WESTERN LEYTE COLLEGE OF ORMOC, INC.

COLLEGE OF NURSING AND ALLIED HEALTH SCIENCES

Karylle Joyce P. Petil BSN 3- Section 1

Ms. Maria Concepcion Maico October 20, 2021

Research Title:
BASIC NURSING PROCEDURES: KNOWLEDGE AND SKILLS AS PERCEIVED BY
LEVEL IV STUDENT NURSES OF WESTERN LEYTE COLLEGE OF ORMOC, INC.

Background of the Study:

Nursing students' health care skills are established through direct supervision of

professional clinical instructors (CI) and nurses during related learning experience (RLE) that

also is apart from any other health-related profession. RLE applies theories, knowledge, and

learning acquired during classroom discussions and establishes nursing students' health care

skills through direct supervision of professional clinical instructors (CI) and nurses. Nursing in

the field may confront various obstacles or misconceptions since students and clinical instructors

have different attitudes, backgrounds, and experiences. The learning interaction must be pleasant

and satisfying for both the instructor and the learner.

Nursing students were caught off guard by the stoppage of the education. In addition,

student nurses' clinical practice in hospitals has been limited. Because clinical practice is such an

important part of nursing school, students may have been concerned about their clinical skill

development. Furthermore, when application skills are poor, nursing students may be affected by

the uncertainty of when, where, and how to complete compensatory training to eliminate

deficiency.
 According to pertinent provision of the Republic Act no. 7722, known as the Higher

Education Act of 1994 and pursuant to Commission en Banc Resolution no. 170 dated April 19,

2009. Commission on Higher Education (CHED) Memorandum Order (CMO) no. 14, series of

2009 require the students in the Bachelor of Nursing (BSN) program to complete more than

two thousand (2000) hours of related learning experience. Student nurses upon graduation

are then expected to be competent in the 11 key areas of responsibility stipulated in the

memorandum and its more than 40 core competency standards and indicators.

Understanding the experiences and expectations of the students when faced with this

important change, is necessary for helping the education and teaching authorities to assign

sufficient resources and re-orient university education for nursing students. A harmonious and

professional student – teacher relationship could be a key to successful mentorship program on

the part of the nurse educator and a good learning experience leading to a successful education

on the part of the student.