Chapter I INTRODUCTION

Management emphasizes control. It is the process of leading and directing all or part of an organization through the deployment and manipulation of resources. The act, manner or practice of managing, handling, supervision or control is another description of management (Marquis& Huston, 2006). It is defined in many ways, generally as a process of coordinating, integrating human, technical, other resources to accomplish specific results (Haimann, 1989). A process by which a cooperative group directs actions toward common goals and involves techniques by which a distinguished group and people (Venzon, 2003). In nursing, management relates to planning, organization, staffing, directing (leading) and controlling (evaluating), the activities of nursing enterprise or division of nursing departments and the sub unions of the departments. Management knowledge is universal. It uses a systematic body of knowledge that includes concepts, principles and theories applicable to all nursing management situations. It is merely more on the application of the art and science of management to the discipline of nursing. Nursing management consists of group managers who mange the nursing organization and enterprise. Finally, this is the process by which nurse managers practice their profession through managing the disciplines of human relations, labor relations, personal management and industrial engineering into a unifying force for effective management (Suhnsburg, 2002). There are three(3) styles of behavioral management namely: (1)authoritarian, in which strong control is maintained over the work group, motivated by coercion and directed with commands, decision making does not involve others and its communication flows downward. This then results in well defined group actions that are usually predictable and less frustration in the work group. (2) Democratic, in which less control is maintained, economic and ego awards are used to motivate and communication flows up and down. Thus, decision making involves others that are
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directed through suggestions and guidance. This type promotes autonomy and growth in individual workers. (3) Laissez faire, in which it has little or no control over work group, motivation by support when requested by the group or individuals and communication has upward and downward flow among members of the group. Since this style is nondirected, it can be frustrating and disinterest can occur (Marquis& Huston, 2006). There are many possibilities of the division of the managing styles. In theory, one can distinguish two basic styles: directive and integrative. Generalizations describing both styles result in the fact that they do not reflect reality taking place at work. Because of it they cannot be applied in such a form. Therefore, it is necessary to build up the theoretical concept of the managing styles through decreasing their generality and adjusting them to the reality requirements at the same time (Stychno, 2002). Healthcare in the United States is constantly changing and becoming increasing more complex. An essential portion of the recent Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health, focuses on the significance of nurses as leaders in healthcare. The American Nurses Association continues to encourage and support nurses to play a more proactive leadership role in the various settings in which they practice and at the state and national level (Smith, 2011). Cross cultural management, when working in the Philippines, will be more successful when bearing in mind that each person has a very distinct role within the organization and management would not be expected to consult with lower-ranking individuals when decision-making. In the Philippines, as in other hierarchical societies, managers may take a somewhat paternalistic attitude to their employees. They may demonstrate a concern for employees that goes beyond the workplace and strictly professional concerns. In some nursing departments, nursing students must participate in clinical rotations at various healthcare facilities in addition to traditional classroom studies. During these rotations, students use their skills and knowledge to actively provide nursing care to patients. A nursing clinical instructor not only supervises, but also evaluates the students 'performances in three (4) aspects: (1) Skills - one of the main
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duties of the nursing clinical instructor is to evaluate her students' nursing skills in the clinical setting. Although these skills vary from one facility to another and from one patient to another, nursing students must have a confident and thorough understanding of the hands-on skills required for the job. (2) Knowledge - Throughout the evaluation process, nursing instructors should regularly question their students. This task involves asking them questions related to their patient's current health situation and preferably related to the topics currently being covered in the classroom. (3) Critical thinking Along with general knowledge and hands-on skills, nursing instructors must also continuously evaluate the critical thinking skills of their nursing students. Critical thinking involves assessing the current situation, relating that information to their bank of knowledge and determining the appropriate actions. (4) Assistance - Although the main duty of the nursing clinical instructor is to supervise and evaluate the student's performance, the instructor must be able to provide assistance when necessary. If the instructor's evaluation of the student is poor, he must attempt to teach the student and increase her knowledge of the material. The aim of the paper was an attempt to check what management styles are used by the clinical instructors in handling their students during clinical rotations.

Related Studies Presented in this section are related literatures that are relevant in the present study taken from various sources such as books, magazines, journals and the internet. According to Moreno, et. al (2001), the clinical instructor is an integral part of the education of allied health students. The relationship between the clinical instructor and the student will assist the student with developing good patient care skills. In addition, clinical instructors need to display behaviors that model professionalism and provide a nurturing atmosphere for students. It is the time when students gain the necessary tools to become proficient in clinical skills; the clinical instructor is a critical link in that development.
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Moreover, according to Laurent (2002), a clinical instructor is a person who provides direct supervision and instruction to students in the clinical aspect of training education. He also stated that clinical instructors have an important role in the facilitation and integration of training knowledge and skills; thus, it is important to identify and promote helpful clinical instructor qualities. Clinical education is an important aspect of many allied health programs; however, the experience can be negative for everyone involved if the program does not have qualified clinical instructors. The clinical instructors ethical value system is involved in her/his process of decision making. Clinical management and supervision is recognized as a developmental opportunity to develop clinical leadership. Working with the practitioners through the milieu of clinical supervision is a powerful way of enabling them to realize desirable practice. Clinical nursing supervision is an ongoing systematic process that encourages and supports improved professional practice (Erickson, 1987). In addition, Erickson (1987) further stated that clinical instruction is a vital component of the education process for both clinical instructors and students. In the clinical setting, students are provided with the opportunity to actively practice skills taught in the didactic environment. Clinical instructors, as well as the clinical site itself, influence the success of the educational experience of students. Program directors are responsible for ensuring that the clinical sites selected are educationally appropriate. Additionally, they must ensure that the clinical instructors are teaching and evaluating students effectively. Selection of a clinical site usually is based on factors such as location and willingness to have students; selection is not necessarily based on the quality of teaching opportunities the clinic can provide nor on the staff availability. However, clinical sites must possess supportive staff and enough patient cases to provide ample learning opportunities for students. In addition, clinical instructors have a responsibility to teach and evaluate students properly in the clinical environment; however, they do not always have the appropriate preparation. As with other allied health fields, clinical instructors frequently are chosen based on management skill level and years of practice and not on the ability to teach and evaluate students effectively (Erickson, 1987).

Weidner (2005) stated that clinical experience has been always an integral part of nursing education. It prepares student nurses to be able of "doing" as well as knowing the clinical principles in practice. The clinical practice stimulates students to use their critical thinking skills for problem solving. Awareness of the existence of stress in nursing students by clinical instructors and educators and responding to it will help to diminish student nurses experience of stress. In a descriptive correlational study by Beck (1991), one of the most anxiety producing components of the nursing program which has been identified by nursing students is that clinical experience was the most stressful part of the nursing program. Lack of clinical experience, unfamiliar areas, difficult patients, fear of making mistakes and being evaluated by faculty members were expressed by the students as anxietyproducing situations in their initial clinical experience. Furthermore, Ulrich (2003) said that it is important for clinical instructors to meet with each student prior to initiating the clinical assignment/experience. This preliminary meeting should "set the stage" for the clinical/supervisory experience. Students benefit from knowing the expectations of the clinical instructors, and the clinical instructor should, in turn, explore the student's expectations for the experience and for the supervisor. This first meeting should provide the participants some sense of what will develop over the time the student is assigned to this clinical instructor. According to Goldenberg (1993), the role of the clinical instructor is multifaceted in training clinical education. Responsibilities include not only teaching, but also evaluating students in multiple domains such as cognitive, affective and psychomotor. In addition, clinical instructors must demonstrate personal and professional characteristics that foster student growth and development. Clinical instructors serve as role models for students; consequently, it is vital that they exhibit mature behaviors and adhere to professional standards. An authoritarian leadership style is being used when a leader who dictates policies and procedures, decides what goals are to be achieved, and directs and controls all activities without any meaningful participation by the subordinates. Authoritarian leaders are commonly referred to as autocratic leaders. They provide clear expectations for what needs to be done, when it should be done, and how it should be
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done. There is also a clear divide between the leader and the followers. Authoritarian leaders make decisions independently with little or no input from the rest of the group. Authoritarian leaders uphold stringent control over their followers by directly regulating rules, methodologies, and actions. Authoritarian leaders construct gaps and build distance between themselves and their followers with the intention of stressing role distinctions. Authoritarian leadership typically fosters little creativity in decision-making. Lewin also found that it is more difficult to move from an authoritarian style to a democratic style than from a democratic form to a authoritarian form of leadership. Abuse of this style is usually viewed as controlling, bossy and dictatorial. Authoritarian leadership is best applied to situations where there is little time for group discussion. Under democratic leadership, the people have a more participatory role in the decision making process. One person retains final say over all decisions but allows others to share insight and ideas. This is often a highly effective form of leadership. People are more likely to excel in their positions and develop more skills when they feel empowered, and people are empowered when they are involved in the decision-making process. Although it may take some time to achieve full participation from a group, the end result will be rewarding if you can manage to establish a power-sharing environment in your group project. You will find that democratic practices often lead to a more productive and higher quality work group. Laissez-faire leaders may give their teams complete freedom to do their work and set their own deadlines. They provide team support with resources and advice, if needed, but otherwise don't get involved. This leadership style can be effective if the leader monitors performance and gives feedback to team members regularly. It is most likely to be effective when individual team members are experienced, skilled, self-starters. The main benefit of laissez-faire leadership is that giving team members so much autonomy can lead to high job satisfaction and increased productivity. The downside is
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that it can be damaging if team members don't manage their time well or if they don't have the knowledge, skills, or motivation to do their work effectively. Effective leaders recognize that what they know is very little in comparison to what they still need to learn. To be more proficient in pursuing and achieving objectives, a leader should be open to new ideas, insights, and revelations that can lead to better ways to accomplishing goals. This continuous learning process can be exercised, in particular, through engaging in a constant dialogue with peers, advisers, consultants and team members (OTool, 2003). OTool (2003) further stated that leading others is not simply a matter of style, or following some how-to guides. Ineffectiveness of leaders seldom results from a lack of know-how or how-to, nor it is typically due to inadequate managerial skills. Leadership is even not about creating a great vision. It is about creating conditions under which all followers can perform independently and effectively toward a common objective. According to Manohar (2011) bringing unity and coherence to a group of people is perhaps one of the most difficult tasks, which require effective leadership qualities. Be it politics, business or even sports, leaders are required in any situation that calls for a joint effort. Every leader has his / her own unique leadership style. Broadly speaking, there can be several effective leadership styles namely: Directors Approach, Coaching Style, Facilitating Approach, and Delegating Approach. The Director's Approach is a leadership style which is somewhat authoritarian in its approach since the leader has a specific goal in mind and directs the team towards the goal according to his plan of action. The leader identifies the requirements of the situation and creates a plan to handle the situation. The leader is completely in charge of division of work and specifically assigns roles for each and every team member. The leader has the final word on all the decisions and rarely asks for suggestions from the team members. The leader, who uses a director's approach for leading a team, usually supervises and evaluates the work of every individual. The Coaching Style involves more mutual interaction of the leader and the team. In this style, the leader sets the goals and identifies the problems; however the leader consults with his team members and encourages a healthy dialog to facilitate exchange
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of ideas that can be beneficial for the team as a whole. The leader usually arrives at the decisions after having consulted the team members. This style displays more respect for individual opinions since the leader is more considerate towards the team members. The leader tends to encourage and appreciate the efforts of his team and constantly provides encouragement for the team by inculcating a sense of team spirit. The leader evaluates the performance of the leaders. The Facilitating Approach is a more flexible leadership style in which the leader allows the team members to be a part of almost every process starting from the roledelegation, goal setting, problem solving as well as the evaluation and overview. The leader acts more like a facilitator who inspires the team to reach their goal, by giving them a nudge every now and then. The leader tries to inculcate a sense of individual responsibility within every individual and hence creates an effective team that can function with minimum supervision. However, the Delegating Approach is more democratic than any other styles of leadership. The employees and the leader are a part of every process. The leader empowers the team members and allows them to be a part of the planning and decision-making process and decide their own roles and responsibilities. The leader accepts the decisions of the team members, allows them to evaluate their own work. This sense of leadership tends to develop a team, which functions as a cohesive and responsible team. According to Jones (2007), Laissez-faire leadership, is typically considered the least effective option. In stark contrast to the other primary styles, delegative leaders rarely make decisions, leaving this function up to the group. These leaders seldom offer guidance to the team and delegate decision-making to trusted team members. While offering few advantages, this style often creates some disadvantages. Job descriptions and lines of authority become blurred and confusing. A loss of motivation and positivity often accompanies the confusion of team members.

Theoretical Framework

Henri Fayol (1841-1925) on his Management Function Theory, stressed that the theory of administration was equally applicable to all forms of organized human cooperation. He first identified the management functions of planning, organizing, command, coordination and control. Eventually, theorists began to refer these functions as the management process. Although often modified, these functions or activities have changed little overtime. As the relationship between leadership and management continues to prompt some debate, the literature demonstrates the need for both (Trent 2003). During the human relations era, many behavioral and social scientists studying management also studied leardership. The Leadership Styles Theory of Lewin (1951) and White (1960 isolated common leadership styles. These styles came to be called authoritarian, democratic, and laissezfaire. According to the book of Marquis and Houston, authoritarian leadership results in well defined group actions that are usually predictible, reducing frustration in the work group and giving members a feeling of security. Productivity is usually high, but creativity, self motivation, autonomy are reduced. Authoritarian leadership is useful in crisis situations. While, democratic leadership, is appropriate for groups who work together for extended periods, promotes autonomy and growth in an individual. This type of leadership is particularly effective when cooperation and coordination between groups are necessary. On the other hand, laissez faire is a non directed group, it can be frustrating, group apathy and disinterest can occur, however when all group members are highly motivated and self directed, this leadership style can result in much creativity and productivity. This leadership is appropriate when problems are poorly defined and brainstorming is needed to generate alternative solutions. On the other hand, Mary Parker Folletts (1868-1933) Law of the Situation Theory, she suggested that the leadership style should vary to the situation or the individuals involved. Mary Parker Follett was one of the first theorists that suggest basic principles of what today would be called participative decision making or participative management. Follett espoused her belief that managers should have the authority with,
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rather than over the employees. Thus, solutions could be found that satisfied both sides without having one side dominate the other. The group chose the theory of Henry Fayol, The Management Function Theory, because in an organization such as RLE group, it is important for a manager which is the Clinical Instructor to know the steps in management, so that the formed organization is directed and will attain its goal. On the other hand, The Leadership Styles Theory of Lewin and White is also applicable in our study specially to the Clinical Instructors because this theory would be helpful to them in determining what style of leadership they will use in managing the students. Whereas, Mary Parker Folletts Law of Situation Theory gives an idea for managers like Clinical Instructors that a leadership style should vary in situations or case to case basis.

Conceptual Framework The research paradigm illustrates the relationship of the different variables. The Independent variable is the management styles of the Clinical Instructors in terms of planning, organizing, leadership, and controlling. On the other hand, the Dependent variable is the clinical performance of the BSN 3 students. The independent variable affects the dependent variable. The intervening variables are the demographic profiles of the Clinical Instructors and the BSN 3 students. It indicates the relationships between observed variables, such as the independent and dependent. Independent Variable Dependent Variable

Management Styles: 1. Democratic 2. Authoritarian 3. Laissez-faire 10 Clinical Performance

Intervening Variable
Demographic Profile of Clinical Instructors 1. Age 2. Sex 3. Civil Status

Figure 1. Research Paradigm

5. Educational Attainment

4. Religious Affiliation

Figure 1.Research Paradigm

Statement of the Problem This study aims to determine the management styles of Clinical Instructors and the clinical performance of the BSN 3 Students of Davao Doctors College. Specifically, this study seeks to answer the following questions: 1 .What is the demographic profile of the Clinical Instructors in terms of: 1.1 Age;
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1.2 Sex; 1.3 Civil Status; 1.4 Religious affiliation; and 1.5 Educational Attainment?

2. What is the demographic profile of the BSN 3 Students in terms of gender?

3. What are the management styles of the Clinical Instructors in terms of: 3.1 Democratic; 3.2 Authoritarian; and 3.3 Laissez-faire?

4. What is the profile of the clinical performance of the BSN 3 students of Davao Doctors College? 5. Is there a significant relationship between the demographic profile of the Clinical Instructors and their management styles? 6. Is there a significant relationship between the demographic profile and the profile of clinical performance of the BSN 3 Students of Davao Doctors College? 7. Is there a significant relationship between the management styles of the Clinical Instructors and the profile of clinical performance of the BSN 3 Students of the Davao Doctors College?

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Hypotheses

This study was guided by the following null hypothesis at 0.05 level of significance.

HO1: There is no significant relationship between the demographic profile of the Clinical Instructors and their management styles. HO2: There is no significant relationship between the demographic profile and the profile of clinical performance of the BSN 3 Students of Davao Doctors College. HO3: There is no significant relationship between the management styles of the Clinical Instructors and the profile of clinical performance of the BSN 3 Students of the Davao Doctors College.

Significance of the Study The results of this study were seen to be necessary to the following: DDC Administrator This will be beneficial for the DDC Administrators for them to evaluate their staffs about their performances and their level of competencies in teaching the nursing students in developing their knowledge skills, and attitudes. Nursing Department Management Team This study will be significant in the field of nursing care in a way that this will help in developing a new effective ways in supervising the nursing students. Through this, the nursing students can provide a more effective and efficient care to their patients.
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Clinical Instructors This study will be useful to the Clinical Instructors for them to identify what management style is better to use in handling the students for them to further enhance their effective supervision manner concerning the students. Nursing Students. The proposed study will serve as their reference and to know the management styles of the Clinical Instructors that affects their clinical performance. This study can be a learning paradigm of the nursing students to enhance their clinical performances through identifying the highly valuable management skill of their Clinical Instructors. Future Researchers. This study will be a road map for the future researchers which will provide additional knowledge and information regarding the benefit of high-quality management delivered by the Clinical Instructors. The researchers believed that there would be an improvement of health in the community if the paper is utilized as a source of reference data for future study.

Definition of Terms This section facilitates understanding of the study by defining terms of variables according to their operational use.

Clinical Performance. It denotes how the student nurse applies their skills to practice in providing care to their patients efficiently and effectively. Management style. It denotes the process on how Clinical Instructors make plan, decide, organize, command, coordinate and control on the student nurses performance in the field.

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CHAPTER 2 METHODOLOGY

This section shows the research design, setting, participants, instruments, data analysis, procedures and scope and limitations of the study.

Research Design The researchers utilized a non-experimental descriptive-correlation research design. It is descriptive because the researchers aim is for the student to give data for purposes of describing the management styles of the Clinical Instructors. Correlational studies was utilized because the researchers wants to examine the extent of the relationship of the management styles of the Clinical Instructors and the clinical performance of the BSN 3 students of the Davao Doctors College.

Research Setting The study was conducted at Davao Doctors College located at General Malvar Street, Davao City. Davao Doctors College is a non sectarian academic institution. September 1975 marked the birth of the Davao Doctors College which was named before as Davao Doctors Hospital School of Nursing (DDHSN). The College of Nursing offers a four-year competencybased, Bachelor of Science in Nursing program currently with CHED CMO #14 series of 2009. Now, the school also offers courses in-line with medical courses such as Radiologic Technology, Physical Therapy, Occupational Therapy, Optometry, Psychology and courses inline with Education and Hospital Management

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Research Participants The participants of this study were the BSN 3 students of the school year 20112012 and the Clinical Instructors of NCM 104 of second semester of school year 20112012.

Research Procedure In the preparatory phase, the researchers were able to formulate topics or titles that are relevant to the students of Davao Doctors College. By the help of their mentor and panelists during the title defense the group was able to choose the topic for their study entitled The Management styles of the Clinical Instructors and the Clinical Performance of the BSN 3 Students of Davao Doctors College. The researchers determined the objectives of the survey which was to collect data that aid in identifying what are the management styles of the involved Clinical Instructor and its relation to the clinical performance of BSN 3 students. The researchers constructed questionnaires which include the profile of the students and certain questions that aid in determining the management style of clinical instructors. A letter of approval from the clinical instructors was secured by the researchers before conducting the actual survey. Upon approval, researchers explained the purpose of conducting the study.

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After acquiring an approval for our study, we were allowed to conduct our data gathering from selected students from BSN 3. We also explained the purpose of our study to our respondents to gain cooperation and get realistic data.

Table 1 Distribution of Respondents Respondents Total Pretest Respondents 10 5 15 Actual Sample 52 12 64

Population BSN 3 62 CI for NCM-104 17 TOTAL 79

Sampling Technique The researchers utilized the universal sampling technique for the totality of group to which the research findings has applied. The target population was the BSN 3 students of Section A and C S.Y. 2011-2012. The researchers gathered data from the involved student respondents and the whole number of the Clinical Instructors who handled NCM 104 S.Y. 2011-2012. The total of the students population is 62, ten students was chosen to answer for the pretest. The total number of Clinical Instructors is 17, five of them was chosen to answer for the pretest.

Data Analysis

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Frequency and Percentage. This was utilized to process and evaluate the demographic profile of the respondents and their clinical performance. This analysis was used for the statement of the problem #1,2,3

Pearson Moment Product Correlation. This is a parametric statistical test that was used to evaluate relation between variables. In this study, this test measurement was used to evaluate the significant relationship between the demographic profile of the respondents, the Management Styles of the Clinical Instructors and the Clinical Performance of the BSN 3 Students. This analysis was used for the statement of the problem # 5,6,7.

Chi Square. This was utilized to determine the significant relationship between the demographic profile of the respondents, the The Management Styles of the Clinical Instructors and the Clinical Performance of the BSN 3 Students. This analysis was used for the statement of the problem # 5,6. Scope and Delimitation This study focused on determining the management style and strategies of the Clinical Instructors appropriate to the clinical performance of the BSN 3 students of Davao Doctors College on their Related Learning Experience in NCM 104. The respondents of the study are the clinical instructors of NCM 104 and the BSN 13A and 13C nursing students of Davao Doctors College last second semester of
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S.Y. 2011-2012.Since individual persons have their own ideas, understanding, perception and interpretation of their academic status, the researchers of the study made use of a questionnaire as another tool in measuring the relationship between the management strategies of the Clinical Instructors and the clinical performance of the students. The NCM 104 rotational grades last second semester of S.Y. 2011-2012 of the students will be used as the basis of their clinical performance.

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Bibliography Books: Haimann, Theo, 4th Ed. Supervisory Management for Healthcare Organizations. United States: WM. C. Brown Publishers, 1989. Marquis, Bessie L., Huston, Carol J., 6th Ed. Leadership Roles and Management Functions in Nursing. Philadelphia: Lippincott Williams & Wilkins, 2009. Venzon, Lydia M., 2nd Ed. Nursing Management Towards Quality Care. Quezon City: C&E Publishing Inc.2003. Beck D and R Srivastava. Perceived Level and Source of Stress in Baccalaureate Nursing Students. United States: Journal of Nursing Education,1991. OTool, M and Johnson, C. Leadership: A communication perspective. Long Grove IL: Waveland Press Incorporation, 2003. Moreno, M.B., et. al. (2001). Student and supervisor perceptions of the equality of supervision in nursing training education. McGraw-Hill Pub. New York. pp. 32(4):328332. Laurent, J. M. (2002), Student trainer perceptions of clinical supervisor behaviors: a critical incident study. Phoenix Pub. House. v. 1. p. 47 (3):249-253. Erickson, E.R. (1987). Program directors and clinical instructors perceptions of important clinical-instructor behavior categories in the delivery of clinical instruction. 38(4):336-341. Weidner TG (2005). Clinical instructors and student perceptions of helpful clinical instructor characteristics.36(1):56-61. Ulrich, A.C. (2003). Clinical supervision skills: A Delphi and critical incident technique study. Med Teach. 16(2/3):139-158.
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Goldenberg, M.L. (1993). A collaborative model for the clinical education of baccalaureate nursing students. pp. 16-17. Beck, R. (1991), Leadership theory lets clinical instructors guide students toward autonomy. Nursing & Health Care. p. 9:82-86. Internet: Moreno, et al. Improving Clinical Instruction. Sherley Giordano, March-April 2008. Http://findarticles.com/p/articles, 2001. Laurent, et al. Improving Clinical Instruction. Sherley Giordano, March-April 2008. Http://findarticles.com/p/articles, 2002. Retrieved (10/3/2011) from: www.buzzle.com/.../effective-leadership-styles. Uttara Manohar

Curriculum Vitae

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Name Age Birthday

: : :

Jervy M. Delota 20 years old April 25, 1992 Single Brgy. Carromata, San Miguel, Surigao del Sur

Civil Status : Address :

Educational Background Elementary : Highschool : College Motto : : Saint Theresa College of Tandag City (2005) Saint Theresa College of Tandag City (2009) Davao Doctors College Everything is possible if you have perseverance

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Name Age Birthday

: : :

Rommel A. Depas 20 years old June 12, 1992 Single Door 3 Piatos Bldg. Tionko Avenue Davao City

Civil Status : Address :

Educational Background Elementary : Notre Dame of Midsayap Elementary Training Department (2004) Highschool : College Motto : : Notre Dame of Midsayap High School (2008) Davao Doctors College Honesty is the best policy

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Name Age Birthday

: : :

Jill Ecru G. Derrayal 19 years old June 12, 1993 Single 6 Zinnia Ave. Ladislawa Garden Village Buhangin Davao City

Civil Status : Address :

Educational Background Elementary : Highschool : College Motto : : Panabo Christian School (2005) Davao del Norte State College (2009) Davao Doctors College Live life to the fullest

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Name Age Birthday

: : :

Bai Jionny A Dilangalen 20 years old June 12, 1992 Single 957 Legaspi Compound Camus Street Davao City

Civil Status : Address :

Educational Background Elementary : Highschool : College Motto : : Albert Einstein School Cotabato City (2004) Albert Eisntein School Cotabato City (2008) Davao Doctors College Beauty is useless but the character is the best

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Name Age Birthday

: : :

Juvic J. Dismas 19 years old October 24, 1992 Single Brgy. San Vicente Ferrer Agdao Davao City

Civil Status : Address :

Educational Background Elementary : Highschool : College Motto : : Jose L. Porras Elementary School (2005) Holy Cross of Agdao (2009) Davao Doctors College Be passionate in your chosen career

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Name Age Birthday

: : :

Jan Kristoffer Doctor 20 years old January 29, 1992 Single Purok Raniag, Maitum, Sarangani Province

Civil Status : Address :

Educational Background Elementary : Highschool : College Motto : : Malalag Elementary School (2004) Notre Dame of Maitum (2008) Davao Doctors College Time is Gold

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Name Age Birthday

: : :

Michael Bryan D. Draculan 21 years old April 20, 1991 Single Gempesaw Uyanguren Blk. 32 @ Diokno Bldg. 2nd Flr., Davao City

Civil Status : Address :

Educational Background Elementary : Highschool : College Motto : : Digos Montessori Davao del Sur Digos City National High School Davao Doctors College Living young, wild and free.

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Name Age Birthday Address

: : : :

Kwen Berlie C. Dultra 19 years old December 07, 1992 Batobato San Isidro Davao Oriental

Educational Background Elementary : Highschool : College Motto : : Batobato Central Elem. School (2005) San Isidro National High School (2009) Davao Doctors College No pain, no gain. No guts, no glory. Win or go home. Where amazing happens.

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