Final Research

1
DR. CARLOS S. LANTING COLLEGE

FACTORS INFLUENCING THE CLINICAL LEARNING EXPERIENCES OF STUDENT NURSES
OF DR. CARLOS S. LANTING COLLEGE
as perceived by DCLC Nursing Students 2017-2018
Borja, Aceres, Casamis, Namu, Obejera, Ortega
CHAPTER I
INTRODUCTION
Background of the Study

A Case Study of the Human Genome of Homo Erectus and Homo Sapiens Living in Asia
Clinical experience is an important aspect of nursing education as it is the
Ramos, Castillo, Flores, Kelley
transformation of theoretical knowledge into practice and the cornerstone of nursing as a
health profession. Effective clinical experience is gained through a supportive clinical
environment, which includes the atmosphere of the clinical placement unit, and the
relationships shared with clinical instructor and mentors. Elements such as good mentoring,
relationship with the clinical instructor and opportunity to practice were reportedly influential in
students’ learning in the clinical area. The support given to students by the nursing staff in the
clinical setting also plays an important role in the achievement of their learning objectives.
While nursing students have identified poor interpersonal relationships with clinical staff and
preceptors as barriers to learning within the clinical environment. Negative experiences in
the clinical setting often hindered learning and had a greater impact on students’ attitudes
and confidence than positive ones. The exposure to intense incivility between clinical
environment has led to students’ abandonment of their programmed of study in some
instances. Nurse-educators must therefore ensure that the clinical area is ideal for learning.
2

Nursing students expect a supportive clinical environment that is innovative, creative
and highly individualized where they feel they are an integral part of the health team and feel
comfortable enough to make mistakes and learn from them. It is from clinical placements that
students start to garner the necessary attributes of caring, critical thinking skills, application of
situational knowledge, competence and clinical skills. Therefore, members of the health team
should provide a positive clinical experience to facilitate the progress from novice to expert
levels of clinical competence
Statement of the Problem
This study generally aims to determine the Clinical learning experience is located at the
center of nursing students of Dr. Carlos S. Lanting College. In various aspects, it is effective
on the development of professional nursing. Therefore, it is used widely in teaching and
learning of undergraduate nursing students. The clinical learning objectives are included for
empowerment of nursing students to develop clinical competencies and socialization in the
nursing profession specifically , this study seeks to answer the following questions:
1. What is the demographic profile of the respondent in terms of:
1) Age
2) Gender
2. What are the factors that affect clinical learning experience of student nurses of
DCLC?
3. Where are the areas affect in that need improvement?

3

Significance of the Study
The researcher finds it beneficial for the school specifically the nursing department
of Dr. Carlos S. Lanting College if we could have feedback from the graduating student
who experience in the clinical practice specifically in the clinical areas. All data obtained
from this study may provide a better perspective of the reality happening in the clinical
area concerning the welfare and to ensure that maximum benefits are gained From and
for the students. The study may provide necessary data for the instructor to investigate
programs to reduce or prevent instances of negative factors that might affect the clinical
exposure and learning of nursing students.

4

Scope and Limitations
The study was limited to the study of the prevalence of factors that influence
nursing students in the clinical areas, particularly the graduating students batch of march
2018. This study also covers the cause and effect of factors influencing nursing students
in the clinical areas and limited to 30 randomly selected students from the nursing
program. Ramos, Castillo, Flores, Kelley
For this study, a survey questionnaire was employed to gather data. Data gathered
from the study shall form basis for the improvement and enhancement of the Nursing
program especially in the Clinical area of future students of DCLC.

5

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Nursing is a practice-based profession. Therefore clinical education is an essential
part of the undergraduate nursing curriculum. The quality of nurse education depends
largely on the quality of the clinical experience (Elliot, 2002; Napthine, 1996). Students
require effective clinical placements to allow the application of theory to practice (Elliot,
2002).
Clinical placement provides the opportunity for students to observe role models,
practice, develop their skills and problem-solving abilities, and reflect on what they see,
hear and do (Landers, 2000; Thorell-Ekstrand and Bjorvellm, 1995). As they practice in
the clinical environment, it is essential that the nursing student integrates theoretical
content provided by the educational institutions with the realities of nursing practice (Cope
et al, 2000; Dunn and Hansford, 1997). There are a variety of influences in the clinical
learning environment that can significantly limit and hinder the development of the learner
(Clarke et al, 2003; Edmond, 2001; Pearcey and Elliot, 2004). Clinical education occurs in
an environment that can be unstructured, unpredictable and overwhelming (Papp et al,
2003). This has the potential to generating feelings of vulnerability and anxiety in nursing
students (Elliot, 2002). There are many facets that make up the clinical learning
environment and it is the interactions of the nursing student with and within these
elements that determine both the experience and the quality of their learning outcomes.
6

CIs are tasked with utilizing their combined clinical and teaching skills to help
nursing students transfer knowledge acquired during lectures, lab, and simulations by
applying this knowledge to the complex clinical situations found while performing the
hands-on patient care in the practice setting (Norris, 1986). The CI is instrumental in
helping the student in combining the use of cognitive, psychomotor, and aﬀective skills
needed to treat Ramos,

the client
Castillo,as theKelley
Flores, student moves from dependency on the teacher to that of
an independent practitioner (Windsor, 1987). The CI plays a central role in student
development by helping to create a conducive learning environment. Their teaching
strategies are a critical piece in developing this environment and promoting learning in the
practice setting (Gignac-Caille & Oermann, 2001).
A clinical learning environment can affect students’ learning perceptions. Flott and
Linden indicated that clinical learning environments are composed of four components:
1. The physical space
2. Psychosocial and interaction factors
3. The organizational culture
4. Teaching and learning components.
They also observed that negative clinical experience influence students’ self-
confidence and readiness to practice as a nurse. Clinical experiences also affect
satisfaction with nursing and nursing retention. Clinical environmental settings, student
supervision by clinical instructors and staff nurses, mentoring, peer support, and student
satisfaction contribute to students’ positive or negative learning perceptions.
7
In a review of literature relevant to learning perceptions in practice environments,
understanding staff and student perceptions may change the focus of nursing culture from
tasks to innovative critical thinking to improve practice and patient care. The theory-
practice gap may also be addressed by understanding students' learning perceptions.
Therefore, confusion between learning in classrooms and practical applications may be

openly discussed and

Ramos, potential
Castillo, Flores, Kelleystrategies may be established. Various groups of
individuals influence student learning. For instance, student peers help develop
leadership and clinical skills and promote problem solving and critical thinking abilities.
Clinical teachers, interdisciplinary team members, and ward managers influence
the determination of positive or negative learning environments for students. In particular,
the integration of empowering actions into clinical teaching strategies provides meaningful
lessons and enhances students' confidence, autonomy, and engagement in clinical
decision-making processes. Valuable learning is manifested in students who actively
participate in patient care but not in passive observers. Preceptor teaching, which is a
one-to-one teaching and learning relationship technique, results in more effective student
learning than group learning. Student learning in clinical learning environments can also
be enhanced by establishing mentoring relationships. Nursing students involved in
mentorships in a clinical area experience a decreased anxiety levels and do not feel
isolated; they also exhibit self-confidence and socialization, learning, and critical thinking
abilities.
8
Developing mentoring relationships facilitates collaboration between students and
staff, which may affect students' clinical learning perceptions. If positive mentoring
relationships are developed, students' clinical practice is enhanced and positive patient
outcomes are observed. This pilot study was undertaken to identify variables that
influence students' learning perceptions in two clinical education models and to provide
insights into thisRamos,
particular research area.
Castillo, Flores, Kelley
Synthesis
Chapter 2 has shown that in different schools the students are affected with their
skills and knowledge regarding their exposure to the clinical area. Clinical Instructors
must be knowledgeable when it comes to skills and theoretical in order to help and
assisting the student nurses in gaining knowledge, skills and rationale in the field. Clinical
Instructors play a vital role in shaping the lives of student nurses in helping to implement
skills and to improve their personality.

9

CHAPTER 3
THEORETICAL FRAMEWORK
Dr. Patricia Benner is a nursing theorist who first developed a model for the stages of
clinical competence in her classic book "From Novice to Expert: Excellence and Power in
Clinical Nursing Practice". Her model is one of the most useful frameworks for assessing
nurses' needs at different stages of professional growth. She is the Chief Faculty
Development Officer for Educating Nurses, the Director of the Carnegie Foundation for the
Advancement of Teaching National Nursing Education and honorary fellow of the Royal
College of Nursing.
This nursing theory proposes that expert nurses develop skills and understanding of
patient care over time through a proper educational background as well as a multitude of
experiences. Dr. Benner's theory is not focused on how to be a nurse, rather on how nurses
acquire nursing knowledge - one could gain knowledge and skills, without ever learning the
theory.
10

Dr. Benner found similar parallels in nursing, where improved practice depended
on experience and science, and developing those skills was a long and progressive
process. She found when nurses engaged in various situations, and learned from them,
they developed "skills of involvement" with patients and family. Her model has also been
relevant for ethical

Ramos, development
Castillo, Flores, Kelleyof nurses since perception of ethical issues is also
dependent on the nurses' level of expertise. This model has been applied to several
disciplines beyond clinical nursing, and understanding the five stages of clinical
competence helps nurses support one another and appreciate that expertise in any field
is a process learned over time.
Dr. Benner's Stages of Clinical Competence
Stage 1 Novice: Beginner with no experience. Taught general rules to help perform
tasks. Rules are: context-free, independent of specific cases, and applied universally.
Rule-governed behavior is limited and inflexible
Ex. “Tell me what I need to do and I’ll do it.”
This would be a nursing student in his or her first year of clinical education;
behavior in the clinical setting is very limited and inflexible. Novices have a very limited
ability to predict what might happen in a particular patient situation. Signs and symptoms,
such as change in mental status, can only be recognized after a novice nurse has had
experience with patients with similar symptoms.

11
Stage 2 Advanced Beginner: Demonstrates acceptable performance. Has gained prior
experience in actual situations to recognize recurring meaningful components
Principles, based on experiences, begin to be formulated to guide actions

Those are theCastillo,

Ramos, new Flores,
gradsKelley
in their first jobs; nurses have had more experiences that
enable them to recognize recurrent, meaningful components of a situation. They have the
knowledge and the know-how but not enough in-depth experience.
Stage 3 Competent: Typically a nurse with 2-3 years experience on the job in the same
area or in similar day-to-day situations
More aware of long-term goals .Gains perspective from planning own actions
based on conscious, abstract, and analytical thinking and helps to achieve greater
efficiency and organization
These nurses lack the speed and flexibility of proficient nurses, but they have
some mastery and can rely on advance planning and organizational skills. Competent
nurses recognize patterns and nature of clinical situations more quickly and accurately
than advanced beginners.
Stage 4 Proficient: Perceives and understands situations as whole parts. More holistic
understanding improves decision-making. Learns from experiences what to expect in
certain situations and how to modify plans.

12
At this level, nurses are capable to see situations as "wholes" rather than parts.
Proficient nurses learn from experience what events typically occur and are able to modify
plans in response to different events.
Stage 5 Expert: No longer relies on principles, rules, or guidelines to connect situations

and determine Ramos,

actions. Much
Castillo, more background of experience. Has intuitive grasp of
Flores, Kelley
clinical situations. Performance is now fluid, flexible, and highly-proficient
Nurses who are able to recognize demands and resources in situations and attain
their goals. These nurses know what needs to be done. They no longer rely solely on
rules to guide their actions under certain situations. They have an intuitive grasp of the
situation based on their deep knowledge and experience. Focus is on the most relevant
problems and not irrelevant ones. Analytical tools are used only when they have no
experience with an event, or when events don't occur as expected.
Beginner nurses focus on tasks and follow a "to do" list. Expert nurses focus on the
whole picture even when performing tasks. They are able to notice subtle signs of a
situation such as a patient that is a little harder to arouse than in previous encounters.
13
The significance of this theory is that these levels reflect a movement from past,
abstract concepts to past, concrete experiences. Each step builds from the previous one
as these abstract principles are expanded by experience, and the nurse gains clinical
experience. This theory has changed the perception of what it means to be an expert
nurse. The expert is no

Ramos, longer
Castillo, Flores,the nurse with the highest paying job, but the nurse who
Kelley
provides the most exquisite nursing care.
Conceptual Framework
•Demographic profile of
the respondents:
•1. Age
•2. Gender
PROCESS •Assessed the knowledge
and skills of student
•Most common factors •Data gathering
that affect clinical respondents as well as with
learning experience of •>Questionnaire recommended measures
student nurses of DCLC for improvement.
•What is the effect clinical
learning experience to
the student respondents?
INPUT OUTPUT
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FIGURE 1 Conceptual framework of the study
. 1 illustrates the Conceptual Framework of the study showing the input, process
Figure
and output in assessing the knowledge and skills of student respondents as well as with
recommended measures for improvement. Primarily, the study shall identify the
demographic profile of the

A Case Study respondents.
of the Human Genome ofData shalland
Homo Erectus beHomo
gathered using
Sapiens Living questionnaires and
in Asia

the document analysis of related literature. Data drawn from the study shall be analyzed
and interpreted using appropriate statistical measures.
DEFINITION OF TERMS
Anxiety - A feeling of worry, nervousness, or unease, typically about an imminent event
or something with an uncertain outcome.
Clinical - relating to the observation and treatment of actual patients rather than
theoretical or laboratory studies.
Environment - the natural world, as a whole or in a particular geographical area,
especially as affected by human activity.

15
Influences - The capacity to have an effect on the character, development, or behavior of
someone or something, or the effect itself.
Interactions - Reciprocal action or influence.
Interdisciplinary - relating to more than one branch of knowledge.

A Case Study of the Human Genome of Homo Erectus and Homo Sapiens L iving in Asia
Overwhelming -Ramos,
very Castillo,
great Flores,
in amount.
Kelley
Peer support - Occurs when people provide knowledge, experience, emotional, social or
practical help to each other.
Self-confidence - A feeling of trust in one's abilities, qualities, and judgment.
Theoretical - Concerned with or involving the theory of a subject or area of study rather
than its practical application.
Unpredictable - Not able to be predicted.
Unstructured -Without formal organization or structure.
Vulnerability - The quality or state of being exposed to the possibility of being attacked or
harmed, either physically or emotionally.

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CHAPTER 4
METHODOLOGY
This chapter comes out with the research design, technique in gathering data, and
population sampling technique. It included analytical tool, market analysis, acquisition use
by proponents in Ramos,
research.
Research Design
The descriptive research method was employed in this study. Descriptive research,
also known as statistical research, describes data and characteristics about the population
or phenomenon being studied. The main goal of this type of research is to describe the data
and characteristics of what is being studied. The idea behind this type of research is to
study frequencies, average, and other statistical calculations. Descriptive research is mainly
done when a researcher wants to gain a better understanding of a specific topic. It is a
scientific method which involves observing and describing the behavior of the subject
without influencing it in any way.

17

Primarily, a permit to conduct the survey among the graduating students was
sought from the respective officials of Dr. Carlos S. Lanting College. Upon approval of the
concerned heads, questionnaires were reproduced and distributed to the graduating
students of nursing college. Cooperation and utmost confidence were sought from the
respondents to Ramos,
be able to gather the necessary data. They were further assured on the
confidentiality of their responses and the purposes of study.
Finally, the filled-out questionnaires were retrieved, tallied, interpreted and
analyzed using appropriate statistical treatments. Data were further presented using
tables.
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Methods and Sampling
The data gathered were properly tallied, tabulated, interpreted and analyzed using
the frequency and percentage distribution as well as the computation of the weighted
mean.
Specifically, the following formulas were utilized:
Frequency and Percentage
P = F/N x 100
Where P = percentage
F = Number of responses
N = Number of respondents
AND
Weighted Mean
∑wf
WM = N
Where: WM: Weighted Mean
w : weight
f : frequency
N : number of cases
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Units of Analysis/Research Locale
The respondents of this study were the graduating students of Dr. Carlos S.
Lanting College from School of Nursing. Specifically, 15 students were selected and was
chosen. This study was conducted in Dr. Carlos S. Lanting College, Quezon City located
at #16 TandangA Case

Sora Ave.,
Study of theSangandaan Quezon
Human Genome of Homo ErectusCity.
and Homo Sapiens Living in Asia
Instrument and its Validation
The Research Questionnaires was validated by the Center for Research and
Development of Dr. Carlos S. Lanting College. All the necessary information in the
instrument was checked and approved before it was administered to the respondents.
The questionnaire checklist was the main instrument used by the researcher in the study
to gather the necessary data and information from the respondents. This questionnaire is
composed of three parts. The first part of the questionnaire is focusing on the
demographic.
Ethical Considerations
Discuss research activities involving human or work in which ethical issues are
inherent and require higher intervention. Protection of human-subjects shall be highly
observed. Explain in brief if the respondents used alias or pseudonym to hide their
identity. Pictures of respondents should be confidential and if used as part of the paper,
researchers have to hide their faces.

20
Likert Scale
Weight Range Verbal Interpretation

5 5.00
Ramos, Castillo, Flores, Kelley Strongly Agree
4 4.00 – 4.99 Agree
3 3.00 – 3.99 Uncertain
2 2.00 – 2.99 Disagree
1 1.00 – 1.99 Strongly Disagree
Ranking
This was used to determine the order of the respondents. The largest frequency is
ranked number one and so on down to the last number.

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CHAPTER 5
RESULTS AND DISCUSSION
Demographic Profile
1.1 Curricular Program
All respondents are from 4th year Students Nursing program.
1.2 Age
Table 1 frequency and distribution of the respondents in terms of age
AGE FREQUENCY PERCENTAGE RANK
19 -33 10 67 1
34-48 5 33 2
TOTAL 15 100
Majority of the students are 19-33 years of age with a frequency of 10 respondents
or 67 percentage distribution followed by students 34-48 years of age with a frequency of
5 respondents or 33 percentage distribution.

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1.3 Sex
Table 2 frequency and distribution of the respondents in terms of sex
SEX FREQUENCY PERCENTAGE RANK
Male 3 20 2
Female 12 80 1
TOTAL 15 100
Majority of the students are Female with a frequency of 12 respondents or 20
percentage distribution followed by Male students with a frequency of 3 respondents or 80
percentage distribution.
Survey Questions
1. Factors that affect clinical learning experiences of students
Table 3 Frequency and Distribution of Respondents as to the factors that affect clinical
learning experiences of students
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Weighted Verbal Rank
MEAN
5 4 3 2 1 interpretation
Clinical Instructor 10 5 0 0 0 4.66 STRONGLY 4.5
to student ratio AGREE

Listening toCastillo, Flores,

Ramos, 10 Kelley
5 0 0 0 4.66 STRONGLY 4.5
Lectures AGREE
Observations 10 5 0 0 0 4.66 STRONGLY 4.5
AGREE
Return Demo 13 1 1 0 0 4.8 STRONLY 1
AGREE
Influence of 9 4 2 0 0 4.46 STRONGLY 6
hospital staff on AGREE
learning
Area of 11 3 1 0 0 4.66 STRONGLY 4.5
affiliation/hospital AGREE
Reasons to 5 7 3 0 0 4.13 AGREE 7
anxious in
clinical area
24
Table 3 presents the frequency and distribution and mean distribution of respondents in
terms of the factors that affect clinical learning experience of student. As shown in the
table the respondents rated “Strongly agree” on Clinical instructor to student ratio,
“Strongly agree” on Listening to lectures, “Strongly agree” on Observations, “Strongly
agree” on Return Demo, “Strongly agree” on Influence of hospital staff on learning,

“Strongly agree”Ramos,
on Castillo,
Are ofFlores,
affiliation/hospital,
Kelley “Agree” on Reasons to anxious in clinical
area as to the factors that affect clinical learning experience of student.
2. Areas that needs improvement that affect clinical learning experience
Table 4 Frequency and Distribution of Respondents as to the areas that needs
improvement that affect clinical learning experience
5 4 3 2 1 Weighted Verbal Rank
MEAN interpretation
Clinical 10 1 2 2 0 4.26 AGREE 1
instructors
Area of 7 3 3 2 0 4 AGREE 3
affiliation
Clinical 8 2 3 2 0 4.06 AGREE 2
staff
25

Table 4 presents the frequency and distribution of respondents in terms of the areas that
needs improvement that affect clinical learning experience. As shown in the table the
respondents rated “Agree” on Clinical instructors, “Agree” on Area of affiliation and
“Agree” on Clinical staff as to needs of improvement that affect clinical learning
experience.
A Case Study of the Human Genome of Homo Erectus and Homo Sapiens Li ving in Asia

26

CHAPTER 6
CONCLUSION, IMPLICATION AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations
from the results of the study.

SUMMARY OF Ramos,
FINDINGS
Among the important findings of the research are:
1.1 Curricular Program
All the respondents are from 4th year Students Nursing program
1.2Age
Majority of the student are 19-33 years of age with a frequency of 10 respondents or
67 percentage distributions followed by students 34-48 years of age with a frequency of 5
respondents or 33 percentage distributions.
1.3 Sex
Majority of the student are female with a frequency of 12 respondents or 20
percentage distribution followed by male students with a frequency of 3 respondents or 80
percentage distributions.
27

SURVEY QUESTIONS
Upon the survey questions, presents the frequency and distribution of respondents
in terms of the areas that need an improvement that may affect on clinical learning
experience. As shown in the table, respondents rated "strongly agree" on Clinical

Instructors is "strongly agree",

Ramos, Castillo, Affiliations also "strongly agree" and on clinical staff that
Flores, Kelley
needs an improvement so that they can shared experiences and knowledge between
clinical affiliates and nursing academic having sustainability of the clinical school students,
to educate and mentor upcoming new nurses, because student nurses are the future
nursing work force. The key is team work and system approach to collaborate the nursing
student to become a professional nurses.
CONCLUSIONS
Based on the research conducted, there are three main factors that affect clinical
learning on the student nurses of DCLC. Fist is the clinical instructors, second is the area
of Affiliation because of their different hospital settings and third is clinical staffs. More
researchers should conduct on how to improve the clinical learning, specially on the
student nurses itself, it should be currently proficient in what areas the students need to
practice not only in technical skills but in critical reasoning.

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IMPLICATIONS
Theoretical training
Clinical training is considered as an indispensable and very important part of
professional nursing education.

A Case Study of the Human It is recognized
Genome of Homo Erectus as an essential
and Homo and
Sapiens Living in Asia highly significant

component of professional education for nursing. Since nursing is a discipline based
practice, there is a need to improve the curriculum of education that offers students the
opportunity to develop their clinical skills, particularly the patient care skills. Nursing
teachers must be in charge of clinical practice because they are the ones ultimately
responsible for learning in the clinical practice, it is in the clinical area that students must
relate theory to practice, learn the necessary technical and interpersonal skills, make
clinical judgments, become socialized into the profession, and begin to appreciate its
values. An integrated form of evaluation seeks to combine knowledge, understanding,
problem solving, technical skills, attitudes, and ethics in evaluation.
Practical Training
Practical clinical skills lie at the heart of nurses’ professional practice, therefore, the
mastery of fundamental clinical skills is an important component of courses. The
development of competent practice is the primary goal for nursing education. To
demonstrate this competence, graduates must be able to practice in the “real word.”
29

RECOMMENDATIONS
As discussed throughout this research, the challenges facing the health care
system and the nursing profession are complex and numerous. With regard to nursing
education, there is a need for greater number of clinical instructor, better preparation, and
more diversity Ramos,

in theCastillo,
student Flores, Kelley
body and faculty, the mentors and the researchers. Also
needed are new and relevant competencies, lifelong learning, and interprofessional
education. Challenges with regard to nursing leadership include the need for leadership
competencies among nurses, collaborative environments in which nurses can learn and
practice, and engagement of nurses at all levels from students to front – line nurses, to
nursing executives and researchers in leadership roles. The purpose of this research is
to consider re- conceptualized roles for nurses, ways in which nursing education system
can be designed to educate nurses who can meet evolving health care demands, the role
of nurses in creating innovative solutions for health care delivery, and ways to attract and
retain well- prepared nurses in a variety of settings. To overcome these challenges, the
nursing workforce needs to be well educated, team oriented, adaptable, and able to apply
competencies such as those highlighted throughout this research, especially those
relevant to leadership.
30

LETTER OF REQUEST
Dr. Nora Velma Matias-Gayod

SVP, Dean, College of Nursing
Dr. Carlos S. Lanting College
Dear Ma’am, A Case Study of the Human Genome of Homo Erectus and Homo Sapiens Living in Asia

In behalf of my members who are nursing students of Dr. Carlos S. Lanting College,
presently enrolled in Bachelor of Science in Nursing (BSN), we would like to request your
permission to allow our group to administer questionnaires for the College of Nursing
specifically the 4th Year Graduating Students for the completion of our thesis entitled
“Factors Influencing The Clinical Learning Experiences of Student Nurses of Dr.
Carlos S. Lanting College”
Rest assured that any information obtained will be dealt with strict confidentiality.
Thank You and God Bless.
Respectfully Yours,
Carmina S. Borja
Group Leader
Noted By:
Paraluman C. Gonzales, MAEd, MAN, RN
Research Adviser
Approved By:
Dr. Nora Velma Matias-Gayod
SVP, Dean, College of Nursing

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QUESTIONNAIRE CHECKLIST
Objective:
To examine some factors influencing the clinical learning experiences of student
nurses. To find students approach to clinical exposure. To analyze the effect of clinical
experiences on students’ academic performances.
Part I. Respondent’s Profile

Direction: Please supply the needed information by putting a check () mark on the
space provided for:
Name: (Optional)
Age:
Gender: Male ( ) Female ( )
Part II. The Questionnaire

Direction: Rate yourself based on your experience encountered on the following aspects
(Possible problem in the clinical area and possible solution) encountered by Nursing
Students by putting () on the space provided corresponding to your choice answer. Be
guided by the following description and number points.
Scale:
5 – Strongly Agree
4 – Agree
3 – Uncertain
2 – Disagree
1 – Strongly Disagree
32

A. Factors that affect clinical learning experience.
Factors that affect clinical Strongly Agree Uncertain Disagree Strongly

learning experience of Agree Disagree
student:
5 4 3 2 1
Clinical instructor to student

ratio
Listening to lectures
Observations
Return Demo
Influence of hospital staff on

learning
Area of affiliation/hospital
Reasons to anxious in clinical

area
33

B. The areas that needs improvement.
Areas that needs Strongly Agree Uncertain Disagree Strongly

improvement that affect Agree Disagree
clinical learning experience:
5 4 3 2 1
Clinical instructor
Area of affiliation
Clinical Staff
34

CURRICULUM VITAE
Name:
Address:
Email Address:

Nickname:
Birth date: December 22, 1996
Birth place:
Civil Status: Single
Religion: Roman Catholic
Educational Background
Elementary: Mother Goose Special School System Inc.
Secondary: Mother Goose Special Science High School
Tertiary: Saint Louis University Baguio City

35
CURRICULUM VITAE
Name: Namu, Antonia Maria
Address:
Email Address:

Nickname: Maria
Birth date: October 24, 1986
Birth place: Badjava, Indonesia
Elementary: SDK Waturutu
Secondary: SLTPN 1 Badjava
SMUK Regina Pacis Badjava
Tertiary: Dr. Carlos S. Lanting College

36

CURRICULUM VITAE
Name: Obejera, Dianne Trishia V.
Address:
Email address:

Nickname: Dianne
Birth date: January 28, 1998
Birth place: Quezon City
Religion: Iglesia Ni Cristo
Elementary: St. Nicholas of Bari School
Secondary: Tandang Sora National High School
Tertiary: New Era University
Novagen College

37
CURRICULUM VITAE
Name: Casamis, Cherrylyn R.
Address:
Email Address:
Nickname: Cherry
Birth date: March 14, 1992
Birth place: Dalamang Payao Zamboanga Sibugay
Elementary: Southcome Elementary School
Secondary: Dalama Annex 3

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CURRICULUM VITAE
Name: Mary Edes A. Aceres
Address:
Email address: carolannedangdi@yahoo.com


Nickname: Abby
Birth date: August 24, 1990
Birth place: Quezon city
Civil status: Single
Religion: Baptist
Elementary: San Agustin elementary school
Secondary: Novaliches high school

39

CURRICULUM VITAE
Name: Jifee Elane Thea Y. Ortega
Address:
Email address:

Nickname: Jet
Birth date: December 05, 1990
Birth place: Manila
Civil status: Single
Religion: Catholic
Educational background
Elementary: Dr. Alejandro Albert Elementary School
Secondary: Ramon Magsaysay High School
Tertiary: Dr. Carlos Lanting College

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NURSING STUDENTS PERCEPTIONS REGARDING THE EFFECTS OF MOBILE HEALTH
APPLICATIONS ON THEIR ACADEMICS
Boncato, Casil, Illustrisimo, Verano

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1

DR. CARLOS S. LANTING COLLEGE

as perceived by DCLC Nursing Students 2017-2018

Borja, Aceres, Casamis, Namu, Obejera, Ortega

Background of the Study

transformation of theoretical knowledge into practice and the cornerstone of nursing as a

health profession. Effective clinical experience is gained through a supportive clinical

preceptors as barriers to learning within the clinical environment. Negative experiences in

environment has led to students’ abandonment of their programmed of study in some

DR. CARLOS S. LANTING COLLEGE

as perceived by DCLC Nursing Students 2017-2018

Borja, Aceres, Casamis, Namu, Obejera, Ortega

Nursing students expect a supportive clinical environment that is innovative, creative

levels of clinical competence

Statement of the Problem

on the development of professional nursing. Therefore, it is used widely in teaching and

empowerment of nursing students to develop clinical competencies and socialization in the

1. What is the demographic profile of the respondent in terms of:

3. Where are the areas affect in that need improvement?

DR. CARLOS S. LANTING COLLEGE

as perceived by DCLC Nursing Students 2017-2018

Borja, Aceres, Casamis, Namu, Obejera, Ortega

Significance of the Study

exposure and learning of nursing students.

DR. CARLOS S. LANTING COLLEGE

as perceived by DCLC Nursing Students 2017-2018

Borja, Aceres, Casamis, Namu, Obejera, Ortega

Scope and Limitations

program. Ramos, Castillo, Flores, Kelley

program especially in the Clinical area of future students of DCLC.

DR. CARLOS S. LANTING COLLEGE

as perceived by DCLC Nursing Students 2017-2018

Borja, Aceres, Casamis, Namu, Obejera, Ortega

REVIEW OF RELATED LITERATURE AND STUDIES

Nursing is a practice-based profession. Therefore clinical education is an essential

an environment that can be unstructured, unpredictable and overwhelming (Papp et al,

DR. CARLOS S. LANTING COLLEGE

as perceived by DCLC Nursing Students 2017-2018

Borja, Aceres, Casamis, Namu, Obejera, Ortega

needed to treat Ramos,

an independent practitioner (Windsor, 1987). The CI plays a central role in student

development by helping to create a conducive learning environment. Their teaching

practice setting (Gignac-Caille & Oermann, 2001).

1. The physical space

2. Psychosocial and interaction factors

3. The organizational culture

4. Teaching and learning components.

as perceived by DCLC Nursing Students 2017-2018

Borja, Aceres, Casamis, Namu, Obejera, Ortega

In a review of literature relevant to learning perceptions in practice environments,

practice gap may also be addressed by understanding students' learning perceptions.

Therefore, confusion between learning in classrooms and practical applications may be

openly discussed and

Clinical teachers, interdisciplinary team members, and ward managers influence

the determination of positive or negative learning environments for students. In particular,

lessons and enhances students' confidence, autonomy, and engagement in clinical

decision-making processes. Valuable learning is manifested in students who actively

be enhanced by establishing mentoring relationships. Nursing students involved in

as perceived by DCLC Nursing Students 2017-2018

Borja, Aceres, Casamis, Namu, Obejera, Ortega

Developing mentoring relationships facilitates collaboration between students and

skills and to improve their personality.

DR. CARLOS S. LANTING COLLEGE

as perceived by DCLC Nursing Students 2017-2018