i

The Safety of Nursing Students in the Implementation of the

Limited Face-to-Face in Related Learning

Experience: A Phenomenology

_____________

An Undergraduate Research

Presented to the Faculty of the Bachelor of Science in Nursing of

Pilar College of Zamboanga City, Inc.

In Partial Fulfillment of the Degree of

Bachelor of Science in Nursing

_____________

MOHAMMAD, FARHAN

OLIVA, JEAN CAMILA J.

SALA, MARJORIE PATMA O.

VIASON, JOSHUA S.

VIÑAS, HEIZEL M.

May 04, 2022

 ii

PILAR COLLEGE OF ZAMBOANGA CITY, INC

R.T. Lim Boulevard, Zamboanga City
Tertiary Education Department

APPROVAL SHEET

In partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN

NURSING, this research proposal entitled: THE SAFETY OF NURSING STUDENTS IN
THE IMPLEMENTATION OF THE LIMITED FACE-TO-FACE IN RELATED
LEARNING EXPERIENCE: A PHENOMENOLOGY prepared and submitted by
MOHAMMAD, FARHAN, OLIVA, JEAN CAMILLA J., SALA, MARJORIE PATMA O.,
VIASON, JOSHUA S., VIÑAS, HEIZEL M. is hereby recommended for oral examination.

EDMUND V. ENOPIA, MIT

Adviser

Approved by the Oral Examination Committee on May 2022

with a rating of ___%

S. Ma. DIVINA CONSEJO E. BILLANES, RVM

Dean, Bachelor of Science in Nursing

MRS. JOSEFINA MALINDOG MRS. NERISSA MANALO

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Science in Nursing
 iii

ABSTRACT

The COVID-19 pandemic had forced nursing students and others in many countries
around the world to stay home and adhere to unprecedented challenges as they moved to
quickly shift classes to an online learning format, modular and some are having limited face-to-
face classes especially medical students. This study aims to determine the factors and
challenges that triggered the safety of the nursing students during limited face-to-face class in
their related learning experience associated with the pandemic situation. The researcher used
the purposive sampling strategy that has a method that picking a sample. This study utilized a
qualitative research design which used an easy to understand the survey questionnaire as a
method of data gathering which it had been limited to the 10 respondents of 3 rd and 4th year
nursing students of Pilar College Zamboanga City Inc., A.Y 2021-2022. The result of this study
showed the safety measures of each participant, the institution and by their different
experiences in the implementation of limited face-to-face in their related learning experience
that they’ve gone through with the challenges and factors to assure their safety. Moreover, the
participants discussed their perspectives and interventions in safety protocols that the school
implemented and on how to deal and handle their challenges during the limited face-to-face
class. Furthermore, having a positive outlook on life despite all the challenges encountered
amidst the COVID-19 pandemic was one of the coping strategies employed by the majority of
the participants.
KEYWORDS: Safety Measures, Factors, Challenges, Interventions, COVID-19 pandemic
 iv

ACKNOWLEGEMENT

The group of the nursing students for this research study would like to extend their
sincerest gratitude and appreciation to the following people who have contributed and supported
in the fulfillment of this study:

S. Ma. Divina Consejo E. Billanes, RVM, Mrs. Josefina Malindog, and Mrs. Nerissa
Manalo, as the panelist during the research defense, for their time, feedbacks, and supportive
recommendations in the enhancement of this study;

Mr. Edmund V. Enopia, MIT, the research adviser, for his understanding, time, and
effort in checking thoroughly and rechecking the documents, and for sharing his suggestions
regarding the output of the group that has greatly contributed in the completion of this study;

To our respondents who made some effort to answer the survey questionnaire that
made us to have a valid result. And of course, the last but not the least, a special thanks to our
supportive parents, who helped and supported our financial needs and effort to pursue our
studies and become successful.

Above all, we thank God, the Almighty, for His bestowed grace, wisdom, knowledge, and
His guidance.
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TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEGMENT iv

TABLE OF CONTENTS v

CHAPTER

1 INTRODUCTION

Purpose of the Study 6

Research Questions 6

Theoretical Lens 6

Scope and Limitations 8

Importance of the Study 8

Definition of Terms 10

Organization of the Study 11

2 REVIEW OF RELATED LITERATURE

3 METHODOLOGY

Research Design 18

Research Participants 19

Role of the Researcher 19

Data Sources 21

Data Collection Procedure 22

Data Analysis 23

Trustworthiness of the Study 24

Ethical Considerations 26
 vi

4 RESULTS

Table 1: Major Themes and Core Ideas on the Safety Measures 30

Table 2: Major Themes and Core Ideas on the Challenges 35

Table 3: Major Themes and Core Ideas on the Risk Factors 39

Table 4: Major Themes and Core Ideas on the Interventions 44

5 DISCUSSIONS

Major Themes and Core Ideas on the Safety Measures 50

Major Themes and Core Ideas on the Challenges 52

Major Themes and Core Ideas on the Risk Factors 58

Major Themes and Core Ideas on the Interventions 60

REFERENCES
 1

CHAPTER I

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

purpose of the study, research questions, theoretical lens, importance of the study,

definition of terms and organization of the study.

In the midst of a pandemic, the world is confronted with unprecedented

problems. Thousands of people have died as a result of Coronavirus Disease 2019

(COVID-19) (World Health Organization, WHO, 2020). The data on the number of tests

performed, positive cases, hospitalizations, and fatalities was updated hourly. Concerns

about the burden on health-care systems throughout the world are growing, and they're

only going to get worse. This health crisis affects all systems and communities, not just

frontline workers and clinical leaders. COVID-19 has already caused havoc in colleges

and educational institutions. Schools of nursing are bracing for specific difficulties

connected to their role in helping to create the next generation of care workers in the

health industry. During the COVID-19 pandemic, this focuses on the special needs and

concerns of nursing educators and nursing students. They discuss some of the early

lessons as they all tackle this health catastrophe, drawing on direct experience as nurse

educators conducting clinical courses in a post-licensure nursing school. They talk about

the issues that students have raised. They’re wondering how they will continue to train

nurses in a culture where social isolation, isolation, and quarantine measures are

common, yet nurses are still needed on the front lines (Nurse Educ Today, 2020).

One of the most crucial aspects of training nursing students is clinical skills.

Clinical experience is critical in assisting nursing students in putting theoretical concepts

and abilities into practice. Internship students work as part of a health-care team and are
 2

in charge of delivering safe treatment for a group of patients. The goal of this training

course is to increase the quality of community nursing care and to promote community

health. As a result, it is critical in nursing student clinical instruction. One of the most

crucial aspects of training nursing students is clinical skills. Clinical experience is critical

in assisting nursing students in putting theoretical concepts and abilities into practice.

Internship students work as part of a health-care team and are in charge of delivering

safe treatment for a group of patients. The goal of this training course is to increase the

quality of community nursing care and to promote community health. As a result, it is

critical in nursing student clinical instruction (Parchebafieh, 2020).

Clinical experience is one of the methods used to improve the professional

competence of nursing students. Nursing teachers must be in charge of clinical practice

since they are ultimately responsible for clinical practice learning. As a result, students

must apply theory to practice in the clinical setting, gain the essential technical and

interpersonal skills, make clinical judgements, socialize themselves into the profession,

and begin to comprehend its- values and ethics. A fundamental objective of nursing

education is the development of competent practice. Graduates must be able to practice

in the "real world" to demonstrate their ability (Iran J Nurs Midwifery Res, 2014).

"Clinical schools should decide if training for students is viable after considering

student safety," according to the Ministry of Health and Welfare of South Korea

standards for clinical practicums. “They can postpone training and change the academic

program if necessary. Alternative measures, such as in-school practice, might be

supplied if the clinical practicum is not practicable." The Ministry of Education of South

Korea also released safety management recommendations for clinical training in

hospitals and health institutions in order to avoid, manage, and respond to COVID-19.

Official criteria were followed when safety management for students was implemented at
 3

various universities. As a result, with the exception of a small number of institutions that

performed clinical practicums in hospitals with extensive planning for student safety,

most universities conducted clinical practicums outside of hospitals (i.e., in school or

online).

The academic nursing program took the painful choice to withdraw students from

clinical practicums on March 15, 2020. There were less than 250 instances of COVID-19

across Canada at the time (WHO, 2020b). In an online setting, Athabasca University

provides a Bachelor of Nursing degree to Licensed Practical Nurses from around

Canada. While the majority of the learning takes place online, students in this program

must complete in-person clinical assignments in order to graduate with a Bachelor of

Nursing degree. With the rapid transition to distant learning in a digital world, Athabasca

University did not confront the same issues that other academic institutions did. They

had to assess the usefulness of education against the risk and strain that it posed to the

learner's personal and professional life. Most students in their program work full-time as

Licensed Practical Nurses in various communities across Canada while still pursuing

their educational goals, which include theoretical and clinical courses. Students

frequently travel hundreds, if not thousands, of kilometers from their home province to

attend clinical courses in Alberta. When COVID-19 rates rose, instructors and students

were concerned about probable travel restrictions or limitations inside Canada. The

likelihood of transmission was a major source of concern when it came to traveling.

Specifically, the danger that a nursing student with COVID-19, whether asymptomatic or

minimally symptomatic, may return to their community and transmit the virus in an

unacceptable manner (Elsevier, 2020).

Nurse educators have been urged to keep a close eye on the impact of the

pandemic on student nurses working in the field, especially any negative consequences
 4

on their personal and professional development, and to adopt evidence-based methods

for students in current or future pandemics (Monforte-Royo and Fuster, 2020, Lake,

2020). Important international views came first from countries struck hardest by the

pandemic, including China (Huang et al., 2020, Sun et al., 2020), South Korea (Dos

Santos, 2020a), and Japan (Dos Santos, 2020b), all of which focus on student nurses on

safety. Student nurses on the frontlines in England recognized professional identity, a

unique opportunity to learn, dissatisfaction when the opportunity is not accessible for

others, fear, and a need to protect oneself and others as important problems during the

first wave (Swift et al., 2020). Nurse educators should provide students with the

appropriate coping skills training, psychological support, and optimize the safety and

welfare of working settings, according to the research. The goal of the research was to

gain a better understanding of their students and to create a solid evidence foundation

for influencing their approaches to student safety as they go into the next wave and

beyond.

Meanwhile, The University of St. La Salle (USLS) in Manila, Philippines was

resumed its campus on November 22 for restricted face-to-face sessions in its nursing

and medicine departments. According to CHED-6 regional director Maura Consolacion

Cristobal, the Commission on Higher Education (CHED) in Western Visayas granted

USLS a certificate of authority after it met the requirements of the CHED and the

Department of Health (DOH) under the Joint Memorandum Circular, which is valid from

November 5, 2021 to August 22, 2022. The decision to begin face-to-face instruction has

presented a challenge to school administrators, who must guarantee that health

precautions against COVID-19 are applied while maintaining the greatest level of

educational quality.
 5

Balor's revamping of its educational programs was one of the hurdles they faced

while preparing for face-to-face lessons. She acknowledged that more work is needed,

particularly for the academics who are in charge of the classes.

This is because only 13 students will be permitted in the classrooms and

laboratories during the engagement period to enforce the 1.5-meter physical distance,

she explained. To accommodate all of the pupils, teachers would have to conduct

practical sessions in batches while adhering to rigorous health regulations.

In addition, the teacher must determine which goals and subjects will necessitate

face-to-face interaction, since some lectures will be conducted online. Students who will

be attending the limited face-to-face sessions will be limited to four days on campus. The

less days spent outside their houses, the lower their chances of contracting the virus,

according to Balor. ‘We hope no one is going to get COVID-19. We have safety

measures in place. We even have an algorithm in case students get COVID while

participating in the face-to-face classes,” she said.

Furthermore, in Zamboanga City, the CHED Regional Office IX, in collaboration

with the IATF, the LGU, and the Department of Health, performed an inspection and

review of Pilar College's application for Limited Face-to-Face courses. Regrettably, the

status of cases in the city is inexact and not usually consistent. The danger is that

student nurses who will attend face-to-face sessions will do on their own to ensure their

safety. Face masks, face shields, and other personal hygiene kits, such as alcohol (70

percent), hand sanitizer, cleansing wipes/tissue/hand towel, and hand soap, are required

for students and school staff. They are discouraged from purchasing food off campus to

avoid physical contact during breaktime periods. Because students will be removing their

face masks and face shields while eating and drinking, they must eat in their allotted

seats within canteen transparent partitions. When they have symptoms, they are to stay
 6

at home. As a result, the purpose of this study was to learn about students' safety with

face-to-face RLE (Related Learning Experience) for nursing students during pandemics.

Purpose of the Study

The purpose of the qualitative phenomenological study is to further know and

understand if there’s changes in result of the data that has been collected. The

researchers would also like to know about the different safety measures of the students

to assure their safety who attended face-to-face class.

Research Questions:

1. What are the safety measures of nursing students during the implementation of the

limited face to face in RLE?

2. What are the challenges of nursing students to ensure safety in the implementation of

the limited face to face?

3. What are the risk factors in the implementation of the limited face-to-face?

4. What interventions have been implemented to address the risk factors?

Theoretical Lens

The study will be anchored on three theories:

Knight (1921 in Hermans et al., 2012) proposed a theory of uncertainty in which

risk and uncertainty could be distinguished. Risk, according to one renowned author,

means "you don't know for sure what will happen," whereas uncertainty means "you
 7

don't even know the probabilities of what will happen" (Adams, 2005 in Hermans et al.,

2012). As a result, uncertainty would be incommensurable and impossible to calculate,

but risk could be calculated using the formula risk = chance x effect (Hermans et al.,

2012). The prototypical situation of uncertainty, according to Binmore (2009), is betting

at the racetrack, where assigning a probability to such a one-off occurrence makes no

sense. We might see diverse responses to uncertainty by the experiences of the

students in limited face-to-face class.

In the study’s concept, as the institution was passed and approved to conduct a

limited face-to-face class for the higher education department, to be specific, the nursing

department to do their RLE (Related Learning Experience) tasks, the students may take

the risk to go to school as they don’t know for sure what will happen along that base on

this theory.

Social Safety Theory developed by George M. Slavich theorizes that the

development and maintenance of friendly social relationships is a fundamental

organizing principle of human behavior, and that threats to social safety are a key

element of psychological stresses that raise illness risk.

This theory is used in this research study because the implementation of Related

Learning Experience (RLE) is for the nursing students who attend face-to-face that they

are all expose to any social situations such as in clinical environment. Hence, this is also

related to this study in ensuring safety for the students.

Finally, Protection Motivation Theory (PMT) is a widely-used concept to describe

responses to triggers that appraise persons of a possible threat. It was developed by

R.W Rogers and Prentice-Dunn in 1975. These triggers include fear signals that
 8

encourage people to take precautions or avoid from engaging in activities that might

damage them or others.

In this study, we used this theory because in assessing the implementation of

limited face-to-face class in the said institution by the CHED will definitely give the

students in nursing an assurance that their safety is the top priority on this

implementation.

Scope and Limitations

This study mainly focuses on understanding the safety of the nursing students in

implementation of the limited face-to-face class. The study involved four (4) fourth year

college nursing students, four (6) third year college nursing students of Pilar College of

Zamboanga City, Inc. who are officially enrolled for the school year 2021 to 2022. The

study is to be conducted from second semester of the school year 2022-2023.

This study excluded the effects and factors of Covid-19 in academic performance

of the students. Hence, the study implicit that it cannot be generalized since we have few

participants of nursing students and it did not compromise all the students in nursing

department.

Importance of the Study

The result of this study will be beneficial to the following individual:

Clinical Instructors - this research would be beneficial to the clinical instructors

because they will be able to understand the changes of the behavior, perception in the

life or their experiences of the students that were engaged to face-to-face class. They

can easily cope up to the student’s assumptions and perspectives.

 9

Students - this research would be beneficial to the students because they will know the

experiences and the strategies on how they manage their action and behavior towards

the implementation of limited face-to-face class amidst the pandemic. Moreover, the

students can be aware on different experiences can do individually amidst the pandemic.

Nursing Faculty – this research would be beneficial to the nursing faculty because they

will be able to address the safety measures or protocols more profoundly and ensure the

safety of the students towards the implementation of limited face-to-face class amidst

the pandemic.

School Administrators - this research would be also beneficial to the school

administrators in the reason of providing more knowledge and different strategies to their

teachers as they will apply it to the learner’s tasks that requires physical interaction

during pandemic.

Commission on Higher Education - this research would be beneficial to the CHED

because it will give them awareness on risk factors in implementation of limited face-to-

face of the students which will be a great help in implementing future programs, policies

and activities related to the promotion of physical, mental, and emotional health.

Future Researchers - this research would be beneficial to the future researcher

because they can get some information that might needed in their research and some of

their question may possibly be answered by this research.

 10

Definition of Terms

The terms that the researchers used in this study were defined conceptually and

operationally:

Pandemic - occurring over a wide geographic area (such as multiple countries or

continents) and typically affecting a significant proportion of the population (Merriam

Webster). In conceptual study, we, researcher define that base on our research study,

pandemic affects a lot of people because of the rapidly spreading of infectious disease.

COVID-19 - is the disease caused by a new coronavirus called SARS-CoV-2. World

Health Organization first learned of this new virus on 31 December 2019, following a

report of a cluster of cases of ‘viral pneumonia’ in Wuhan, People’s Republic of China

(WHO). In conceptual study, we, researcher define that base on our research study

COVID-19 is the barrier of the students and also teaching and non-teaching personnel to

pursue education.

Risk Factor - something that increases risk or susceptibility (Merriam Webster). In

conceptual study, we, researcher define that base on our research study, risk factor is

something that makes it more likely for an illness to occur especially in public

transportation from the student respective households to the school vice versa.

Safety – the condition of being protected from or unlikely to cause danger, risk, or injury.

(Oxford Languages). Conceptually, we, researcher define safety as the state of being

safe and a measure to keep the students and clinical instructor well-being are healthy

protected.
 11

Implementation - an act or instance of implementing something: the process of making

something active or effective (Merriam Webster). Conceptually, researcher define

implementation as a set of application in wherein a process of putting the plan into an

action.

Higher Education - comprises all post-secondary education, training. and research

guidance at education institutions such as universities that are. authorized as institutions

of higher education by state authorities (UNESCO). In conceptual study, we, researcher,

define that base on our research study, higher education is the first sector to operate

limited face-to-face class and we primarily focus the 3rd level because they are more

knowledgeable and competent enough.

Organization of the Study

The study is divided into three (3) chapters that contains the outline and notions

of the study:

Chapter one of the study consists of the general introduction which includes; the

purpose of the study, the research questions, the theoretical lens, the scope and

limitations, the importance of the study, the definition of terms, and the organization of

the study.

Chapter two is the literature review which evaluates the works of other

researchers on the subject and their approaches.

In Chapter three consists of the methodology which includes; the research

design, the research participants, the role of the researcher, the data sources, the data

collection procedure, the data analysis, the trustworthiness of the study and the ethical

considerations.
 12

CHAPTER II

RELATED REVIEW OF LITERATURE

This chapter of the paper presents the review of related literature of the different

studies and authors that relate to the study.

Safety Measures of the Nursing Students in Limited Face to Face

Clinical practice is an important component of nursing education that aims to

provide nursing students with the skills they need to perform their duties (Awuah-

Peasah, Sarf & Asamoah, 2013). Students will learn how to conduct physical and

psychosocial evaluations, engage with clients, families, and staff, dispense medications

and do other associated duties, develop critical thinking skills, and construct nursing

care plans through clinical experience. Learning in the clinical context is dependent on

the patient's state and the student's capacity to put what has been learned into practice.

When it comes to safety measures, students should be trained on when to use masks

and which types to use, reviewing respiratory systems and airborne precautions when

treating diseases, hand washing, proper donning and doffing gowns and gloves, and

screening patients (Jang, 2020).

A perception of sterility and isolation from patients has been enhanced through

the use of additional personal protective equipment (PPE) around the clock. Throughout

the training and as the patient, she has cherished and respected the sense of belonging,
 13

humanity, and empathy that patients require from those who care for them, since these

qualities provide hope, trust, and a sense of being cared for. Face masks, which have

come to signify protection and safety, have also created communication barriers

between professionals and between patients, as they try to figure out what an empathic

gaze with a smile disguised under plastic means (Cust, 2020).

Challenges of the Nursing Students to Ensure Safety in Limited Face-to-Face

According to one research, one of these students' clinical experiences or

challenges included stress. According to Changiz et al (2012) study, the three categories

of stress experienced by nursing students in the clinical environment include stress

caused by the educational plan, stress caused by the educational environment, and

variables affecting the students. One of the students' challenges in the clinical

environment, according to Chesser-Smyth (2005), was tension and anxiety. Nursing

students' inexperience in the clinical setting, as well as their lack of social and emotional

experience, contribute to stress and psychological difficulties during pandemics.

An inferiority complex is another challenge mentioned by the students

participating in the study. Low self-confidence is one of the issues that nursing students

face, according to the findings of Edwards et al study’s one of the needs for nursing

students in giving appropriate care is adequate self-confidence. Lack of self-confidence

was identified as a primary source of fear and anxiety in nursing students by (Joolaee et

al. 2015). In his study, the researcher found that a lack of self-confidence affects nursing

students' communication. Furthermore, one of the most essential variables impacting

students' learning is having appropriate self-confidence for caring. Self-confidence was a

significant aspect of a nurse's personal and professional identity in (Begley and White's,

2003) study. They discovered that in the clinical learning setting, nursing students in Iran

experience several problems that impair their professionalization and learning

 14

processes. Many students are not psychologically equipped to work in a clinical setting,

resulting in greater instances of psychiatric issues. Furthermore, learning and patient

caring procedures are hampered by a lack of proper information and expertise, as well

as a lack of mental and psychological preparedness. These students experience stress

and inferiority complexes as a result of poor care, prejudice, insufficient knowledge and

expertise, and a lack of communication skills. Given the challenges that nursing students

face in the clinical learning environment, as well as the importance of learning and

providing patient care in a calm, stress-free environment, educational authorities and

nursing faculties must pay special attention to these issues and make every effort to

facilitate nursing students' learning and professionalization.

Risk Factors of the Students in the Limited Face-to-Face

Students voiced concerns about their academic and professional prospects, as

well as feelings of boredom, worry, and irritation, according to a worldwide survey

assessing the risk factors of students in 62 nations, including one institution in the United

States. Students in China also expressed increased anger, despair, worry, and dread. In

Switzerland, students reported less social connection as well as increased levels of

stress, anxiety, and loneliness. Adults have reported decreased physical activity and

increased food intake during the COVID-19 pandemic quarantine, as well as an increase

in binge drinking on average, which was also observed in a small percentage of the

student responds. Slight discrepancies between the findings and those of other research

might be attributed to variances in student experience based on geographic location. In

comparison to other nations in the Global North, the United States is offering

comparatively minimal financial assistance to college students during the epidemic.

According to Chinese statistics, a substantial number of transmissions occurred

in nosocomial and community settings through human-to-human contact with people

 15

who had no or mild symptoms. The COVID-19 pandemic is a severe threat;

nevertheless, it is unclear how long it will endure, and many questions regarding its

ramifications remain unresolved. People are worried and tense about the COVID-19

pandemic, according to several anecdotal testimonies from health care specialists,

especially because of the unknowns that COVID-19 entails. As a result, they suspect

that college students' anxiety about having or obtaining COVID-19 may create stress

and health difficulties.

The Commission on Higher Education (CHED) and the Department of Health in

the Philippines have prepared a joint memorandum circular regarding the guidelines on

the gradual reopening of secondary schools, following national and international

guidelines in mitigating the effects of the coronavirus disease (COVID-19). This article

highlights how the Commission on Higher Education (CHED) and the Department of

Health have prepared a joint memorandum circular regarding the guidelines on the

gradual reopening of secondary schools, following national and international guidelines

(HEIs).

Collaboration with local government bodies is required for HEIs, as well as a

backup plan for the return of restricted physical classes. To minimize mass gatherings,

the maximum number of pupils should be permitted, provided that a gap of 1.5 meter is

maintained between each student. Furthermore, extracurricular activities should be

prohibited. Schools must redesign their facility layouts to maintain physical separation.

Health declaration forms and body temperatures must still be obtained at the school's

entry.

Another duty of school administrator is to maintain a clear barrier between the

professors and the students when classes are in session. School libraries are also

available for a brief period to encourage pupils to use online library services to their full
 16

potential. All school facilities and equipment are also need to be cleaned and disinfected

on a regular basis. The CHED has the authority to impose the immediate suspension of

any school that violates the circular's health regulations and other conditions without

prior warning. The Philippine government is making this effort to increase the number of

health workers in the country during the pandemic. However, a youth group in the

country is demanding that the government not allow face-to-face classes until the

vaccination program is implemented, which is a hot topic these days. Ultimately, the

gradual reopening of face-to-face classes becomes a necessity in order to regain a

sense of normalcy in the midst of a pandemic.

Interventions have been Implemented to Address Risk Factors

With the approval of the Commission on Higher Education, Cebu Doctors'

University (CDU), one of Cebu's most prestigious institutions in medicine and allied

health sciences, recommences face-to-face classes in an effort to optimize student

learning and hopefully increase manpower in the country's health system (CHED). CDU

has resumed face-to-face sessions for certain programs beginning September 27, 2021,

after more than a year of purely online instruction. This is in agreement with the Joint

Memorandum Circular No. 2021-001 issued by the CHED and the Department of Health

(DOH) on the guidelines for gradual reopening of campuses of Higher Education

Institutions for limited face-to-face classes during the Covid-19 pandemic. Authorities

such as the Mandaue City Emergency Operations Center-Local Task Force (EOC-LTF),

Mandaue City Health Office (MCHO), Ched, DOH, and the Inter-Agency Task Force for

the Management of Emerging Infectious Diseases conducted appropriate inspections

prior to the restoration of in-campus classes. With CHED's go signal, the institution was

finally able to enable 50 percent of the student population, notably from the Colleges of

Nursing, Allied Medical Sciences, Rehabilitative Sciences, and Medicine, to engage in

 17

laboratory sessions. Faculty members and students have been re-oriented on essential

guidelines to follow pertaining to face-to-face sessions, such as temperature check and

disinfection upon entry, social distancing in communal areas, and limited capacity

aboard the school's shuttle bus, in order to ensure a safe and conducive learning

environment. Despite the fact that the country is currently in the midst of a worldwide

crisis, CDU is working to gradually reintroduce its students to the classroom. The

institution has also upgraded its facilities to provide a secure and conducive atmosphere

for lecturers and students to engage in discourse and discussion, which is critical for

those seeking professions in medicine and related disciplines.

From all the related literatures stated above, it is perceptible that the safety of the

nursing students in limited face-to-face class of their RLE (Related Learning Experience)

are depending on the factors that this pandemic brought to them. Hence, due to the

timely and relevant situation that is happening in every country, the education of the

students abrupted. In that case, most of the students take the risk to cope with their

studies even in distance learning or attending limited face-to-face class amidst the

pandemic.
 18

CHAPTER III

METHODOLOGY

This chapter describes the methodology and the procedures applied to achieve

the objectives of this research. Chapter sections includes the research design, research

participants, role of the researcher, data sources, data collection procedure, data

analysis, trustworthiness of the study and ethical considerations.

Research Design

In this study, the researchers used a qualitative research method. Qualitative

research is a method, which enables a complex phenomenon to be explored through the

identification of different factors interacting with each other. This type of research

method was developed in order for us researchers to study qualitative phenomenology.

Phenomenology is a kind of qualitative research that focuses on the shared experiences

of a group of people. The approach's main purpose is to arrive at a description of the

nature of the occurrence in question (Creswell, 2013). The data is then examined and

reread in search of similar phrases and themes, which are subsequently aggregated to

produce meaning clusters (Creswell, 2013). According to Husserl, researchers such as

Lester (1999), Moustakas (1994), and Von Eckartsebrg (1986) believe that

phenomenology, a qualitative research approach, represents the learners' real-world

 19

experiences. When the purpose of the study is to comprehend the meanings of human

experiences, it is a suggested technique (Creswell,1998).

In this study, the researcher used an approach of qualitative phenomenology

because the data was convened through explorations and shares experiences of the 3 rd

and 4th year nursing students, and it provides participants the opportunity to elaborate on

their experiences, safety and comment on the successive knowledge that they gain from

their Related Learning Experience. All of the information obtained was utilized to

examine, analyse, and comprehend the occurrences highlighted in this research.

Research Participants

For phenomenological research, different text books recommend varying sample

sizes, but in actuality, a sample of 6 to 20 persons is sufficient (Ellis, 2016). However, in

many qualitative research projects, practical factors such as financing, time, and access

to participants restrict the sample size.

In this study, the research participants are the 3rd and 4th year nursing students

during the school year 2021-2022 of Pilar College of Zamboanga City Inc. The

researcher will consider a sample of eight (10) students as the participants.

A purposive sampling strategy was utilized in this study, in which anybody who

is a resource person and has knowledge of the topic being examined has the right to

become a participant (Suri, 2011). Purposeful sampling is a strategy for identifying and

selecting information-rich situations in order to make the most efficient use of limited

resources (Patton, 2002). Also, Purposive sampling, according to Arikunto (2010:183), is

the method of picking a sample by taking a topic that is not based on the level or region,

but rather on the specific objective.

 20

The researcher decided to choose these participants using the following criteria:

the participants must be a nursing student, must be enrolled in the said institution and

must be attended the limited face-to-face class.

Role of the Researcher

In qualitative studies, the researcher's function is substantially different. The

study is regarded as a tool for gathering information (Denzin & Lincoln, 2003). This

implies that rather than inventories, surveys, or robots, data is mediated via this human

instrument. Consumers of research must be aware of the human instrument in order to

perform this job. To qualify his or her competence to perform the study, the qualitative

researcher must disclose important parts of self, including any biases and

preconceptions, expectations, and experiences (Greenbank, 2003). In addition, the

qualitative researcher should keep a research record explaining personal emotions and

thoughts, insights into self and history, and how bracketing occurs in a separate journal.

"The phenomenologists are concerned with understanding social and

psychological processes through the viewpoints of those involved," Welman and Kruger

(1999, p. 189) write. Alfred Schultz took Husserl's philosophical phenomenology and

applied it "to the manner in which ordinary members of society attend to their everyday

lives" (Gubrium & Holstein, 2000, pp. 488–489). Researchers who utilize

phenomenology, according to Holloway (1997), are hesitant to propose methodologies.

"There is a reasonable reluctance on the part of phenomenologists to focus too much on

individual stages," Hycner (1999, p. 143) agrees. He continues, "because that would do

a grave damage to the integrity of that phenomena," that one cannot impose technique

on a phenomenon (p. 144). Some rules, however, are required, particularly for

inexperienced researchers.
 21

In this study, the role of the researcher in this qualitative phenomenological

research is to make the participant’s data and answer confidential as the researchers

are the admins in the survey through a google form type questionnaire. Hence, the

researchers will assess the thoughts, safety, and feelings of the participants in their data.

We, researcher, also served as an interviewer. We recorded the whole interview

as we give assurance to the interviewee that the meeting was safe and secured.

Moreover, we oriented the interviewee about the questions that we would like to asked.

During the interview, follow-up questions also been discussed during the interview

process.

In view thereof, the participants are the top priority in this study, therefore, as we

recorded the meeting in google meet and the participants responds in google forms

survey, we saved and secured the files in an encrypted folder as only the researches

can access the files.

Data Sources

Regardless of the researcher's philosophical position or data gathering method

(e.g., focus groups, one-on-one interviews), the procedure will result in the creation of

vast volumes of data. Aside from the many research approaches accessible, there are

also several ways to document what is said and done during an interview or focus group,

such as taking handwritten notes or videotaping. If the researcher is documenting data

collection via audio or video, the recordings must be transcribed verbatim before data

analysis may begin. (Can J Hosp Pharm, 2014)

In health research, questionnaires are often developed and used, and using

qualitative approaches to produce items improves the quality of questionnaire items

(McKenna et al., 2011). The content validity of a questionnaire is an important factor to

 22

consider. The degree to which questions on a questionnaire are relevant to and

reflective of the desired construct for a given assessment purpose is known as content

validity (McKenna et al., 2004). Conducting qualitative research with direct

communication with the population of interest is the most appropriate technique to

gather data to ensure content validity. Experts advise that qualitative approaches

involving members of the target group be used to create questionnaire items to ensure

that the questionnaire completely reflects their perspective and that the items are

acceptable, thorough, and relevant to their situation (McKenna et al., 2003). Rather than

researchers' expectations, this paradigm drives item development through the population

of interest. It guarantees that all key factors have been considered and that none have

been overlooked (Doward, McKenna, Meads, Twiss, & Eckert, 2009).

The researchers for this study will be use instruments as questionnaire for the

eight (10) participants for the interview about the implementation in limited face-to-face

class. These instruments will enable and help the researchers to find out the safety of

the students in the implementation of limited face-to-face.

Data Collection Procedure

For the data collection, the researcher followed these procedures:

This study was reviewed and proofread by our research instructor before the

researcher continued to conduct this study and took any initiative steps. After passing

the review, the researcher was given an approval to start the collection of the data.

Foremost, an approval letter was sent to the Dean of the Nursing Faculty of Pilar

College of Zamboanga City, Inc. and after it was approved, the researcher produced a

permission letter of the Dean of the Nursing Faculty. Thereafter, the chosen participants

were oriented by the researcher about the study and gave them an informed consent if
 23

they will enthusiastically participate in the study. Moreover, after they put their will on this

study the data collection followed.

The researchers were started to gather all the data through google meet that

they have acquired in the participant’s responses. First is the data set from the point

persons. Second is the data set from the participants. Then, responses will be classified

for the data analysis to take place.

Accordingly, "The collecting of information from a sample of persons through

their replies to questions" is how survey research is defined (Check & Schutt, 2012, p.

160). This sort of study provides for a wide range of ways for recruiting people, collecting

data, and using various instrumentation techniques. Quantitative research tactics (e.g.,

using numerically scored items on questionnaires) or qualitative research strategies

(e.g., utilizing open-ended questions) can be used in survey research (i.e., mixed

methods). Surveys are widely utilized in social and psychological research because they

are regularly used to describe and investigate human behavior and experiences

(Singleton & Straits, 2009).

Data Analysis

Putting oneself in another person's shoes and experiencing the world through

their eyes is the most crucial component of qualitative research; the most important part

of data analysis and management is to be truthful to the participants. The researcher is

attempting to hear their voices in order to analyze and report on them for others to read

and learn from (Can J Hosp Pharm, 2014). Data analysis is said to be "the most intricate

and perplexing of all the phases of a qualitative study, and the one that receives the

least meaningful treatment in the literature" (Thorne 2000). Many qualitative research

articles do not offer a clear discussion of the methodologies that guide data analysis, or
 24

if they do, the terminologies used to describe data analytic processes are sometimes

misused or mislabeled totally (Sandelowski and Barroso 2003; Sandelowski 2010).

In the study’s analysis, there would be data reduction, data display and

conclusion drawing. All the data gathered will be summarized and arranged to create

explanations and have a new finding. The researchers then have analyzed and

interpreted all this information provided by the informants in accordance with the

objectives of the study.

As the researcher followed the identification codes, we used the thematic

analysis. Thematic analysis is a method for studying qualitative data that comprises

examining a data set for repeating patterns, understanding them, and reporting them

(Braun and Clarke 2006). It is a way for describing data, but it also includes

interpretation in the selection of codes and the creation of themes. Furthermore, when

attempting to comprehend a group of experiences, ideas, or actions throughout a data

set, thematic analysis is a suitable and strong strategy to employ (Braun and Clarke

2012). It is less suitable to evaluating unique meanings or experiences from a particular

person or data item since it is geared to explore for common or shared meanings.

In this study, the researchers found out that there were similarities on each

participant’s data that has been analyzed. As we contrast and compare, we, therefore,

connected the data to the method’s scope and purpose of this study. Moreover, the

same perceptions and experience of the participants were bringing a theme.

Trustworthiness of the Study

The study of interaction design is a qualitative activity. As a result, it integrates a

variety of qualitative validation methodologies. Extended engagement and persistent

observation in the field; triangulation and multiple sourcing of data; peer review and
 25

debriefing for external checks; negative case analysis; clarifying of researcher bias;

member checking; thick description; and external audits are among the eight procedures

listed by Creswell (Creswell, 216 2007). The phrases credibility, transferability,

dependability, and confirmability are used by Lincoln and Guba (Lincoln and Guba,

1985) to combine distinct methods together under wider purposes and to provide

alternatives to positivist ideas. They illustrate that the essential difficulties in positivist

ideals of validity and reliability are the trustworthiness of research and its conclusions. In

this sense, the concepts given by Lincoln and Guba are quite helpful in defining the

theory's trustworthiness goals.

Truth value should be replaced with credibility. Credibility is built through long-

term field engagement, constant observation and triangulation exercises, as well as

exposing the research report to criticism from a disinterested peer reviewer and a search

for negative instances that challenge emerging hypotheses and necessitate their

reformulation (Seale, 2000, p.44).

The researchers employed open-ended questions in this research. Participants in

this conceptual research were given open-ended questions to answer. Survey

researchers regularly utilize open-ended questions to gauge their opinion. Some

academics, however, question how reliable these kinds of inquiries are at measuring

participant’s opinion (GEER, 1988). The researcher will be able to learn about the

chosen participants' thoughts, attitudes, and behavior without being limited in their

responses.

Transferability is the degree to which the representation and conclusions are

relevant outside the specific location or inquiry is the next essential step on the path to

trustworthiness. Naturalistic inquiry or qualitative research, according to Lincoln and

Guba (Lincoln and Guba, 1985), seek transferability by presenting specifics of the
 26

occurrences and arranging them in formal descriptions such as study reports. Thick

description, a rhetorical approach that vividly and "thickly" recounts events such that the

reader feels as though they are experiencing the events recounted, accomplishes this.

In this study, a thorough sort, including the names and sex is the criteria of our

chosen participants to choose them. The data collection methods were discussed by the

researcher and the day and time in data collection. Moreover, the results of the data

analysis were highlighted.

In a quantitative research study, dependability refers to the data's consistency

throughout time and under various situations. As a result, it is critical to specify the

principles and criteria used to choose participants, as well as the primary features of the

participants, in order to assess the results' transferability to different contexts (e.g., see

Moretti et al., 2011).

In this study, the researchers must ensure that those participating in research are

identified and described accurately. To gather credible data, different sampling methods

may be required in different studies.

Confirmability is concerned with ensuring that the researcher's interpretations

and results are clearly drawn from the data, and it necessitates the researcher

demonstrating how conclusions and interpretations were reached (Tobin & Begley,

2004). When credibility, transferability, and reliability are all met, confirmability is

established. (1989, Guba and Lincoln). (1994, Koch). The justifications for theoretical,

methodological, and analytical choices are included as markers throughout the study so

that others may understand how and why decisions were made.

Furthermore, in this study, the researcher can document the procedures for

checking and rechecking the data throughout the study. Hence, the researcher also kept
 27

detailed notes of all their discussion and settlement as it progressed. It can be reviewed

of all the researcher on the study and this criterion has to do with the level of confidence

that the research study’s findings are based on the participants’ narratives and words

rather than potential researcher biases.

Ethical Considerations

The researcher sought the permission from each respondent and explained the

objective and purpose of the study. They were given the assurance that all information

gathered would be treated with utmost confidentiality. With these thoughts, we followed

the ethical principles outline in the Belmont Report of 1979, where respect for person,

beneficence, and justice was emphasized.

The acknowledgement of a person as an independent, distinct, and free

individual is one of the essential concepts in research: respect for person. It also

implies that we acknowledge that everyone has the right and ability to make their own

choices. Respecting someone guarantees that their dignity is respected. Family Health

International (Family Health International, 2004)

In the concept of our study, our participants were given an informed consent

form. This form comprises of information of the significant people and permission of a

person's authorized representative to participate in research. In addition, it is a voluntary

agreement to participate in research and if the participants believe that their involvement

in the study is harmful and unnecessary, they have the right to withdraw from

participation at any time.

Beneficence is a Latin word that means "doing good for the persons concerned."

This principle's minimum criterion is to do no damage. People frequently use the word

"benevolence" interchangeably with "respect for individuals" or "justice." Only this

 28

concept, however, applies to acts of compassion or charity that go beyond the call of

duty. (Family Health International, 2004).

In the study’s notion, the researcher will assure the participants that the study

complied with the set of rules and ethical considerations, and the individual information

of participants will remain secure and confidential. Moreover, their personal information,

such as, their name, age, sex and contact number will be the first priority in

confidentiality as we use a generalize coded names in our research study. The form

used, will require the participants to sign an ethical consideration consent form to affirm

their rights and to be inform of their voluntary participation and involvement in the study,

also ensure that no cash and reward will be involve for any participation of respondents.

Furthermore, the researcher will always secure the safeties of their participants and

clarify that there were no known vulnerabilities associated with the participants

participation.

Justice. In order to be just, the advantages and risks of participating in a

research study must be distributed fairly and equally. Participants must be recruited and

selected in a fair and equitable way. Justice prohibits one group of individuals from being

exposed to the hazards of study simply for the benefit of another. (Family Health

International, 2004).

In the context of the study, the researcher used the purposive sampling methods.

The chosen participants had the opportunity to participate in this study with their signed

consents form. The participants were given fair and equal manner in conducting the

study.

The researcher make used of the google form, hence, the availability of the

chosen participants was been discussed about the day and time of conduction.
 29

Moreover, the participants have the assurance from the researcher that the information

that were given will never be expose.

In view thereof, participants were been acknowledged for their time and effort to

answer the survey form. The participants also assured that the researcher was

professionally trained to pursue the study as a student in the fulfillment of the degree of

Bachelor of Science in Nursing of Pilar College of Zamboanga City Inc. and with the help

of the research instructor who is the OIC of the tertiary department and the program

head of Information Technology of the said institution, chartered to this field of the study.

We, researcher, also followed the Data Privacy Act of 2012 (Republic Act

10173), safeguards them from unauthorized processing participant’s data and personal

information.

All of the information received from the participants will be kept in a folder to

which only the researcher will have access. As a result, we'll have the data for at least

three (3) years, and maybe longer, depending on the longest pertinent standard of the

study.

In view thereof, the assurance of the participant’s safety is always the top priority

of this research study. The relevance of the problem of investigation in this study was in

scripted in all of the research designs and data collection techniques and procedures.

Using the actions given, they will be able to obtain accurate data from the participants.
 30

Chapter 4

RESULTS

This chapter presents the result of the study about the safety of the nursing

students in the implementation of the limited face-to-face in related learning experience.

This comprised the participants’ responses from the interviews conducted in which the

researchers had probed thoroughly and eventually drew out the core ideas through the

help of the experts. From the transcription done, core ideas were identified, and themes

were achieved. This includes their experiences and perception of the nursing students

about their safety in the limited face-to-face related learning experience.

Safety measures of Nursing Students during the Implementation of the

Limited Face-to-Face in RLE

After analyzing the responses for the nursing students about their safety

measures, the following themes emerged: (1) observed safety protocols that were

implemented by the school, (2) complied medical requirements, and (3) followed the

rules set by the school.

Table 1 shows the different core ideas that expound on each essential theme.

Table 1
 31

Major Themes and Core Ideas on the Safety measures of Nursing Students
during the Implementation of the Limited Face-to-Face in RLE

Major Themes Core Ideas

 Observed physical distancing
 Observed wearing face shield and mask
Observed safety protocols  Practiced frequent hand washing and sanitizing
implemented by the school

 Undergone the required medical procedure such

Complied Medical as x-ray examination.
Requirements  Obtained health insurance such as PhilHealth
 Submitted vaccination card
 Mandated thermal scanning
Followed rules set by the  Submitted health declaration form
school  Passed one-way passage going to Nursing
Laboratory

Observed safety protocols that the school implemented

Safety protocols is a health requirement to fulfill and be done by everyone

especially to the nursing students who attended limited face-to-face in related learning

experience. Henceforth, students observed physical distancing, observed wearing face

shield and mask, and practice frequent hand washing and sanitizing as stated by the

participants.

IDI-01 asserted that:

“The social distancing, the using of face mask and others.”

(Physical distancing, wearing face mask and others)

IDI-02 also stated that:

“…magsoot ng mga face mask, face shield at especially social distancing po.”

(Wearing of face mask, face shield and physical distancing)

IDI-07 also expressed that:

“…so, additional implementation lang naman is yun na yung face mask at face
shield pero most of the time face mask lang talaga ginagamit natin”
 32

(One of the implementations of the school is to wear face mask and face shield,

but commonly we are obliged to use face mask only)

IDI-09 also stated that:

“Nursing students kasi tayo, so dapat lagi tayong may dala na alcohol or kahit

anong pang disinfect na magagamit natin to make ourselves clean kahit papaano”

(We, as a nursing students must also bring alcohol or any disinfectants solution

to keep our self sanitize every time we are in school.)

IDI-05 also affirms that:

“Ako kasi laging may dala na wipes and alcohol lalo na pag may lakad ako at

kapag nasa school ako nag aalcohol talaga ako kapag nakakahawak ng pera or ano pa

man”

(I always bring my alcohol and wipes wherever I go, especially when I’m at

school, I always sanitize my hands)

Therefore, the nursing students doing their safety measures in order to assure

their health.

Complied Medical Requirements

Complying medical requirements is the top priority of the students to achieve and

be done within a day of their related learning experience. Furthermore, the participants

undergone the required medical procedures such as x-ray examination, obtained health

insurance such as PhilHealth, and submitted vaccination card.

In line with this, IDI-05 stated that:

“One of the safety measures that I have observed in… I was able to
comply was… First is to get vaccinated. So, we all know that vaccine is very important
especially when you are going to school and take the RLE… Prior to that we required to
undergo medical examination, we were examining by the physician and when we were
already there we were advise to go home straight. This our some of the measures that
we have observe during the face-to-face RLE”
 33

(We are required to get vaccinated as this is significant for us to take the RLE, medical
examination prior to the exposure in limited face-to-face in RLE and we were advised
right after to go home after the RLE)

Also, IDI-03 indicated that:

“During the RLE, first is we’re told to comply medical chuchus. We should
have medical certificate and something to just validate or say that we’re not sick or
something”

(Prior to the RLE, complying all medial requirement should be done to validate that we
are physically fine)
Moreover, IDI-08 specified that:

“During the limited f2f interaction during RLE, I was required to undergo
medical examinations like chest x-ray and physical examination before going to school”

(Chest x-ray and physical examination was been required to me during the limited face

to face in RLE prior to the exposure in school)

Additionally, IDI-04 stated that:

“So, first kasi kailangan naming mag register sa PhilHealth for insurance,
tapos kailangan din ng medical certificate, health declaration form and parent consent
na din”

(We were told to register in PhilHealth for insurance and fulfill the medical requirements
that the school required)

Henceforth, medical requirements will help the students to know their health status as
well as they can assess their safety during the limited face-to-face in RLE.

Followed rules set by the school

Following rules that set by the institution may lessen the transmission of the

disease, hence, the participants followed the rules that the school set through mandated

thermal scanning and hand hygiene, submitted health declaration form, and passed in

one-way passage to laboratory.

In line with this, IDI-03 stated that:

“Every time when we go to school ginagamit naming yung back gate di kami

pwedeng gumamit dun sa front. And then for when we get there, syempre may checking

of temperature and then alcohol ang guard. And then when we get inside chinicheck
 34

yung ano namin yung mga requirements na nirerequire ng school for the RLE and then

lahat naman ng mga facilities sa school is may mga signage”

(When we go to school, we use the back gate and we can’t pass through the front gate.

When we arrive at school, we mandated thermal scanning and hand hygiene. When we

get inside, they check our requirements that they required to us and also all facilities

have signage for us to be aware)

Also, IDI-10 also expressed that:

“Diniscuss kasi ng mga clinical instructor natin yung about sa mga rules pag face

to face na, katulad nung pagpasok sa gate 4, pag check ng temperature tsaka pag

aalcohol, yun yung mga rules na dapat gawin and sundin natin”

(In our orientation, the clinical instructors discussed about the rules that we must follow

like the passing through the back gate of the school, checking in our temperature before

entering and we must perform hand hygiene as well)

Moreover, IDI-02 also affirms that:

“…pagsulod bitaw nato ug school diba need talaga mag follow ng rules na sinabi

ng mga CI natin, so mao jud to atuang himuun like mag hand hygiene then mag pacheck

body temperature and need jud ta muagi one-way lang and magsuot pirmi ug mask”

(When we enter the school, we must follow the rules that implemented and said by our

clinical instructors like frequent hand hygiene, thermal scanning and we must follow the

one-way passage as instructed by the school)

Nonetheless, following rules that set by the school aims to lessen and prevent

the spreading of the virus during limited face-to-face class and also in order for the

students to be conscious in themselves.

Challenges of Nursing Students to Ensure Safety in the Implementation of the

Limited Face-to-Face
 35

After analyzing the responses of participants about their challenges to ensure

safety in the implementation of the limited face to face the following themes emerged: (1)

Assessed precautions and safety measures to help prevent the spread of virus. (2)

Implemented mandatory Medical Examinations and followed the effective protocols (3)

Avoided the possible risk in going to school, inside the school and in going back home.

Table 2

Major Themes and Core Ideas on the Challenges of Nursing Students to Ensure
Safety in the Implementation of the Limited Face-to-Face

MAJOR THEMES CORE IDEAS

 Undergone physical distancing

throughout the session

Assessed precautions and safety measures to  Engaged in constant handwashing

help prevent the spread of virus. and multiple times of sanitizing

 Double-checked the safety

precautions, and became mentally and
physically prepared to face to
community.

 Undertake Medical examinations such

Implemented mandatory Medical
Examinations and followed the effective
protocols
as chest x-ray, health declarations,
parent’s consent, Phil-health and
vaccination card.
 Undergone checking of temperature
when entering the school.
 Followed the one-way system when
entering to the Nursing laboratory
 36

 Managed to ride a transportation in a

safety way (1 meter apart) for the
Avoided the possible risk in going to school, commuters
inside the school and in going back home.
 Obliged to be responsible as a nursing
student while eating in the canteen
during lunch break

 Maintained safety in going home.

Such as Remove clothes when
entering the room and take a shower.

Assessed precautions and safety measures to help prevent the spread of virus.
Physical or social separation, quarantining, and ventilation of interior places,
covering coughs and sneezes, hand washing, and keeping unwashed hands away from
the face are all preventive methods. In public places, the use of face masks or covers
has been advocated to reduce the risk of transmission. They undergone physical
distancing throughout the session, engaged in constant handwashing and multiple times
of sanitizing and to double-checked the safety precautions, and became mentally and
physically prepared to face to community.
As IDI-05 stated that:
“I was able to comply was first is to get vaccinated, so we all know that
vaccination is really important specially when you’re going to a school and take the RLE.
I also observe physical distancing throughout my session”
(The first thing I was able to do was get vaccinated, which we all know is quite
necessary, especially when attending school and taking the RLE. Throughout my
session, I also notice physical distancing)
IDI-01 added that:
“So, during that time, the implementations are the fully vaccinated student and
staying 1-meter social distancing and also the use of the proper protection. Like
example the face mask and face shield with the alcohol for hand protection, and also the
school disinfecting the facility that we use during face to face”

(So, at that period, the students must be completely vaccinated and maintain a 1-meter
physical distancing, as well as employ sufficient protection. For instance, the face mask
and face shield with alcohol for hand protection, as well as the school sanitizing the
facilities that we use during face-to-face communication)

Also, IDI-08 supported that:

“Before going to school, I was mandated to always bring and wear face mask as
well as maintain physical distance and regular hand washing for infection control. I don’t
 37

think there is anything wrong with the school’s safety measures. Because they are in
place for everyone’s protection to assist promote a safe environment for the school and
observe those safety precautions. To minimize the possibility of transmission I always
utilize physical or social distance keeping my unclean hands away from my face and
wearing double face mask in public places.”

(Before coming to school, I was required to bring and wear a face mask, keep physical
distance, and wash my hands often to prevent infection. I don't believe the school's
security measures are inadequate. Because they are in place for everyone's safety and
to help establish a safe atmosphere at school, they must be followed. To reduce the risk
of transmission, I maintain physical and social distance by keeping my filthy hands away
from my face and wearing a double face mask in public)

IDI-08 asserted that:

 “I always make sure that I am mentally and physically prepared to face the
community. Because I am afraid of acquiring the virus so I make sure I am wearing my
mask and have a goal and other hand hygiene supplies in my bag before leaving the
school while I’m in a populated place, I also maintain and observe those safety
precautions.”

(I always make sure I'm psychologically and physically ready to face the public. Because
I'm frightened of contracting the virus, I make sure I'm wearing my mask and have a goal
and other hand hygiene items in my backpack before leaving the school. I also maintain
and observe such safety steps while I'm in a crowded environment)

Hence, it needs to review the challenges in going to school observed in the

implementation of limited face to face

Implemented mandatory Medical Examinations and followed the effective

protocols.
This is especially true when it comes to conducting mandated medical tests on
students, since the typical method hinders excellent practice. Hence, the participants
revealed that they undertake medical examinations such as chest x-ray, health
declarations, parent’s consent, Phil-health and vaccination card. Also undergone
checking of temperature when entering the school, and followed the one-way system
when entering to the Nursing laboratory.

IDI-04 stated that:

“So, first kasi kailangan naming mag register sa SSS for insurance, tapos
kailangan din ng medical certificate, health declaration form and parent consent na din.”

(First is we are required to register in the SSS for insurance we are also required to
undergo such test like medical certificate, health declaration form and parent consent)
 38

IDI-02 added that:

“Yung mga requirements po na required namin to comply, like mga photocopy of

the vaccination card, philhealth, health declaration form, chest X-ray at magsoot ng mga
face mask, face shield”

(The following requirements that we need to comply are the photocopy of vaccination
card, Phil-health, health declaration form and chest X-ray. We are also required to use
face mask and face shield)

IDI-03 expressed that:

“So, every time when we go to school ginagamit naming yung back gate di kame
pwedeng gumamit doon sa front. And then for, when we get there, syempre may
checking of temperature and then alcohol ang guards, then lahat naman ng mga
facilities sa school is may mga signage say that we should be physically distance with
each other like kasi limited lang yung mga tao doon even though limited for like 20% or
like 17 18. But stll we’re instructed to be physically distance. When we get inside the
nursing laboratory hindi kasi isang daanan lang dinadaanan nsmin. I mean like one-way
lang talaga siya. When you go inside iba yung daanan, it was the stairs from the bottom
and then when you go exit meron din doon to like doon ka dadaan sa Madonna building
and then yeah it was a different daanan sya so maganda sya its okay kasi like one-way
lang talaga sya”

(Every time we go to school, we are using the back gate as our entrance because we
are prohibited to use the main gate as entrance. And when we get there the guards are
checking our temperature as well as giving us alcohol to sanitize our hands. We are
instructed to follow Physical distancing and there is also a one-way system when going
to the nursing laboratory)

For this reason, following it in comprehensive ways are ideal for nursing students

to ensure safety.

Avoided the possible risk in going to school, inside the school and in going back
home.
As schools reopen, it's critical to take measures both inside and outside the
classroom to prevent COVID-19 from spreading. In the age of coronavirus illness,
returning to school has taken on new significance and a new set of concerns for parents
and other caregivers (COVID-19). In the middle of the COVID-19 epidemic, schools
must now balance the intellectual, social, and emotional requirements of their pupils with
the health and safety of students and employees. Participants avoided by being
managed to ride a transportation in a safety way (1 meter apart) for the commuters, they
were obliged to be responsible as a nursing student while eating in the canteen during
lunch break, and maintained safety in going home. Such as Remove clothes when
entering the room and take a shower.

IDI-06 expressed that:

 39

“Even though you are using face mask and face shield, pero wala kaseng 100%
assurance that you are safe from acquiring this covid-19, so siguro that is the risk
factors for going to school and going back home. Also syempre public transpo eh lalo na
sa tricycle drivers di mo alam kung may covid-19 sila kase asymptomatic.”
(Even though you are using face mask and face shield, it is not 100% sure that you are
safe from acquiring the virus which is CoVid 19. I think this is one of the risk factors for
for going to school and going back home also I am a commuter you don’t know if the
drivers is positive for CoVid 19 because there is this type on how to acquire either
asymptomatic or symptomatic)

IDI-07 also added that:

“Inside the campus naman, siguro during lunch break kasi tinatanggal natin yung
mask tapos nag iinteract tayo pero so far, pag sa loob tayo ng lab, kasi strict naman
yung implementation at para sakin kasi yung pagsosoot mo ng face mask at face shield
ganon, nasa sayo yan like obligation mo like if you want to protect yourself kaylangan
mo ifallow, pero if careless ka naman kasi meron naman talaga ganon tao diba so nasa
sakanila narin yun. Pero in our case kasi syempre nursing students, alam natin na for
our own safe so for me okay naman siya walang risk factor except lang pag lunch break
kasi tinatanggal yung mask.”

(Inside the campus I think during lunch break because you are removing your mask
when you are eating and also when you interact with other people. It’s on you, it is your
responsibility as a nursing student to protect yourself from acquiring the virus)

IDI-06 uttered that:

“Then when going home or when you reach home be sure to remove your
clothes before entering your house, if possible, mag warm bath ka sa cr para when you
enter your room atleast panatag yung loob mo somehow malinis na yung katawan mo
from the outside world.”

(Then when going home or when you reach home you make sure that you remove your
clothes before entering the house and if possible, you take a warm bath before entering
your room through that at least you are rest assured that you are safe from the outside
world)

Thus, it will be more significant if the participants are willing to make this a practice to
ensure safety.

Risk Factors in the Implementation of Limited Face-to-Face

 40

After analyzing the responses of the participants, the following themes emerged:

(1) Observed as commuter, (2) Interacted with other passengers, and (3) perceived

infection anxiety.

Table 3

Major Themes and Core Ideas on the Risk Factors in the Implementation of
Limited Face-to-Face

Major Themes Core Ideas

Observed as a Commuter
Interacted with other
passengers
Perceived infection anxiety
 Closed contact with other commuters
 Noticed absence of plastic barrier in jeep
 Noticed not wearing proper face mask of the
other passenger, driver, and fare collector
 Observed risk of interaction with another
passenger
 Hesitated to pass the fare to another passenger
in a jeepney setting
 Noticed the total passenger is not limited
 Feared of getting the virus from the public
transportation
 Worried of acquiring the virus from the school
 Manifested uneasiness of being a carrier of the
virus when you will reach home

Observed as a Commuter

Public transportation is a system that most people are accustomed to ride with

and to get place from one to another. Hence, the participants echoed that as a

commuter they can close contact with other commuters in a public transportation and

have fear of getting the virus itself.

As IDI-05 affirmed:

“For me one of the risks is of course getting infected

whether going to school or on the way to your own houses.
It’s really the constant fear of getting infected especially
when you are a commuter because you don’t have service
and you don’t know if the passengers that you are with
inside the jeepney is maybe a carrier or carrying something
else. So this are the risk factors that is constantly in my
mind when I was attending the RLE.”
 41

(One of the risks is becoming infected while traveling to

school or on your way home. It's the continual concern of
becoming infected, especially when you're a commuter)

IDI_02 also specified that:

“Nandoon po talaga yung risk na tendency na magka covid kasi

pupunta ka ng school and then example mag commute ka at kung sino
sino lang yung mga tao naclose contact and then pag uwi naman lalo na
nagboboard ako baka makahawa ako if ever sa boarding house.”
(The risk of getting the virus is always be there. When you go to school
and like for example you’re taking with public transportation and you don’t
know if the people are infected or not)
Furthermore, IDI-06 stated that:
“When going to school risk factors, of course we are in the
pandemic era so you don’t have the assurance whether you are safe from
covid-19 and also you are talking with your clinical instructors with your
duty mates. Even though you are using face mask and face shield, pero
wala kaseng 100% assurance that you are safe from acquiring this covid-
19, so siguro that is the risk factors for going to school and going back
home. Also syempre public transpo eh lalo na sa tricycle drivers di mo
alam kung may covid-19 sila kase asymptomatic”

(There is no assurance that you are safe with covid-19. Especially when
you are socializing with other people and even though you are using face
mask and face shield you don’t have the full assurance that you will be
excluded from covid-19. Furthermore, I’m taking public transportation and
I can’t identify if the driver has the covid-19)

Moreover, IDI-10 affirms that:

“Lagi kasi akong sumasakay ng jeep, actually sumasakay ako ng

pedicab papuntang paradahan ng jeep tapos sasakay ulit ako ng jeep
papuntang town then sasakay ako ulit ng jeep papuntang school, so
syempre nandun ang takot na baka nasa akin na pala ang virus or baka
sa pagtanggap ko ng change ko sa jeep”

(I always ride with a jeep, actually before I can go to school, I ride first
with a pedicab going to the jeepney station and then I ride with a jeep
going to the town and ride again with a jeep going to school. In that
scenario, there’s always the fear that maybe I can acquire the virus
through public transportation)

IDI-01 also stated that:

“May mga times kasi na nagdadalwang isip rin ako na kunin ang
pasahe ng ibang pasahero kasi baka sa pera makuha ko ang virus…”
 42

(There are times that I am hesitating to receive and pass the fare of other
passenger because I’m thinking that I can acquire the virus through their
money)

Risk factors will undoubtedly contribute to the situations that the nursing students

during their related learning experience. Hence, it will maximize their knowledge on

avoiding the risk factors stated above.

Interacted with other passengers

Interaction with others can develop socialization within the community. Hence,

the participants speak out about the transmission of the disease and hesitancy to

socialize.

As IDI-07 expressed that:

“Inside the campus naman, siguro during lunch break kasi tinatanggal
natin yung mask tapos nag iinteract tayo pero so far, pag sa loob tayo ng lab, kasi strict
naman yung implementation”

(During lunch break, inside the campus, normally we must to remove the mask
just to eat but then we also interact with others. However, in laboratory we followed
safety protocols that were implemented by the school)

Moreover, IDI-08 stated that:

“The risk factors that I confront while going to school from home and on
campus includes disease transmission which can occur to direct, indirect or close
contact when infected people that I don’t know”

(Disease transmission, which can occur through direct, indirect, or close contact
is one of the risk factors I face while going to school from home and on campus.)

Also, IDI-03 expressed that:

“The pandemic itself is the risk kasi we go out with people that we don’t
know where they got to. Hindi natin alam kung san sila galing. Sino yung naging kasama
nila and then it’s very risky when you get to socialize with people that you don’t know
where they came from”

(Socializing is risky nowadays because of the pandemic. We don’t know where

this people came from and who they are with)
 43

Furthermore, IDI-01 stated that:

“For me it will be the travelling places where we can’t say that the people
who surrounds us are affected by the virus or not”

(We can’t assure that the people surround us are all safe and not infected with
the virus itself)

Consequently, the participants are aware of happenings in a jeepney setting and

able to observe the risk of interaction with another passenger.

Perceived Infection Anxiety

The safety for every individual to this pandemic is to follow safety measures that

may prevent acquiring the virus to our body. Hence, this scenario can also bring us to

anxiety that the participants also speak about.

As IDI-08 stated that:

“Lahat naman ata tayo takot na magka covid diba? Lalo na sa ating mga

nursing students kasi prinioritize tayo kasi mga med students tayo, so karamihan sa atin

minsan 50/50 din mag participate sa limited face to face like me kasi ako nagcocomute

ako, baka sa pagtravel ko dun ko makukuha ang virus”

(I think all of us are afraid in covid, right? Especially for us, nursing students who got

prioritize because we are medical students, so most of us feel undoubtful to participate

the limited face to face like me, I am a commuter and there’s a possibility that I can get

the virus by travelling)

Also, IDI-03 expressed that:

“Grabe yung level ng anxiety ko kasi tumaas sya like nung nalaman kong

magkaka face to face RLE na sa school daming pumapasok sa isip ko na baka

magkakavirus ako at makahawa ako dito sa dorm lalo na kapag uuwi ako ng province
 44

namin from Zamboanga pero buti nga may mga safety protocols tayo na sinusunodpero

hindi lahat nasusunod”

(My level of anxiety got higher than usual when I knew that we were having limited face-

to-face RLE at school. Thoughts of acquiring the virus and being the carrier filled my

mind knowing that I only live at my dormitory and I have to go home to our province. It is

good that we have safety protocols to follow but not everyone was able to follow)

Furthermore, IDI-04 stated that:

“Nakakatakot talaga yung covid kasi diba tumataas ang case that time ng mga

nag positive tapos kahit may mga ginagawa tayong safety precautions, di parin

maiwasan mag overthink at yung worried mo for your own safety”

(Covid-19 is really scary especially the positive cases that time are increasing in

numbers and even we do safety precautions, we still keep on overthinking and also

worried for your own safety)

Thereupon, risk factors will be responded appropriately by the students

when they are all conscious to themselves and have a knowledge when it comes to

health protocols.

Interventions have been implemented to address the Risk Factors

After analyzing the responses of the Third year and Fourth year students, the

following themes emerged: (1) observed safety measurements and protocols, (2)

observed self-discipline for student’s health and safety, (3) identified uncertainties in the

effectiveness of the intervention and (4) noted interventions being beneficial.

Table 4 shows the different core ideas that expound on each essential theme.

Table 4
 45

Major Themes and Core Ideas on Interventions have been implemented to address
the Risk Factors

Major Themes Core Ideas

 Observed the purpose of face mask, face shield,

Observed Safety
measurements and Protocols.
Observed Self-discipline for
Student’s health and Safety.
Identified Uncertainties in the
Effectiveness of the
Intervention.
Noted Interventions being
Beneficial.
alcohol hand-sanitizer and social distancing.
 Having Covid 19 vaccination card.
 Observed the importance of taking vitamins.
 Noticed the possible risk of getting the virus.
 Following the protocols implemented.
 Observed physically and mentally preparedness.
 Observed the possible risk of close contact to
the carrier.
 Noticed the way viruses are transmitted.
 Filled with fear of acquiring the virus.
 Recognized the ways of WHO, CHO, DOH.
 Observed the protocols of the school.
 Noticed self-safety from illness or acquiring
diseases.

Observed Safety Measurements and Protocols

Safety measurements and protocols are significant ways in protecting one’s

health and wellness. Meanwhile, the participants observed the purpose of face mask,

face shield, alcohol hand-sanitizer, and social distancing, having Covid-19 vaccination

card and observed the importance of taking vitamins.

IDI-03 stated that:

“For me yung safety measures and protocols, yun lang

naman dapat talaga ifollow to less your risk from getting
the virus. Wash your hands, you bring alcohol, wear your
mask.”
(The safety measures and protocols are the one that really
needs to follow to less the risk from getting the virus)

IDI-06 also expressed that:

“As student nurse, we know better right kase we are

trained so dapat you are already aware of the possible risk
when going to RLE face to face right? So magtake ka
talaga ng ways yun na nga when going to school sanitize
your hands, and always make sure that you are following
 46

the safety measures. Face mask, face shield and physical

distancing.”
(There’s really a need to follow the safety measures for a
student nurses)

IDI-05 uttered that:

“One of the things that we need to do as a nursing student
is really to get vaccinated is one of the fundamental to
protect ourselves. And then I also took vitamins prior to the
face to face RLE so that is one of the things that I need to
protect myself against the infection. I believe taking
vitamins helps enhance my immune system so I took it.”
(Having a covid 19 vaccination card is significant for it is
one of the fundamental to protect ourselves. And taking
vitamins that boost one’s immune system)

IDI-02 also added that:

“Interventions po like always bring alcohol po, social
distancing, face mask, face shield at mag inom po ng
vitamins.”

(Safety measures and protocols with taking vitamins are

really essential)
Thus, students find safety measurements and protocols are significant for the

implementation of limited face-to-face RLE.

Observed Self-discipline for Student’s health and Safety.

Self-discipline for student’s health and safety gives impact especially in an

exposed environment. The participants noticed the possible risk of getting the virus,

following the protocols implemented by the school and observed physically and mentally

preparedness.

In line with this, IDI-03 stated that:

“Its always been the safety measures eh, kasi there’s no
other way controlling from getting the virus or like acquiring
or passing it on just the disiplina mo sa sarili mo. You have
to discipline yourself. You should be clean. And if you’re
not feeling well, you shouldn’t go out parang ganun lang”
(Aside from the safety measures, self-discipline is really
important to less the risk of acquiring the virus.)
 47

Also, IDI-07 asserted that:

“Masasabi ko lang na, after duty they should avoid na

pupunta pa sa labas wearing uniform kasi sometimes we
don’t know kung sino contaminated so dapat after duty, uwi
na deretcho.”
(After duty or face-to-face RLE, the students are expected
to go home immediately because we don’t know who the
carrier of the virus is)

In the same way, IDI-08 said that:

“I always make sure that I am mentally and physically

prepared to face the community”

(I always make sure that I am mentally and physically

prepared to face the community)

Henceforth, Self-discipline for student’s health and safety is needed to less the

possibility of being a carrier or acquiring the virus itself.

Identified Uncertainties in the Effectiveness of the Intervention

There is an uncertainty in the effectiveness despite of the actions implemented.

Participants observed the possible risk of close contact to the carrier, filled with fear of

acquiring the virus and noticed the way virus are transmitted.

As IDI-03 stated that:

“Its not 100% sure kasi we can still get the virus but if
you’re going to keep youself healthy para di ka maging
vulnerable.”

(It is not 100% sure effective because we can still get the
virus if we don’t keep ourselves healthy)
IDI-08 uttered that:

“I am afraid of acquiring the virus lalo na ngayong panahon

di natin nasisigurong ligtas like free tayo from the virus
kahit may ginagawa tayong safety precautions”
 48

(I am afraid of acquiring the virus especially nowadays we

are not sure if we are totally free from it even though we do
the safety precautions)

IDI-07 also stated that:

“Actually, we don’t parang 100% na sure tayo na effective

yung intervention na gagawin natin but sabi nga nila it’s
better kaysa sa wala tayong ginawa diba so di ko
masasabi na 100% sure na pag yun gagawin nila hindi
magkakacovid kasi minsan nga nasa loob kana lang ng
bahay diba may carrier iba pumasok na mahawa ka. So
kahit anong ingat natin pag tatamaan talaga tayo,
tatamaan talaga tayo pero nasa sa atin din kung mag iingat
talaga tayo.”

(It is really not 100% sure that we are safe from the risk of
getting the virus but it is better that we still do necessary
interventions even though we are prone to the carrier of the
disease.)

Thus, there is an uncertainty observed in the effectiveness of the intervention

due to the fact that students are prone in acquiring the virus especially if they are not

serious in doing the necessary interventions.

Noted Interventions being Beneficial

The necessary interventions such as: constantly wearing of face mask, face

shield, alcohol hand-sanitizer, social distancing, being fully vaccinated and taking

vitamins and nutritious foods are huge help in maintaining healthy lifestyle and to

prevent from acquiring the virus. Meanwhile, the participants recognized the ways of

WHO, CHO, DOH, observed the protocols of the school and noticed self-safety from

illness or acquiring diseases.

IDI-03 specified that:

“I can ensure that because it is the way that the WHO,

CHO, the DOH have told you to. Yun yung mga
measurements na sinasabi nila. Wash your hands, you
bring alcohol, wear your mask.”
 49

(Because of the ways of the WHO, CHO and the DOH, the
student is also following the safety measurements.)
Additionally, IDI-01 indicated that:
“I think for me as the school advice, if you have any feeling
like you have the symptoms so the school will not allow
you to go to school but instead they will advise you to do a
self-quarantine and observe a possible symptoms.”

(As the school advice, self-quarantine and observe a

possible symptoms if the student is not feeling well.)

Also, IDI-04, expressed that:

“Hmmm, yun na yung always wear mask properly, always
sanitize your hand, if possible pwede mag social
distancing. Kase makakatulong or makakahelp talaga siya
to prevent infection ng Covid-19 and also yung social
distancing nakakaprevent din siya and always sanitize, yun
lang.”

(Safety measures and protocols are really important

because it is a big help to prevent infection from covid 19)

In line with this, IDI-02 stated that:

“Thank God hindi naman po nahawaan ng covid at hindi rin

po ako nagkasakit going to the school at pauwi po.)
(Thank God, did not get sick from Covid-19, going to the
school and going home)

Also, IDI-08 expressed that:

“I consider those interventions to be beneficial because I

did not become ill or acquire any diseases as a result of
them.”
(I consider those interventions to be beneficial because I
did not acquire the disease.)

Thus, Students are aware, responsible and following the necessary interventions

during the limited face-to-face RLE.

 50

Chapter 5

DISCUSSIONS

This chapter presents with the discussions and conclusions derived in the

conduct of the study which is to probe the safety of the nursing students in the

implementation of the limited face-to-face in related learning experience.

           The primary goal of this study is to explore the safety of the nursing student

during their limited face-to-face. The main source of gathering data is in-depth interviews

using the validated research questions examined by the validators. The participants
 51

answered the questions honestly and freely shared their experiences and perceptions

that have undergone thorough analysis through the help of the experts. 

Safety measures of Nursing Students during the Implementation of the

Limited Face-to-Face in RLE

The following students who answered the research questions shared their

perceptions and experiences about the safety during the implementation of limited face-

to-face in related learning experience. After analyzing the responses, the following

themes emerged: (1) observed safety protocols that implemented by the school, (2)

complied medical requirements, and (3) followed rules set by the school.

Observed safety protocols that implemented by the school

Students observed physical distancing, wearing face shield and mask, and

observed proper hygiene as stated by the participants.

According to the study of Dr. Tang (2022) interventions such as physical

distancing, masking and other are more likely to appear a significant and crucial impact

against the transmissible disease. Moreover, he asserted that the mechanical laboratory

studies show the effectiveness of masks will reduce the exposure to the virus itself and

for those who are vulnerable. Furthermore, as affirmed by Benjamin (2021), with the use

of mask for every student, it can deliver clearly a safe face-to-face education for children

and young adults. Also, accordingly, the precise measurement of distancing is in

depends, hence, it didn’t matter because of the provision of masking in school place. On

the other hand, Zimmerman (2021) had studied those three to six feet of distancing

between the students may do. But there is no difference at all when it comes to

distinction in distance. He suggested that complying and have full in-person instruction

with masking place.

Complied Medical Requirements

 52

Medical requirements are system that will help the students and the community

to be aware with the virus in pandemic era. Hence, the participants undergone to have

their required medical procedure such as x-ray examination, obtained health insurance

like PhilHealth, and submitted vaccination card.

As asserted by the American Academy of Pediatrics (2022) the highest

recommendation tools to keep schools open during pandemic is to get everyone

vaccinated 5 years old and older. Students and young adult should get fully vaccinated

as soon as they will attend face-to-face interaction at school. Moreover AAP (2022),

stated that school must and should follow disease control and prevention for Covid-19,

they must have screening testing that can be used to identify infected students.

Furthermore, Carlton (2021) also affirms that health insurances may help while

pandemic is still present. It may access preventative for the college student’s treatment

at no cost and protects them from financial cost of unexpected situations or events and

most especially, health insurance covers covid testing and vaccinations. Also, the

University of Michigan (2020) stated that health insurance is important for the students to

have during the times of pandemic. The insurances are available upon enrollment of the

students that may help them in finance if they will get infected.

Followed rules set by the school

The rules that may the school implemented during limited face-to-face class with

the nursing students helps to lessen the transmission of the disease. Nonetheless,

participants affirmed that they mandated in thermal scanning, submitted health

declaration form, and passed in one-way passage going to nursing laboratory.

As stated by the Mayo Clinic Staff (2022) in returning to school brings worries for

parents and other caregivers during pandemic. The school must balance the educational

system, social, and emotional needs of the students along with the health and safety of

students and staff. Universities and colleges may adopt one or more approaches during
 53

the school year with pandemic. Safety rules and protocols can empower students to

reduce anxiety and ensure safety. Moreover, the University of Batangas (2021) also

stated that in fighting with the spread of COVID-19, they continue to reinforce measures

and strategies to minimize the transmission of the disease in the university.

Implementation a health protocol guideline such as before entering the university

premises they must submit their selves in thermal scanning, fill out health declaration

form and present it at the guard on duty and allowing students and staff to enter and exit

the premises only at once.

Challenges of Nursing Students to Ensure Safety in the Implementation of the

Limited face to face
The participants stated their challenges about on how to ensure safety in the

implementation of the limited face to face. They distinguished the negative challenges on

how to ensure safety in the implementation of the limited face to face. After analyzing the

responses of participants about their challenges to ensure safety in the implementation

of the limited face to face the following themes emerged (1) Assessed precautions and

safety measures to help prevent the spread of virus. (2) Implemented mandatory

Medical Examinations and followed the effective protocols (3) Avoided the possible risk

in going to school, inside the school and in going back home.

Assessed precautions and safety measures to help prevent the spread of virus

It can spread through small liquid particles. These particles range from larger

respiratory droplets to smaller aerosols released when an infected person coughs,

sneezes, speaks, sings or breathes. Masks and Face shields should be used as part of
 54

a comprehensive plan to stop the spread of COVID-19 and preserve lives; wearing a

mask alone will not give enough protection against the virus. A thorough implementation

will help them ensure safety which are undergoing physical distancing throughout the

session, engaged in constant handwashing and multiple times of sanitizing and make

sure to double-checked the safety precautions, and became mentally and physically

prepared to face to community.

According to Giallonardo, V., et al. (2020) The COVID-19 pandemic and its

attendant containment measures—primarily physical separation and isolation are

wreaking havoc on people's mental health throughout the planet. Frustration, loneliness,

and concerns about the future, in particular, are frequent emotions that are well-known

risk factors for a variety of mental diseases, including anxiety, affective, and post-

traumatic stress disorders. The great majority of investigations have been undertaken in

China, the epicenter of the pandemic. The pandemic has impacted Italy hard, and the

socio-cultural environment is very different from that of Eastern Europe. As a result,

methodologically robust research to assess the impact of COVID-19 and quarantine

measures on the mental health of the Italian population are required.

Tripathi R., et al (2020) as the worldwide danger of COVID-19 grows, it's vital to

raise awareness and readiness among the targeted community members, particularly

the less educated. More educational activities are required to reach the targeted

inhabitants outside national lines, and additional measures are required. The findings of

this study revealed an increasing need for new local methods to raise public knowledge

of COVID-19 and its prevention measures in order to reach the disease's eradication

targets.

Girum T., et al (2020) Direct and indirect touch is how the virus spreads. Person-

to-person transmissions are most common when droplets are created by coughing,
 55

sneezing, or talking. Contacting contaminated surfaces or items and subsequently

touching the face results in indirect transmission. It is most contagious in the days after

symptoms appear, although asymptomatic patients can nevertheless spread the

disease. Frequent hand washing, keeping physical distance, quarantine, covering the

mouth and nose during coughs, and preventing contamination of the face with unwashed

hands are all recommended preventative strategies based on overcoming the

mechanism of transmission. Additionally, mask usage is advised, especially for

suspicious patients and their caretakers. In healthy people, there is minimal evidence

against mask use in the community.

Implemented mandatory Medical Examinations and followed the effective

protocols

Medical examinations are required and necessary. Physicians' requests for

medical examinations in order to learn more about their vulnerability to particular

diseases or to learn more about their general or specific health state. Undertake Medical

examinations such as chest x-ray, health declarations, parent’s consent, Phil-health and

vaccination card.Undergone checking of temperature when entering the school.

Followed the one-way system when entering to the Nursing laboratory are ways to

ensure safety.

The Univeristy of Southern Mississippi (2022) This group's work is an important

part of the University of Southern Mississippi's overall aim to keep students and faculty

safe while simultaneously providing learning and social opportunities to keep them

interested. Individual responsibility and commitment to follow health rules are critical to

the success of our institutional initiatives, as we know. Individuals' willingness to carry

out institutional controls determines how successful they are. It will be critical for

everyone—faculty, staff, and students—to take responsibility for their actions and follow
 56

the CDC and Mississippi State Department of Health (MSDH) standards, as well as the

USM requirements, in order to protect themselves and others while working to control

the outbreak.

A successful semester will rely on thorough testing, deft contact tracing, and the

prompt isolation or quarantine of sick or exposed members of the college community.

USM continues to follow COVID-19 developments and seeks advice from state public

health professionals.

Chinwendu F., et al. (2021) Many institutions of higher learning converted from

conventional face-to-face teaching and learning to virtual mode to continue teaching and

learning during the COVID-19 pandemic while adhering to COVID-19 preventive

policies. Schools of nursing in the Caribbean and other poor and developed nations

have also embraced this strategy. Content that was previously offered in a hybrid

method of face-to-face and online teaching and learning was made entirely available

online. Teachers were trained to give 'virtual classroom sessions' as appropriate, and

content that was previously exclusively taught 'face-to-face' had to be promptly

converted to online delivery. However, this strategy hampered students' skill

development and clinical practice placement, which is the standard approach in

traditional nursing curriculum.

Medical exams are basically a way through which medical sciences are utilized to

support an individual by giving him or her with personal health information, allowing him

or her to request medical care or take suitable preventative steps to prevent disease

outbreaks.

According to Oducado, R.M., & Estoque, H., (2021) COVID-19's unique

appearance may alter how future nurses are taught and educated, necessitating
 57

immediate attention from nursing academic institutions (Oducado, & Soriano, 2021). The

new learning platform's experiences and academic success should be evaluated.

Academic performance of pupils is a crucial measure of educational quality (Oducado et

al., 2020). It is vital to assess the influence of online learning on students' academic

performance in order to evaluate curricular modifications (Amir et al., 2020).

Furthermore, understanding how satisfied students are with the online learning

environment is crucial for identifying strengths, evaluating instruction quality, and

determining success.

Identify the areas for improvement. Students' happiness was shown to be linked to their

performance, motivation, retention, program completion rates, and results, making it an

important quality assurance component in education assessment. This study looked at

and studied a novel learning mode.

Avoided the possible risk in going to school, inside the school and in going back

home.

Returning to school has taken on new meaning and a new set of worries for

parents and other caregivers during the age of coronavirus disease 2019 (COVID-19).

Schools must now balance the educational, social and emotional needs of their students

along with the health and safety of students and staff in the midst of the evolving COVID-

19 pandemic. Nursing students avoided the risk to ensure safety and these challenges

are managed to ride a transportation in a safety way (1 meter apart) for the commuters,

obliged to be responsible as a nursing student while eating in the canteen during lunch

break, maintained safety in going home. Such as Remove clothes when entering the

room and take a shower.

 58

Hammerstein, S., et al., (2021) stated that several governments decided to close

schools for several weeks in spring 2020 due of the COVID-19 outbreak. The impact of

COVID-19-related school closures on academic attainment is still being studied

empirically. The goal of this study was to compile the first systematic review of evidence-

based research on the overall and differentiated impacts of COVID-19-related school

closures in spring 2020 on student achievement in primary and secondary schools. The

findings show that school closures have a detrimental impact on student attainment,

particularly among younger pupils and those from low-income households. Furthermore,

various methods that might minimize these harmful impacts have been found. The

findings are explored in light of their potential implications for national educational

strategies in the face of future school closures.

According to Yang, C., et al., (2021) The COVID-19 outbreak has thrown

people's life into disarray all throughout the world. More than 30 million Chinese college

students are home-schooled, but little is known about how academic workload, isolation

from school, and worries of infection contribute to a decline in their health. Among the

context of the COVID19 epidemic, this study looked at the links between three essential

stresses and two categories of health in Chinese college students. With a one-week

interval, we employed a three-wave lagged design. During the COVID19 pandemic, all of

the components were examined by self-report via anonymous questionnaires. Students

were requested to provide demographic data, academic workload, time away from

school, worries of contagion, perceived stress, and health information. This study's

findings revealed that academic workload, isolation from school, and fears of contagion

have a significant impact on the health of college students due to perceived stress.

Multiple preventative and control methods aimed at college students during the COVID-

19 issue may result in varying degrees of stress and health concerns. Our findings add
 59

to the body of knowledge on stress and health, and they have significant practical

consequences for all levels of society in order to protect kids' health in the face of the

COVID-19 epidemic.

Wilmms, J.D.(2000) Most students engage in academic and extracurricular

activities at school and acquire a sense of belonging. Their friends are there, they have

strong relationships with instructors and other kids, and they feel like they belong,

recognize and reward educational results However, many students are disengaged.

They don't believe their own words, their school experience has a significant impact on

their future, and they do not feel accepted by their peers or teachers. These students

gradually disengage from school life and become disillusioned. Some disgruntled

students interrupt classes and have a detrimental impact on other students.

Risk Factors in the Implementation of Limited Face-to-Face

After analyzing the responses of the participants, the following themes emerged:

(1) observed as a commuter, (2) Interacted with other passengers, and (3) perceived

infection anxiety.

Observed as a Commuter

Public transportation is a significant thing for the commuter to have it in their daily

living. Hence, the participants echoed that as a commuter they can close contact with

other commuters in a public transportation and have fear of getting the virus itself.

As Verplanken (1994) stated that almost every day, they choose the method of

transportation for going to work or school. They get in the vehicle, hop on the bus, or

take bike because it repeats on the same journeys, under the circumstances, and the

choice becomes matter of habit rather than deliberation.

Moreover, Bajardi (2011) affirms that travael restrictions and warnings connected

with the advent of infectious disease outbreaks, such as epidemics and pandemics, are
 60

one form of travel disruption. In their contingency planning for infectious diseases, many

countries adopt travel restrictions to limit human mobility. Furthermore, Ando, et.al

(2021) also stated that with the use of any public transportation were all associated with

close contact and infection anxiety during commuting.

Interaction with other people

Social interaction has dramatically changed because of the pandemic. However,

the participants had identified that through interaction they can transmit the disease and

there’s a hesitancy to socialize.

As Calbi, et.al (2021) affirms that the pandemic itself has changed the nature on

how social interaction works on everybody. Also, many scholars outlined the social

interaction and emotional outturn of covid-19 on individual’s well-being. Moreover, Long

E, Patterson S, Maxwell K, et al (2021) also stated that this pandemic of an infection that

can transmit through air spread rapidly through social interaction or socializing that

drastically altered the ways on hoe people interact.

Furthermore, Miyamoto (2021) also affirms that physical distancing curve the

spread of the virus, hence, the practice of physical separation will limit people’s in-

person socialization, which may lead to the path of sense of social connection. Negative

consequences such as transmission of the virus posed by the pandemic itself.

Perceived Infection Anxiety

Many of us may experience anxiety because of the pandemic brought to us.

Especially in educational system and in limited face-to-face class when going to school.

However, participants expressed their thoughts about being feared, worried and feel of

uneasiness in travelling to school, reaching the campus, and home.

As Dr. Louie (2021) stated that young ones are accustomed now in being home

with their parents. Students who had comfortable adjusted to being in school way back
 61

before pandemic are finding it with fear that other people are not safe as thought they

were. Nowadays, when all of us go out, we were often reminded not to get too close to

other people, wear of face mask, use alcohol or sanitize our hands. Furthermore, Ando,

et al (2021) also expressed that commuting may cause anxiety among passengers due

to the lack and improper of adequate infection control measures in public transportation.

Also, commuting is a significant part of our lives in working, however, the companies in

transportation face severe limitations in implementing safety protocols or preventive

measures during commuting. In a survey conducted in Japan, Sasaki et al. found that

the fear and anxiety in infection tended to increase to all commuters with stronger

corporate infection prevention measures.

Interventions have been implemented to address the Risk Factors

The participants who were chosen to answer the research questions shared

about interventions have been implemented to address the risk factors. After analyzing

the responses of the participants about the interventions, the following themes emerged:

(1) observed safety measurements and protocols, (2) observed self-discipline for

student’s health and safety, (3) identified uncertainty in the effectiveness and (4) noted

interventions being beneficial.

Observed Safety Measurements and Protocols

Safety measurements and protocols are significant ways in protecting one’s

health and wellness. Meanwhile, the participants observed the purpose of face mask,

face shield, alcohol hand-sanitizer, and social distancing, having Covid-19 vaccination

card and observed the importance of taking vitamins.

According to the Cleveland Clinic (September 30, 2020), throughout the

pandemic, several practices have been established as a cornerstone of coronavirus

 62

protection. And while many of us have made this part of our routine, it’s still important to

remind ourselves and others of their importance. Wearing a mask is vital to protecting

yourself and those around you from spreading the virus. Because so many coronavirus

cases can be asymptomatic, wearing a mask protects others in close proximity in case

you’re exhaling virus-laden droplets into the air around you. Also be sure to wash your

hands regularly and thoroughly with soap, especially after returning to your home from

being out in public. It’s important, too, to lather your hands with soap for at least 20

seconds to get them fully clean. A good practice is to keep a small bottle of hand

sanitizer handy, especially if you’re out and about without immediate access to a

bathroom. Finally, be sure to socially distance yourself from others, staying at least 6

feet away. Because of the distance that exhaled droplets can travel, you want to make

sure you’re not too close to someone, even if they don’t show any symptoms. And, yes,

that includes even when you’re wearing a mask.

As affirmed by the University of Southern Mississippi Covid-19 Health and Safety

Protocols (March 2, 2022), Everyone has a personal responsibility to practice physical

distancing, frequent hand washing, cough/sneeze etiquette, proper tissue usage and

disposal, avoidance of touching their face, adhering to quarantine/isolation protocols,

and respecting others.

Meanwhile, “A vaccination card is a tool that people can use to declare that they

have some level of protection against COVID," said John Brownstein, Ph.D., an ABC

News contributor and epidemiologist at Boston Children's Hospital. "Being able to

assess immunity to COVID is a critical part of trying to resume our daily lives."

The notion is connected to the University at Buffalo School of Nursing, they are

taking the next great step to protect our communities by volunteering to receive and

administer COVID-19 vaccines. Student Nurse Chris Palumbo said “By getting

vaccinated, we are able to protect our families, friends, and ourselves. We are able to
 63

take the burden off of the healthcare system that they’ve been faced with for almost a

year now by lowering hospitalizations. I received the Moderna vaccine and had little to

no side effects after both my first and second doses. The vaccines are safe and very

effective and everyone should consider getting any of the 3 vaccines when you’re

eligible!” and Student Nurse Renna Kessel stated “I am very fortunate to be a part of a

population that was able to get vaccinated in order to help other members of the

community and I am grateful that I was able to take this step to make a positive

difference in the world of health care!” as well as Emily Snyder, a student nurse stated “I

chose to get vaccinated to protect my community.”

On the other hand, Dr. J. Zimmerman of the Health first Chiropractic Clinic stated

that during this viral pandemic, more and more people are becoming interested in

learning healthy habits to keep their body functioning at an optimal level. Whether it is

out of fear of catching the virus or not, it is definitely a good idea. Supplementation of

vitamins, herbs and extracts to boost or support immune system function.

Similarly, Faseeha Aman and Sadia Masood of Pakistan Journal of Medical

Sciences stated that during the COVID-19 pandemic, the nutritional status of individuals

has been used as a measure of resilience toward destabilization. Optimal nutrition and

dietary nutrient intake impact the immune system through gene expression, cell

activation, and signaling molecules modification. In addition, various dietary ingredients

are determinants of gut microbial composition and subsequently shape the immune

responses in the body. Therefore, the existing evidence suggests that the only

sustainable way to survive in the current situation is to strengthen the immune system.

An adequate intake of zinc, iron, and vitamins A, B 12, B6, C, and E is essential for the

maintenance of immune function.

Observed Self-discipline for Student’s health and Safety

 64

Self-discipline for student’s health and safety gives impact especially in an

exposed environment. The participants noticed the possible risk of getting the virus,

following the protocols implemented by the school and observed physically and mentally

preparedness.

According to Kalpana Sahoo and Lalatendu Kesari Jena (May 19, 2021) “Why

self-discipline might just be the antidote that saves us from the pandemic” stated that,

this is the time people must realise their responsibility to act in a civilised manner to

emerge strongly from this second wave of COVID-19. The World Health Organisation

(WHO) recognises the value of human behaviour in managing pandemics. The onus of

self-discipline should be marked at all levels, from people to government. It is imperative

to exercise self-control and self-discipline by leveraging the collective efforts of the

people for real-time progress. The only way to save our lives from Corona is self-

discipline.

Contemporary research says that people’s conscious choice, awareness and

control over their desires combats 75 per cent of infections. Apart from it, lockdown and

shutdown have increased the pandemic stress related to career, relationship, fear of

contamination, health issues and child’s exam issues and so on. People experience

more helplessness and insecurity during this time even if they are staying and living

together with family members. So, one of the best techniques to control and overcome

stress and depression is self-discipline.

Meanwhile, Katie McCallum stated that as you prepare to send your kids back

into the classroom, be sure to reinforce the everyday COVID-19 precautions they will

need to keep in mind, as well as what makes these precautions so effective: social

distancing, wearing a mask and washing your hands. No matter how many precautions
 65

are being taken at your child's school, gathering a group of kids into a classroom will

come with some level of risk.

Nonetheless, studies show that unlike classroom education, clinical training in

nursing occurs in a complex clinical learning environment which is influenced by many

factors. This environment provides an opportunity for nursing students to learn

experimentally and to convert theoretical knowledge to a variety of mental,

psychological, and psychomotor skills which are of significance for patient care.

Students’ exposure and preparation to enter the clinical setting are one of the important

factors affecting the quality of clinical education. (Jamshidi Nahid et al., June 5, 2016).

Identified Uncertainty in the Effectiveness

There is an uncertainty in the effectiveness despite of the actions implemented.

Participants observed the possible risk of close contact to the carrier, filled with fear of

acquiring the virus and noticed the way virus are transmitted.

According to Liliana Lorettu, Davide Piu and Saverio Bellizzi, as humans, we

have fundamental need to attempt to control and/or reduce uncertainty through the use

of rules, norms, recommendations, prohibitions, safeguards, even at the cost of limiting

our freedom. However, the relentless change and transformation of society does not

allow us to reach a stable condition of certainty. Evolution is continuous, and uncertainty

follows evolution like a shadow.

As the World Health Organization (WHO) stated that Covid-19 spreads primarily

from person to person in several different ways: It can spread through small liquid

particles. These particles range from larger respiratory droplets to smaller aerosols

released when an infected person coughs, sneezes, speaks, sings or breathes. It

spreads mainly between people who are in close contact with each other, typically within

1 meter. It can also spread in poorly ventilated and/or crowded indoor settings where
 66

aerosols remain suspended in the air or travel farther than 1 meter. It can also spread if

a person touches surfaces that have been contaminated by the virus.

Studies also shows that the spread of covid-19 pandemic has caused an

unprecedented humanitarian emergency and has projected us into a global scene

fraught with uncertainty.

The notion is connected to the Deloitte: Resilient Leader Collection about Covid

19: Confronting uncertainty through & beyond the crisis, stated that no country,

company, executive team, or individual leader will be immune from COVID-19’s impact.

No strategy will survive fully intact. The COVID-19 pandemic is more global in scope,

more profoundly impactful and far-reaching, and more complex than any other crisis that

today’s decision-makers have experienced or contemplated.

Noted Interventions being Beneficial

The necessary interventions such as: constantly wearing of face mask, face

shield, alcohol hand-sanitizer, social distancing, being fully vaccinated and taking

vitamins and nutritious foods are huge help in maintaining healthy lifestyle and to

prevent from acquiring the virus. Meanwhile, the participants recognized the ways of

WHO, CHO, DOH, observed the protocols of the school and noticed self-safety from

illness or acquiring diseases.

The Department of Health (DOH) advises the public to practice protective

measures. Practice frequent and proper hand washing – wash hands often with soap

and water for at least 20 seconds. Use an alcohol-based hand sanitizer if soap and

water are not available. Practice of proper cough etiquette and maintaining distance of at

least one meter away from individual/s experiencing respiratory symptoms. It is still the

best way to protect oneself against COVID-19.

 67

When a public health emergency declaration is in force, the Chief Health Officer

(CHO) can use their emergency powers under the Act. The CHO’s emergency powers

mean that the CHO may take the actions (including giving oral or written directions) they

consider necessary, appropriate or desirable to alleviate the public health emergency.

The CHO has made a number of directions that he considers to be necessary,

appropriate or desirable to prevent the spread of COVID-19 in the Northern Territory.

The CHO’s directions are laws. It is an offence to contravene a direction of the CHO.

The World Health Organization (WHO) advice on ways to protect yourself and

prevent the spread of COVID-19. Protect yourself and others from COVID-19 by

following these precautions: Get vaccinated as soon as it’s your turn, Keep a distance of

at least 1 metre from others, Open windows when possible, Wear a mask, Clean hands,

Cover coughs and sneezes and Stay home when sick. Thus, WHO stated that it is

essential to keep up preventive measures to protect yourself and those around you from

COVID-19.

As a result, according to the participants it is significant to follow the safety

measurements and protocols as it is beneficial for them since they did not get sick or

acquired the virus during and after the implementation of Limited Face-to-face RLE.

Implication to Nursing Practice

 This study might give nursing students a sense of urgency to appreciate the

limited face-to-face related learning experience since they will be grouped together the

third year and fourth year nursing student in attending and exploring different areas of

the said experience. Also, they will be more responsible in their own ways of learning

given that experience will enable them to hone their preparation skills and reflexes to

ensure that they are ready for anything individually amidst the pandemic.
 68

Moreover, this study supports clinical instructors since fate brought them to

guide or teach nursing students in related learning experiences. They will be able to

understand the changes of behavior, perception in the life of the students that were

engaged to limited face-to-face class and they can easily cope up to the student’s

assumptions.

For school administrators, this research might help them effectively in the

reason of providing more knowledge and different strategies to their respective teachers

as they will apply it to the learners’ tasks that requires physical interaction during

pandemic.

For Commission on Higher Education, this study might help provide

awareness on the challenges and risk factors in implementing limited face-to-face of the

students which will be a great help in implementing future programs, policies, and

activities related to the promotion of physical, mental, and emotional health.

This study will be utilized as their additional related literature review to improve

this study for future researchers. Also, this would be beneficial for them because they

can get some information that might needed to their research and some of their

questions may possibly be answered by this research.

Recommendation for Future Research

This study is bounded only to eight (8) nursing students of Pilar College of

Zamboanga City on the Challenges to Ensure Safety in the Implementation of the

Limited face to face. The conclusions of this study will serve as a foundation for further

investigation. In addition, to obtain more accurate information about the study, a

comparable study should be undertaken in a broader range of locations and with a

bigger number of participants.

Additionally, you are to conduct a re-interview with the same subjects to detect

parallelism with the extracted data might be done as part of the research. As a result,
 69

further study on learning materials and resources with a focus on content, as well as the

same research but using different research approaches, is urged. It should also be

carefully considered in order to increase one's understanding of how to create effective

learning content.

Concluding Remarks

This research suppresses experiences and assumptions that are obliged in

educational system in times of pandemic. We, as a researcher had a lot of learnings and

recognitions from the participants as nursing students. Moreover, we also heard their

stories and hardships when they decided to participate in the implementation of limited

face-to-face in their related learning experience. Their exposure in the community and

school makes them challenge because of the threat from the virus. Hence, we really

appreciate the fact that they elaborate ways on how to be safe in times of the pandemic.

The ability that they possess to control and minimize the transmission of the said

disease will be a great help for the institution and the community. The learnings and

knowledge from their RLE will also help them to mold and embrace their chosen career

and path. However, despite of the pandemic, they also experience deprivation in their

RLE for the reason that they will have to perform several procedures in a day.

Furthermore, this nursing students are still sanguine. As they affirm that in nursing will

always be so hard to surpass because of dealing lives in the future notwithstanding of

difficult times, especially nowadays situations.

 70

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APPENDICES

Research Instrument

THE SAFETY OF NURSING STUDENTS IN THE IMPLEMENTATION OF THE

LIMITED FACE-TO-FACE IN RELATED LEARNING EXPERIENCE: A

PHENOMENOLOGY

RQ-I. What are the safety measures of nursing students during the implementation
of the limited face to face in RLE?

INTERVIEW QUESTIONS:
 77

1. What are the safety measures you obliged during the implementation of the limited
face-to-face in RLE?

2. How do you find the safety measures implemented by the school in the limited face-
to-face?

3. How do you respond to the safety measures implemented by the school?

RQ-II. What are the challenges of nursing students to ensure safety in the
implementation of the limited face to face?

INTERVIEW QUESTIONS:

1. What are the challenges encountered in attending the limited face-to-face class?

2. How do the students respond to the challenges?

RQ-III. What are the risk factors in the implementation of the limited face-to-face?

INTERVIEW QUESTIONS:

1. What are the risk factors going to the school, inside the campus and going home?

2. How did the students respond to the risk factors?

RQ-IV. What interventions have been implemented to address the risk factors?

INTERVIEW QUESTIONS:

1. What are the interventions to take by the students to avoid the possible risk in going to
school, attending limited face-to-face class, and in going home?

2. How do you ensure that the interventions are effective?

AUDIT TRAIL
THEMES ARCHIVAL #
1. What are the safety measures of nursing students during the
implementation of the limited face to face in RLE?
 78

IDI-01
Observed safety protocols that
IDI-02
implemented by the school
IDI-05
Complied medical requirements IDI-03
IDI-08
IDI-04

Followed rules set by the school IDI-03

IDI-10
IDI-02

2. What are the challenges of nursing students to ensure safety in the

implementation of the limited face to face?
IDI-01
Experiencing difficult changes in going
FGD-05
to school
IDI-02
Observed short span in managing the IDI-04
time FGD-05
FGD-05
Potential causes of stress IDI-04
FGD-07
3. What are the risk factors in the implementation of the limited face-to-face?
FGD-05
Observed as a commuter IDI-02
FGD-06
FGD-07
Interacted with other passengers FGD-08
IDI-03
IDI-01
Perceived infection anxiety IDI-08
IDI-03
IDI-04
4. What interventions have been implemented to address the risk factors?
IDI-03
Observed safety measurement and IDI-06
protocols IDI-050
IDI-02
IDI-03
Observed self-discipline for student’s IDI-07
health and safety IDI-08
IDI-03
Identified uncertainty in the IDI-07
effectiveness
IDI-03
Noted interventions being beneficial IDI-01
IDI-04
IDI-02
IDI-08
 79

PILAR COLLEGE OF ZAMBOANGA CITY, INC

R.T. Lim Boulevard, Zamboanga City
Tertiary Education Department
Nursing Program

March 14, 2022

Dear Participants,

We, the 3rd year students of Pilar College of Zamboanga City taking up Bachelor of
Science in Nursing. We are conducting a study entitled “THE SAFETY OF NURSING
STUDENTS IN THE IMPLEMENTATION OF THE LIMITED FACE-TO-FACE IN
RELATED LEARNING EXPERIENCE" as one of our requirements for this semester SY
2021-2022. In this regard, we respectfully request your voluntary cooperation to be one
of the interviewees. As a participant, you are expected to answer the interview
 80

questions. We had prepared an inform consent that you need to sign, this is to ensure
your rights of confidentiality and privacy.

Rest assured that any information received from you will be handled in strictest
confidence. Your positive reaction to this request will be a significant contribution to the
study's success, and it will be greatly appreciated.

Thank you very much and we are looking forward to your positive response on this
matter. Should you have any queries or concerns, you may reach us through email,
joshuaviason@gmail.com or you may contact us directly through this mobile number
0936-151-4874.

Respectfully yours,
Members:
Mohammad, Farhan Sala, Marjorie Patma O. Oliva, Jean Camilla J.

Viñas, Heizel M. Viason, Joshua S.

Noted by: Approved by:

Mr. Edmund V. Enopia, MIT S. Ma. Divina Consejo E. Billanes, RVM
Nursing Research Adviser BSN, Program Head

PILAR COLLEGE OF ZAMBOANGA CITY, INC

R.T. Lim Boulevard, Zamboanga City
Tertiary Education Department
Nursing Program

March 14, 2022

S. Ma. Divina Consejo E. Billanes, RVM

BSN, Program Head

Dear Sister Divine,

Praised be Jesus and Mary!
We, the 3rd year students taking Bachelor of Science in Nursing of Pilar College of
Zamboanga City Inc, are presently working on our research paper entitled, “THE
 81

SAFETY OF NURSING STUDENTS IN THE IMPLEMENTATION OF THE LIMITED

FACE-TO-FACE IN RELATED LEARNING EXPERIENCE”, in partial fulfillment of the
requirements in Nursing Research II.
In connection with this, we are seeking for your permission to allow us to conduct our
research study outside the campus. Rest assured that the data we will gather will remain
absolutely confidential and to be used in academic purpose only.
We believe that you are with us in our enthusiasm to finish the requirements as
compliance for our course subject and to develop well-being. We hope of your positive
response on this humble matter. Your approval to conduct this study will be greatly
appreciated.

Respectfully yours,
Members:

Mohammad, Farhan
Oliva, Jean Camilla J.
Sala, Marjorie Patma O.
Viason, Joshua S.
Viñas, Heizel M.

Noted by: Approved by:

Mr. Edmund V. Enopia, MIT S. Ma. Divina Consejo E. Billanes, RVM
Nursing Research Adviser BSN, Program Head

PILAR COLLEGE OF ZAMBOANGA CITY, INC

R.T. Lim Boulevard, Zamboanga City
Tertiary Education Department
Nursing Program

March 14, 2022

S. Ma. Divina Consejo E. Billanes, RVM

BSN, Program Head

Dear Sister Divine,

Praised be Jesus and Mary!
 82

The undersigned is the 3rd year BSN students of Pilar College of Zamboanga City, Inc
undertaking research entitled “THE SAFETY OF NURSING STUDENTS IN THE
IMPLEMENTATION OF THE LIMITED FACE-TO-FACE IN RELATED LEARNING
EXPERIENCE” In Partial Fulfilment of the Requirements for Nursing Research II.

The researchers are humbly asking your permission to validate the research instrument.
The interview guide questions that would answer the research questions by validating
the instrument. Attached is the copy of the research instruments. The researchers are
looking forward to your positive response. Thank you and more power!

Respectfully yours,
Members:
Mohammad, Farhan

Oliva, Jean Camilla J.

Sala, Marjorie Patma O.

Viason, Joshua S.

Viñas, Heizel M.

Noted by: Validated by:

Mr. Edmund V. Enopia, MIT S. Ma. Divina Consejo E. Billanes, RVM
Nursing Research Adviser BSN, Program Head

PILAR COLLEGE OF ZAMBOANGA CITY, INC

R.T. Lim Boulevard, Zamboanga City
Tertiary Education Department
Nursing Program

March 14, 2022

Mrs. Josefina Malindog
BLIS, Program Head

Dear Mrs. Malindog,

Praised be Jesus and Mary!
 83

The undersigned is the 3rd year BSN students of Pilar College of Zamboanga City, Inc
undertaking research entitled “THE SAFETY OF NURSING STUDENTS IN THE
IMPLEMENTATION OF THE LIMITED FACE-TO-FACE IN RELATED LEARNING
EXPERIENCE” In Partial Fulfilment of the Requirements for Nursing Research II.

The researchers are humbly asking your permission to validate the research instrument.
The interview guide questions that would answer the research questions by validating
the instrument. Attached is the copy of the research instruments. The researchers are
looking forward to your positive response. Thank you and more power!

Respectfully yours,
Members:
Mohammad, Farhan

Oliva, Jean Camilla J.

Sala, Marjorie Patma O.

Viason, Joshua S.

Viñas, Heizel M.

Noted by: Validated by:

Mr. Edmund V. Enopia, MIT Mrs. Josefina Malindog
Nursing Research Adviser BLIS, Program Head

PILAR COLLEGE OF ZAMBOANGA CITY, INC

R.T. Lim Boulevard, Zamboanga City
Tertiary Education Department
Nursing Program

March 14, 2022

Mrs. Nerissa Manalo

BEED, Program Head

Dear Mrs. Manalo,

 84

Praised be Jesus and Mary!

The undersigned is the 3rd year BSN students of Pilar College of Zamboanga City, Inc
undertaking research entitled “THE SAFETY OF NURSING STUDENTS IN THE
IMPLEMENTATION OF THE LIMITED FACE-TO-FACE IN RELATED LEARNING
EXPERIENCE” In Partial Fulfilment of the Requirements for Nursing Research II.

The researchers are humbly asking your permission to validate the research instrument.
The interview guide questions that would answer the research questions by validating
the instrument. Attached is the copy of the research instruments. The researchers are
looking forward to your positive response. Thank you and more power!

Respectfully yours,
Members:
Mohammad, Farhan

Oliva, Jean Camilla J.

Sala, Marjorie Patma O.

Viason, Joshua S.

Viñas, Heizel M.

Noted by: Validated by:

Mr. Edmund V. Enopia, MIT Mrs. Nerissa Manalo
Nursing Research Adviser BEED, Program Head

CURRICILUM VITAE

HEIZEL M. VIÑAS
Address: Zone 8, Ayala Advent Home Owners Association Inc.
Zamboanga City
Mobile Phone: 0995-913-1349
Email: heizelmilanavinas679@gmail.com

PERSONAL INFORMATION

Age: 21
Birthdate: June 17, 2000
 85

Birthplace: Cawit Zamboanga City

Gender: Female
Civil Status: Single
Religion: Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary

Pilar College of Zamboanga City, Inc.

Address: R.T. Lim Blvd., Zamboanga City

Degree Program: Bachelor of Science in Nursing

Secondary

Pilar College of Zamboanga City, Inc.

Address: R.T. Lim Blvd., Zamboanga City

Graduated: 2017-2018

Ayala National High School

Address: Ayala Zamboanga City

Graduated: 2015-2016

Primary

Cawit Elementary School

Address: Cawit Zamboanga City

Graduated: 2011-2012

CURRICULUM VITAE

JOSHUA S. VIASON
Address: Susan Compound Morning Breeze, Tugbungan
Zamboanga City
Mobile Phone: 0936-151-4874
Email: joshuaviason@gmail.com

PERSONAL INFORMATION

Age: 21
Birthdate: May 13, 2001
 86

Birthplace: Zamboanga City

Gender: Male
Civil Status: Single
Religion: Baptist

EDUCATIONAL BACKGROUND

Tertiary

Pilar College of Zamboanga City, Inc.

Address: R.T. Lim Blvd., Zamboanga City

Degree Program: Bachelor of Science in Nursing

Secondary

Southern City Colleges (Main)

Address: R.T. Lim Blvd., Zamboanga City

Graduated: 2017-2018

Zamboanga City High School (Main)

Address: Don Alfaro Street, Tetuan, Zamboanga City

Graduated: 2015-2016

Primary

Tugbungan Elementary School

Address: Tugbungan Zamboanga City

Graduated: 2011-2012

CURRICULUM VITAE

Jean Camilla J. Oliva

Address: Blk. 12 Lot 19 Villa Hermosa Luyahan, Pasonanca
Zamboanga City
Mobile Phone: 0945-845-7852
Email: olivajeancamilla@gmail.com

PERSONAL INFORMATION

Age: 20
Birthdate: May 30, 2001
 87

Birthplace: Zamboanga City

Gender: Female
Civil Status: Single
Religion: Islam

EDUCATIONAL BACKGROUND

Tertiary

Pilar College of Zamboanga City, Inc.

Address: R.T. Lim Blvd., Zamboanga City

Degree Program: Bachelor of Science in Nursing

Secondary

Ateneo de Zamboanga University

Address: La Purisima St., Zamboanga City

Graduated: 2017-2018

Batu-Batu National High School

Address: Panglima Sugala Tawi-Tawi

Graduated: 2015-2016

Primary

Batu-Batu Central Elementary School

Address: Panglima Sugala, Tawi-Tawi

Graduated: 2011-2012

CURRICULUM VITAE

Marjorie Patma O. Sala

Address: Sinunoc, Miramar Zamboanga City

Mobile Phone: 09654006595
Email: marjoriepatmasala@gmail.com

PERSONAL INFORMATION

Age: 22
Birthdate: April 15, 2000
 88

Birthplace: Tubod Lakewood Zamboanga Del Sur

Gender: Female
Civil Status: Single
Religion: Islam

EDUCATIONAL BACKGROUND

Tertiary

Pilar College of Zamboanga City, Inc.

Address: R.T. Lim Blvd., Zamboanga City

Degree Program: Bachelor of Science in Nursing

Secondary

Computer Technologies Institute Inc.

Address: Baliwasan Chico Rd. Zamboanga City

Graduated: 2017-2018

Zamboanga National High School West

Address: R.T. Lim Blvd., Zamboanga City

Graduated: 2015-2016

Primary

Tubod Elementary School

Address: Tubod Lakewood Zamboanga Del Sur

Graduated: 2011-2012

CURRICULUM VITAE

Farhan Mohammad

Address: A-1 Campo Islam

Mobile Phone: 09654006595
Email: marjoriepatmasala@gmail.com

PERSONAL INFORMATION

Age: 21
Birthdate: March 04, 2001
 89

Birthplace: Zamboanga City

Gender: Male
Civil Status: Single
Religion: Islam

EDUCATIONAL BACKGROUND

Tertiary

Pilar College of Zamboanga City, Inc.

Address: R.T. Lim Blvd., Zamboanga City

Degree Program: Bachelor of Science in Nursing

Secondary

Pilar College of Zamboanga City Inc.

Address: R.T. Lim Blvd., Zamboanga City

Graduated: 2017-2018

Pilar College of Zamboanga City Inc.

Address: R.T. Lim Blvd., Zamboanga City

Graduated: 2015-2016

Primary

Tubod Elementary School

Address: Tubod Lakewood Zamboanga Del Sur

Graduated: 2011-2012