CHAPTER I THE PROBLEM

Background of the Study

Nursing study consists of both practical and theoretical learning. It requires nursing knowledge to apply in nursing practice. The practicum in a patient unit of nursing students has been considered an important experience for students to apply theoretical knowledge to real situations. The study of obstetrics nursing provides both theoretical and practical learning. Nursing students must acquire knowledge of maternal and child nursing from ante-partum, intra-partum and postpartum periods. Students have to prepare their knowledge, body, and mind before their exposure or duty, especially the practice in a delivery room, since delivery is an urgent situation. This is a new experience for nursing students. There are many factors leading to stress, anxiety, and fear: placement and delivery instrument, adaptation to the clinical instructor, nursing care for pregnant woman with intra-partum labor pain, mechanisms of labor and complicated nursing for pregnant woman with complications which requires domain knowledge for the safety of mother and baby. If a nursing student cannot adapt themselves to these changes, it will affect their learning and positive attitude towards the practicum and professional nursing. Therefore, the researchers were interested in studying the practical delivery room experience of nursing students to be aware of their feelings during the practice and be a guideline for supporting the practical exercise learning in a delivery room of future nursing students.

Statement of the Problem

This research sues to study the experience of third year nursing students, through answering the following questions: 1. What is the profile of the respondents in terms of; 1.1 1.2 1.3 name age sex

2. What is their lived phenomenal experience: 2.1 description of experience or the participants' written and oral self-report,

and even their aesthetic expressions in terms of: 2.1.1 Stress experience and stress coping behavior during the practical experience 2.1.2 Changes in daily routine 2.1.3 Sources or support during the Practical Experience

Significance of the Study

As follows are the identified implications of this study, respective of the given stakeholders interest:

Second Year Nursing Students. The outcome of this study will determine the strong and weak points of second year nursing students when it comes to the practical experience in the delivery room. Given that the investigation focuses on the nursing students, the result will not only assess their knowledge but also the deficiency in the hospital exposure and ability to grasp and understand what they are taught.

Clinical Instructors. The findings of the study will give significant insights as to what area the students have problems with to give the clinical instructors an idea to

adopt or recreate their teaching strategy to further reinforce the teaching-learning process and lead to better apprehension of the students knowledge .

Curriculum planners. The study will provide substantial and up-to-date information as for the course revision and redesigning of curriculum to meet immediate educational needs of our present time in this stage of globalization.

Future researchers. The study aims to benefit the future researchers by giving them the first step in exploring the factors or components that may contribute to the improvement of the nursing exposure to the delivery room.

Scope and Delimitation of the Study

The proposed study will be limited to the practical experience in the delivery room of the second year nursing students of Bataan Peninsula State University Balanga Campus. Data gathering will employ questionnaire. The questionnaire will be supplemented by observation, interview and researches. This study was a qualitative research applying phenomenology to understand the meaning, thoughts, feelings, and lived experience of nursing students during their practice in a delivery room. The study focused on the delivery room experience particularly on knowledge, related learning experience and apprehension. Knowledge serves as the foundation and theories that can be applied during the delivery of the newborn; related learning experiences leaves the second year nursing with more exposure and idea about the delivery while apprehension defines their anxiety on the situation.

Definition of Terms Related Learning Experience. Related learning experiences means opportunities in which all students may participate in high quality programs that provide industry related

and subject matter related learning experiences that prepare students for further education, future employment and lifelong learning.

Practicum. A school or college course, especially one in a specialized field of study that is designed to give students supervised practical application of previously studied theory.

Obstetrics. The branch of medicine that deals with the care of women during pregnancy, childbirth, and the recuperative period following delivery.

Clinical Instructor. An individual identified to provide supervision of training students during their clinical experience.

Hypothesis The practical exercise of nursing students is the key for professional nursing education. Nursing students have to prepare themselves both physically and mentally for any environments they may encounter to adapt themselves to changes and experiences properly. If they cannot adapt, they may become stressed and are not happy with their study. On the researchers perspective, the personal exposure of the second year nursing students gives them more knowledge and readiness for the career they have chosen.

NOTES ON CHAPTER I http://www.google.com.ph/url?sa=t&rct=j&q=experiences%20of%20nurses%20in%20th e%20delivery%20room&source=web&cd=1&cad=rja&ved=0CCgQFjAA&url=http%3A% 2F%2Fwww.waset.org%2Fjournals%2Fwaset%2Fv71%2Fv71101.pdf&ei=1LjvUbu8GsO8kgXzpoGgBw&usg=AFQjCNFqNmtMQYJqZCF7d_cPbusPE wSo3Q&bvm=bv.49641647,d.dGI

http://www.scribd.com/doc/52566380/Research-Newborn-Care

http://www.thefreedictionary.com/obstetrics

http://www.thefreedictionary.com/practicum

http://www.nata.org/caate-clinical-education-terminology