep at night because his/her mind is troubled all
the time. I feel I experience this kind of work-
related stress during the pandemic.
Cynicism/Depersonalization
1. During the pandemic, I was disappointed in our
teacher community’s ways of handling our shared
affairs.
2. I often feel like I am an outsider or not a part in
my work community.
3. In spite of several efforts to develop the working
habits of our teacher community, I feel nothing
has ever changed.
Diminished Personal Accomplishment/Inadequacy

1. Dealing with problem situations considering my
learners often upsets me.
2. The challenging learners make me question my
abilities as a teacher.
3. I often feel I have failed in my work with the
learners.
PART II. Organizational Commitment (Mowday et al.,1979; Yang, 2019)

Instructions:
Please indicate the extent of your agreement or disagreement on the following
indicators using the provided scale.

Affective Commitment
1. I would be very happy to spend the rest of my
career with this school.
2. I really feel as if this school’s problems are my
own.
3. I feel “emotionally attached” to this school.
4. I feel like “part of the family” at this school.
5. This organization has a great deal of personal
meaning for me.
Continuance Commitment
6. Right now, staying with my school is a matter of
necessity as much as desire.
7. It would be very hard for me to leave my school
right now, even if I wanted to.
8. Too much of my life would be disrupted if I
decided I wanted to leave my school now.
9. I feel that I have too few options to consider
leaving this organization.
10. If I had not already put so much of myself into this
school, I might consider working elsewhere.
11. One of the few negative consequences of leaving
this school would be the scarcity of available
alternatives.
Normative Commitment
12. I feel an obligation to remain with my current
school.
13. Even if it were to my advantage, I do not feel it
would be right to leave my school now.
14. I would feel guilty if I left my school now. This
school deserves my loyalty.
15. I would not leave my school right now because I
have a sense of obligation to the people in it.
16. I owe a great deal to my school.
PART III. Organizational Citizenship Behavior (Podsakoff, MacKenzie, Moorman &

Fetter, 1990)
Instructions:
Please indicate the extent of your agreement or disagreement on the following
indicators using the provided scale.
Altruism
1. I help others who have been absent.
2. I am always ready to lend a helping hand to those
around me
3. I help others who have heavy workloads
4. I help orient new people even though it is not
required
5. I willingly help others who have work related
problems
Sportsmanship
6. I always find fault with what the school is doing.
7. I am the classic “squeaky wheel” that always
needs greasing
8. I consume a lot of time complaining about trivial
matters
9. I tend to make “mountains out of molehills,”
meaning I become over-reactive and makes too
much of a minor issue.
10. I always focus on what’s wrong, rather than the
positive side
Civic Virtue
11. I do not abuse the rights of others
12. I try to avoid creating problems for coworkers
13. I consider the impact of my actions on co-teachers.
14. I take steps to try to prevent problems with other
teachers
15. I am mindful of how my behavior affects other
people’s jobs
Courtesy
16. I keep abreast of changes in the school.
17. I attend functions that are not required, but help
the school’s image.

18. I attend meetings that are not mandatory, but are
considered important.
19. I read and keep up with school’s announcements,
memos, etc.
Conscientiousness
20. I am one of the most conscientious teachers.
21. I believe in giving an honest day’s work for an
honest day’s pay.
22. My attendance at work is above the norm.
23. I do not take extra breaks.
24. I obey school rules and regulations even when no
one is watching.
PART IV. Work Engagement (Schaufeli & Bakker 2003)
Instructions:
The following 17 statements are about how you feel at work. Please read each
statement carefully and decide if you ever feel this way about your job using the following
scale.
Vigor
1. At my work, I feel bursting with energy.
2. At my job, I feel strong and vigorous.
3. When I get up in the morning, I feel like going to
work.
4. I can continue to be working for very long periods
at a time.
5. At my job, I am very resilient, mentally.
6. At my work I always persevere, even when things
do not go well
Dedication
7. I find the work that I do full of meaning and
purpose.
8. I am enthusiastic about my job.
9. My job inspires me.
10. I am proud of the work that I do.

11. To me, my job is challenging.
Absorption
12. Time flies when I’m working.
13. When I am working, I forget everything else
around me.
14. I feel happy when I am working intensely.
15. I am immersed in my work.
16. I get carried away when I’m working.
17. It is difficult to detach myself from my job.
APPENDIX F
Curriculum Vitae
CURRICULUM VITAE
Personal Data
Name: JAYSON SALUDO DIGAMON

Address: Brgy. 16, Gingoog City, Misamis Oriental
Birthday: January 26, 1991
Place of Birth: Pob. Sur Batuan, Bohol
Civil Status: Single
Religion: Roman Catholic
Email Add: jayson212012@gmail.com
Mobile: 09363548815
Education-----------------------------------------------------------------------------------
Post-Graduate Studies: Doctor of Education

Major: Leadership and Management (SY 2020-present)
Cagayan de Oro City
Ph.D. in Education Units Earned

Xavier University-Ateneo de Cagayan (SY 2019-2020)
Cagayan de Oro City
Graduate Studies: Master of Arts in Education SY 2013-2017

Major: English Language Teaching
Cagayan de Oro City
Tertiary Education: Bachelor in Secondary Education SY 2008-2012

Major in English
Christ the King College
9014 Gingoog City
CUM LAUDE
Professional Appointments and Employment --------------------------------------
2021-Present MASTER TEACHER I

Division of Gingoog City
Gingoog City, Misamis Oriental
2019-2021 EDUCATION PROGRAM SPECIALIST in Monitoring and

Evaluation
Schools Division of Gingoog City
Gingoog City, Misamis Oriental
2018-present PART-TIME RESEARCH INSTRUCTOR

Christ the King College
Gingoog City
2019-present PART-TIME RESEARCH INSTRUCTOR

Gingoog City Colleges
Gingoog City
2016-2019 SENIOR HIGH SCHOOL TEACHER III

Gingoog City Comprehensive National High School
 Taught Quantitative and Qualitative Research Subjects
 Served as the school and District Research Coordinator
 initiated the senior high school’s research congress which
served as an avenue for students to present their research
papers, the first in the Division of Gingoog City.
 served as the research editor of the LANCER Journal for the
Humanities and Social Sciences, a journal of research screened
and evaluated from the research congress of students.
2014-2016 SECONDARY SCHOOL TEACHER I

Malibud National High School
Gingoog City
2012-2014 ENGLISH TEACHER

Basic Education Department, Christ the King College
Gingoog City
Publications--------------------------------------------------------------------------------
Digamon, J. S., & Cinches, M. f. (2017). Schlechty’s Student engagement continuum in the
work team experience: A pilot study. Journal of Institutional Research Southeast
Asia, 15(3), 5-18. http://www.seaairweb.info/journal/JIRSEA_v15_n3_2017.pdf
Digamon, JS. Writing Research Questions in a Quantitative Research: A Simplified Version.

World Education Connect Multi-Disciplinary e-Publication. Volume I. Issue III.

October 2021. ISSN (Online) 2799-0842 & ISSN (Print) 2799-130X
DIGAMON, J. S., DELIMA, R. R. R., DE LA PEŇA, J. N., & RISONAR, C. J. O. (2021).

Story Retelling (SR) Technique in Improving Reading Comprehension of Sixth-
Graders. JPAIR Multidisciplinary Research Journal, 46(1), 1-1.
RISONAR, C. J. O., & DIGAMON, J. S. (2022). LEARNING OUTCOMES BETWEEN

SIXTH-GRADERS IN MULTIGRADE CLASSES AND MONOGRADE
CLASSES. IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH
JOURNAL, VOL. 4, NO. 1, pp. 187 - 194
DIGAMON, J. S., & DE LA PENA, J. N. (2021). Attitudes of Senior High School Students
Towards Career Decision Making. JPAIR Institutional Research Journal, 16(1), 1-1.
https://www.ejournals.ph/article.php?id=16439
Digamon, J.S., et. al (2019). The Role of the Oedipus Complex on the Perceived Romantic
Security of Males. International Journal of Scientific and Research Publications
(IJSRP) 9(4) (ISSN: 2250-3153). DOI:
http://dx.doi.org/10.29322/IJSRP.9.04.2019.p8858
Digamon, J.S., et. al (2020). Selfie phenomenon: its implications to self-esteem and body
image satisfaction. International Journal of English and Education. Volume: 9,
Issue:4 (ISSN: 2278-4012). http://ijee.org/vol_9_issue_4
[Roxanne J. Montojo, Connie M. Obedencio and Jayson S. Digamon (2020); EVERY

STUDENT AN EXPRESSIVE AND REFLECTIVE WRITER: ADDRESSING
MATH ANXIETY Int. J. of Adv. Res. 8 (Oct). 473-479] (ISSN 2320-5407).
www.journalijar.com
Awards and Distinctions ----------------------------------------------------------------
BEST ORAL PRESENTER 3rd Asia Pacific Conference on Interdisciplinary

Research (APCIR 2020) on November 24-26, 2020, via
ZOOM Video Teleconferencing
BEST PAPER During the 17th Annual Southeast Asian

Association for Institutional Research (SEAAIR)
Conference on September 6-8, 2017, at PSB Academy,
Singapore
2nd BEST PAPER During the 2017 Regional Research Congress on

November 15-16, 2017, at Dynasty Court Hotel,
Cagayan de Oro City
FIRST PLACE During the 2018 Division Research Congress on

September 19, 2018, at DRBCS Covered Court

September 19, 2017, at Gingoog City Penthouse

November 6, 2015, at Division Office Conference Hall,
Gingoog City
RESEARCH PRESENTATIONS -----------------------------------------------------------
Conference Venue Year Level

3rd Asia Pacific (Virtual) November 24- International
Conference on 26, 2020
Interdisciplinary
Research (APCIR
2020)
Southeast Asian
Association for
PSB Academy, Singapore September 2017 International
Institutional Research
(SEAAIR) Conference
2018 Conference of
De la Salle Medical and
Basic Education
Health Sciences Institute, November 2018 International
Researchers Southeast
Cavite
Asia
2017 International Philippine International
Conference of Basic Convention Center December 2017 International
Education Researchers (PICC), Pasay City
2018 Regional Xavier Estates Sports and
Research Conference Country Club, Masterson November 8-9,
Regional
Avenue, Cagayan de Oro 2018
City
2017 Regional Limketkai Center,
September 2017 Regional
Research Caravan Cagayan de Oro City
Division Research ASL Gymnasium,
July 2018 Division
Caravan Gingoog City
Speakership --------------------------------------------------------------------------------
Conference/Seminar/Workshops Venue Date

Research in Teaching St. Peter’s College of August 19, 2022
Misamis Oriental, Inc.,
Balingasag, Misamis
Oriental
Seminar on Curriculum Paseo Grill and Resto, December 1-3, 2021
Instruction and Assessment (CIA) Gingoog City
for the Newly Hired Teachers
Orientation-Seminar for Newly Paseo Grill and Resto, September 7-9, 2021
Hired Teachers (Innovation and Gingoog City
Income Generating Projects)
The Art of Communication Paseo Grill and Resto, September 14-16,
Gingoog City 2021
Seminar-Workshop for Action September 26-28,
SophieRed Hotel, Jasaan
Researches 2019
January 25, February
3-day Workshop on CI-Based
Malibud Central School 19, and March 18,
Action Research
2016
District Training for School Paper
Malibud Central School September 2015
Advisers and Campus Journalist
Research Funding-------------------------------------------------------------------------
Basic Education Research Fund (BERF) Grantee on the following research papers:
 “Social Correlates of Students’ Academic Performance”- P 5,000.00
 “Teacher Support and Students’ Knowledge as Predictors of Attitude Towards
Research Writing” – P 23, 500.00
Professional Activities and Outputs

 Organized and served as speaker during the 2-day Conduct of the Division
Level Seminar-Workshop for District Research Coordinators Select School
Heads and Division Personnel for Action/Basic Research (Mentoring of
Mentors Seminar-Workshop) on September 26-27, 2020 at SophieRed Hotel,
Jasaan, Misamis Oriental.
 Crafted a module titled, “Writing Research Questions in Quantitative
Researches”
 Organized a Training for North 2 District Teachers on Continuous
Improvement (CI)-Based Action Research on January 25, February 19, and
March 18, 2016.
 Facilitated Research Congress and Conferences for Senior High School
Students at Gingoog City Comprehensive National High School on March 12
and 13, 2019; February 28, 2018
 Facilitated the Conduct of West 1 District Research Congress for Teachers

and Administrators on September 7, 2018
Professional Links------------------------------------------------------------------------
Orcid ID: https://orcid.org/0000-0003-1739-4395
Google Scholar: https://scholar.google.com/citations?user=uGhzmrUAAAAJ&hl=en
Researchgate: https://www.researchgate.net/profile/Jayson_Digamon
Scopus: https://www.scopus.com/authid/detail.uri?authorId=57198513013
Mendeley: https://www.mendeley.com/profiles/jayson-digamon/
Linkedin: https://www.linkedin.com/m/in/jayson-digamon-34852995

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CLINICAL EXPERIENCE, CLINICAL PERFORMANCE, AND

ACADEMIC PERFORMANCE OF NURSING STUDENTS AT CHRIST

CLINICAL EXPERIENCE, CLINICAL PERFORMANCE, AND ACADEMIC

This thesis entitled “CLINICAL EXPERIENCE, CLINICAL PERFORMANCE AND

JAYSON S. DIGAMON, Ed.D. (CAR)

APPROVED in partial fulfillment of the requirements for the subject PRACTICAL

PINKY CATIIL RN. PATRICK GLENN SACAL

Comprehensive Examination: PASSED

MERLE HURTADO, RM, RN, MN

CHENITAP DABLO, LOUIGEN DAGAYDAY,

JAYSON SALUDO DIGAMON

English Editing Certification Form

This is to certify that I have edited this thesis manuscript entitled

CLINICAL EXPERIENCE, CLINICAL PERFORMANCE, AND ACADEMIC

Signature over printed name

APPROVAL SHEET iii

ENGLISH EDITING CERTIFICATION FORM v

LIST OF TABLES viii

1 THE PROBLEM AND ITS SCOPE 1

Theoretical and Conceptual Framework 4

Statement of the Problem 8

Significance of the Study 9

Scope and Delimitation 10

2 REVIEW OF RELATED LITERATURE AND STUDIES 11

Participants and Sampling Procedure 60

Data Gathering Procedure 68

Validity and Reliability of the Instruments 71

A. Letter to the Dean 91

B. Letter to the Schools Division Superintendent 93

C. Letter to the Instrument Validators 95

D. Instrument Validation Rating Scale 100

E. Research Instruments 102

F. Curriculum Vitae 108

TABLE TITLE PAGE

FIGURE TITLE PAGE

1 Schematic Presentation of the 25

Interplay of Variables in the Study

2 The Map of the Schools 54

Division of Gingoog City

3 Research Steps and Study Design 59

THE PROBLEM AND ITS SCOPE

necessary knowledge to expand nursing's authority and professional autonomy. Clinical

providing anticipatory knowledge of the organizational settings in which nursing care is

2014). Thus, clinical education is a time- and resource-intensive aspect of contemporary

nursing programs. Theoretical knowledge needs to be learned in the classroom so that

Hence, leading to the theory-practice gap.

Conversely, in Jordan, there is a report of contradictions between what was taught in

practice (Mirisho et al., 2019).

Subsequently, in the Philippines, the Bachelor of Science in Nursing (BSN)

Experiences (RLE). RLE is a teaching-learning opportunity designed to develop students'

student nurses (Factor et al., 2017).

school can predict performance in the clinical part of the course.

Theoretical and Conceptual Framework

experience, clinical performance, and academic performance. Patricia Benner’s Novice to

the entirety of the study.

Homard, 2013; Walker-Reed, 2016).

2017; Thomas & Kellgren, 2017).

(Benner, Tanner, & Chesla, 2009; Brykczynski, 2017)

theoretical information must be implemented in customized nursing care practices is crucial

experiences and expectations, advanced beginners find it challenging to understand the

completed (Benner et al., 2009; Brykczynski, 2017).

urgency over time (Benner et al., 2009; Brykczynski, 2017)

Charalambous, Katajisto, Välimäki, LeinoKilpi, & Suhonen, 2010; Douglas, 2018).

curriculum (Nuuyoma, 2018).