Good day everyone!

Today, G3 will be presenting the descriptive statistic of our

study with the objective :
This study aims to determine if there is a significant difference in the perceived level
of competence among 4th year student nurses of Iloilo Doctors' College with less
than 24 hours and those who have 24 hours and more Intensive Nursing Practicum
Program clinical duty.

Out of the total population of 259 4th year student nurses of IDC, using the non
probability sampling,153 students have responded to the survey.
To start with,

Age
The respondents were in the ages 21-39 years old with a mean of 22 years and A standard deviation
of ±2.2.

Implications: Most of our respondents are in a homogenous group in terms of age because most of
them are in 22-24 years old, which is the appropriate age for graduating nursing students.

Sex assigned at birth

130 (85%) were female, 18 (11.8%) were male and the rest who preferred not to disclose their sex were
5(3.3%).

Implications: Results show that most of the respondents are female which makes the result
disproportionate since this may only represent the female respondents and not generally all the 4th year
nursing students of IDC.

MONTHLY INCOME
For the monthly income, 33 of the respondents (21.6%) are in ₱10,000 and below, 48 of the
respondents (31.4%) belong to the lower-middle class which has ₱10,000 to ₱20,000. 30 of
the respondents (19.6%) are in ₱20,001 - ₱30,000 and 42 of the respondents (27.5%) are
in ₱30,001 and above.

The percentages represent average income-earning families, and the rest are equally
represented. As we can see in the table, 31.4% (10,000-20,000) in statistics authority we
call these people average income earner or these are lower-middle class and this
represents as a whole in our country because here in the Philippines according to PSA
majority of Filipinos are actually belonging to the lower-middle income group and we can
see here that it has the bigger proportion in the sample and all the rest are evenly
proportion.

Implications: 4th year nursing students are very diverse so it means most of the respondents
are heterogeneous in terms of their income

LEARNING ENVIRONMENT

Then, for the learning environment of this month, 66 of the respondents (43.1%) spent their
clinical duties in the hospital, 44 of them (28.8%) in the community, and 43 of them (28.1%)
in school.

If we combine here the hospital and the community, we can have 71.9% really going on duty or
really assigned to nursing practice and not staying in school

Implications: So it is congruent to the nursing curriculum in 4th year, because by 4th year you are
expected to spend most of your time with patient care rather than the school-based type of activities
so it confirms that the implementation of the nursing duty is actually following the nursing curriculum
as mandated by CHED.

TEACHING STYLE
The four teaching styles included are : Stimulation/usage of dummy patients in NAL, Actual patient-
nurse engagement and interaction, Involves online classes, & Ward classes

The number of teaching styles implemented by the Clinical Instructor in NCM122 shows that
in 1 Teaching Style, 49 of the respondents (32.0%), in 2 Teaching Styles 60 of the
respondents (39.2%), in 3 Teaching Styles 30 of them (19.6%) and in 4 Teaching Styles 14
of them (9.2%).

Implications: We can use at least 2 teaching styles and this means that CI’s in the IDC are
flexible in terms of their teaching strategy it is because they can combine 2 different
teaching styles in one type of teaching or clinical setting and which is good because in
nursing the most important principle are knowledge, skills, and attitude and this is not going
to be delivered just by one teaching style. So the majority of the students reported that their
CI’s had at least 2 teaching styles during clinical duty.

Number of Teaching Styles Implemented by the Clinical

Instructor in NCM122
With regards to the number of times spent in the Skills Laboratory this week instead of
Clinical Duty, 59 of the respondents (38.6%) never had skills lab, 17 of them (11.1%) had at
least once this week, 41 of them (26.8%) had twice this week and 36 of respondents
(23.5%) had thrice or more this week.

Implications: One-third of the respondents spent most of their time on clinical duty and
never had any skills lab following the exact curriculum as it was stated in NCM 122,
however, there are more than half of the 4th year nursing students reported to have spent
their clinical duty hours in the skills lab for at least twice or more times this week.

Number of Hours Spent on Actual Clinical Duty for NCM122 this

week
The respondents spent 0-136 hours on actual clinical duty for NCM112 this week with a mean of
25.3 and a standard deviation of ±26.8.
Implications: Most of the responses were ranging from 0-52 hours. The responses varied so much,
it could be because of certain reasons like hospital unavailability, and delayed processing of RTPCR
testing & documents by staff assigned.

Frequency of Ward Classes Spent instead of Clinical Duty this

week
The respondents spent 0-120 hours on ward classes instead of clinical duty this week with the mean
of 18.2 and a standard deviation of ±24.5.
Implications: Most of the responses were ranging from 0-43 hours. Lack of cases in the hospital
could be the reason why CI tends to shift to ward classes instead of actual nurse-patient interaction.