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1 CHAPTER 1 THE PROBLEM AND ITS SETTING This chapter gives an overview of the whole study.

It presents the background and objectives for conducting this research. It also presents the problems that seek to be answered from this study.

Introduction Nursing education is one of the in-demand courses

these days. It is also one of the most valued educations not only in our country but also internationally as it

gives well compensation and esteemed profession. That is why a lot of students nowadays are in to taking nursing and nursing related courses. Let us also give recognition to the schools that are providing a quality education.

Each of us has significant memories of our nursing school experiences. The researchers arrived into the idea of preparing this about study their be while they were exchanging experiences, answer our

conversations including

nursing

school to

there

would

unprepared

instructors questions. Maybe we remember the instructor we could approach It with is what we perceived in all of to be a stupid we

question.

hoped

that

these

cases,

2 remember the importance of quality nursing and how much we learned from the instructors who dedicated their lives to providing positive learning experiences in the clinical

setting. Although we might not be able to acknowledge these positive feelings as nursing students, we should come to appreciate the expertise of these faculty members in the clinical setting and remember our goal to achieve that same level of excellence.

This study provides the readers with a framework of ideas about developing relationships with clinical

instructors, evaluations with clinical instructors, issues about clinical education and, of course, handling the

student who is in jeopardy of failing the clinical course. The clinical instructor carries the additional burden of accountabilityensuring that each student is providing safe and effective nursing care to the patients. As a result, issues of personal liability and techniques for handling the student who is in jeopardy of giving unsafe care become important.

The education of nursing students requires a balance between theoretical knowledge and clinical application.

Many nursing faculty members perform both of these roles

3 within the nursing program, but as financial constraints increase, many colleges and universities have hired adjunct faculty who work only in the clinical facility with nursing students. Many of these individuals have significant

clinical expertise, but they may lack the knowledge and skill to convey that expertise to students. Some faculty have not completed the graduate courses that support the teaching role, such as curriculum, tests and measurements, creative teaching strategies, and, most importantly, the

teaching practicum experience, in which graduate students are placed in colleges and universities for a semester to learn the role of the nursing faculty member.

Statement of the Problem This study aimed at answering the following questions: 1. What are the common attitudes and personalities

of Clinical Instructors and how do these attitudes and personalities affect the performance of the students?

2.

How may the Clinical Instructors be assessed by

their students?

3.

What

is

the

implication

of

this

study

to

the

students?

Significance of the Study This study will have significance in the following: Students. students This research it will can mostly provide benefit them the

because

better

understanding why their clinical instructors show such manners towards their students. The Clinical Instructors. They will be benefited from this study in a way that they will be able to think of better ways of imparting knowledge to their students and it will help them realize the unsound treatment some clinical instructors do to their students. The School Administration. It will give the school an idea of the situation about what their instructors and students are in to, be it positive, or negative, and be a reason for them to make an action regarding the matter.

Objectives of the Study The general objective of this study is to come up with an assessment of the attitudes and personalities of

clinical instructors and its effects to the performance of the students. The specific objectives of the study are:

5 1. to identify the common attitudes and personalities of Clinical Instructors and its effects to the

performance of the students; 2. to determine how the students evaluate their Clinical Instructors; and 3. to determine the implication of this study to the researchers and students.

Scope and Delimitation This study focuses primarily on finding the effect of the attitudes of clinical instructors to the performance of the students. It aims to assess whether these attitudes are favorable to the students or not. The employing study used descriptive and method of research to gather

questionnaire

interview

system

data. Another limitation taken off was the utilization of only 85 respondents who were selected to answer the

evaluation forms.

Definition of Terms To avoid misunderstanding, the following terms were

defined operationally as to how it is used in this study: Assessment. The evaluation or estimation of the nature,

quality or ability if someone or something.

6 Attitude. A settled way of thinking or feeling about someone or something, typically one that is reflected in a

persons behavior. Behavior. The way in which one acts or conducts oneself, especially towards others. Clinical Instructor. Someone who provides insights on

methods and practices for use in the healthcare, health services and in the academic work environments. Emotion. Natural instinctive state of mind deriving from ones circumstances, mood or relationship with others. Experience. Practical contact with the observation of facts or events. Influence. The capacity to have an effect on the character, development or behavior of someone or something or the effect itself. Performance. An act of staging or presenting a play,

concert, or other form of entertainment. Personality. The combination of characteristics or qualities that form an individuals distinctive character. Student. A person who is studying at a school or college.

CHAPTER 2

7 REVIEW OF RELATED LITERATURE & STUDIES This chapter presents the related local and foreign researches and studies regarding research topic. It also shows the relationship of local to foreign researches.

FOREIGN LITERATURE Teaching is the purposeful imparting of information or skill or both to another individual or to a group. The concept of teaching can be broaden to include textbooks, computers or educational television. Whatever the

technologies are used as aids in instruction, however it is the human teacher who makes decisions concerning the

content and the means by which instruction is delivered. According to Heidgerken1, there are many teachers who are great teachers, good in the sense that they are

conscientious and dedicated to the teaching of students. They are clear, lucid and speak well and more often they are nor succeeding in helping the students to learn much yet. Those teachers ultimately do not make much difference in the students lives, beyond learning they impart.

LOCAL STUDIES
L.E. Heidgerken, Teaching and Learning School of Nursing. (St. Luis: The C.V. Mosby Co., 1972), p. 27.
1

8 Discipline is inevitable in education. Hence, teachers must realize that make-up they of have their a great part The in kind the of

disciplinary

students.

disciplinary people have today could be traced back to the kind of disciplinary measure employed to them during their school days. According to Cabarteje2, teaching means living and

working with the students. It is giving them the proper guidance and training, require extensive observation and

familiarity with all the students to meet their maximum development needs and interest.

CHAPTER 3
Juanita M. Cabarteje, The Filipino Educator (Manila: Alemar Phoenix Publishing House 1975), p. 99
2

Vol. IX No. 2,

9 RESEARCH METHODOLOGY This chapter presents the methods used, how the

researchers gathered the needed data and the procedure in conducting this research.

Method Of Study In this study, the researchers used the descriptive method of investigation. Descriptive research according to C.B. Tan3 is a type of research which answers questions and satisfies this curiosity is about certain with and phenomenon. Moreover, its and

method and

concerned

existing then

conditions, adequate

meaning,

significance

making

accurate interpretations of these data with or without the aid of statistics (Calderon: 1993).

Research Locale The study was conducted in colleges of nursing of the Nueva Ecija Colleges (NEC), in Cabanatuan City. The explanation behind the selection of ND-NEC to be the locale of the research is because the researchers are students of the BS Nursing in the said school.

The Respondents
Tan, Crestita Barrientos, A Research Guide in Nursing Education. Makati: Visual Print Ent., 2003), p.127
3

10 The respondents of this study were 85 4th year Nursing students who are formerly or presently assigned under the supervision of the subject 13 Clinical Instructors to

answer the assessment forms.

Sampling Design In presently this design, nursing the students supervision who of formerly the or

assigned

under

subject

clinical instructors were selected. The researchers spent minimal time, effort and money to cover the whole locale of research.

Research Instrument The following are the instruments used to gather data and information in the conduct of this study: 1. Student Assessment to their Clinical Instructors. The researchers devised a tool, assessment forms, which were distributed to the respondents, for the assessment of the subject clinical instructors, by rating their attitudes,

behavior,

characteristics and skills with Always, Almost

Always, Fairly Often, Occasionally and Seldom. 2. Questionnaire. It is the principal tool used in this study. This is supported the by the researchers could personal be

observations

since

respondents

easily

11 associated with, and since they are presently enrolled in the research locale. The questionnaire according to Tan4 is a self-directing instrument structured with questions and directions for the respondent to react from. It measures information levels, opinions, attitudes beliefs, ideas, feelings and

perceptions as well as gathers factual information from the respondents.

Sources of Data The Nursing regular taken main sources of of data were the fourth There of to year are BS 85

students fourth a

Nueva

Ecija

Colleges. all

year

nursing

students, were the also

them answer

were the were

as

respondents. and 100%

100% of

able

questionnaire retrieved. The

questionnaires made use of

researchers

books,

magazine, and internet to gather data and information.

Sampling Procedure The researchers made use of sampling by selecting a representative portion of the population to represent the
Tan, Crestita Barrientos, A Research Guide in Nursing Education. Makati: Visual Print Ent., 2003), p.157
4

12 entire population. Sampling is a practical and efficient means of ensuring the quality of data that was gathered5. Treatment of Data The data gathered from the respondents were treated statistically, tabulated and computed making use of

percentile (P), weighted mean (WM) and ranking.


6

Percentile is computed to determine the proportion of

a part of a whole such as a given number of respondents in relation to the entire population. To illustrate: P = __F__ x 100 n
7

Where: P = percentage f = frequency of responses n = total number of respondents

Weighted Mean (WM) refers to the overall average of

responses/perceptions of the study respondents. It is the sum of its product of the frequency of responses. To illustrate: WM = f n Where: = Summation f = frequency of responses n = total number of respondents

Tan, Crestita Makati: Visual Print 6 Tan, Crestita Makati: Visual Print 7 Tan, Crestita Makati: Visual Print

Barrientos, A Research Guide in Nursing Education. Ent., 2003), p.144 Barrientos, A Research Guide in Nursing Education. Ent., 2003), p.184 Barrientos, A Research Guide in Nursing Education. Ent., 2003), p.185

13
8

Ranking is used to determine the order of decreasing

or increasing magnitude of variables. The largest frequency is the ranked 1.

Verbal Interpretation (V.I) Table 1 Verbal Interpretation Level 2.51 3.00 2.01 2.50 1.51 2.00 1.0 1.50 V.I Strongly Agree Agree Moderately Agree Disagree

The questionnaire is divided into five parts, as can be seen in Table 2 below: Table 2 The Questionnaire Part Part Part Part Part I: Professional Attitudes and Actions II: Characteristics of Effective Leaders III: Communication Skills IV: Teaching Abilities and Attitudes V: Personal Attitudes Table 3 Distribution of Questionnaire Respondents Senior BSN (63) Number of Copies Distributed 63 Copies Number of Returned Questionnaire 63 Copies % 100% 5 5 5 5 5 items items items items items

88

Tan, Crestita Barrientos, A Research Makati: Visual Print Ent., 2003), p.185

Guide

in

Nursing

Education.

14 CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA In this chapter, gathered data and information is

presented, including the analysis of the information. These data and information is also interpreted in this chapter.

1.

Common Attitudes and Its Effects Here are the common attitudes or attitudes of clinical

instructors being experience by students and its effects to the performance of the students: 1.1 Reasonable. Most of the students/respondents said that most of the times Clinical Instructors show fair and just judgment to the performance and trait of their students. This tends to provide more confident to their students. Although, sometimes, some of the CIs tend to discriminate and become unfair that make the students tasks. 1.2 Manage Clinical Emergencies the clinical Well. According are to the lose confidence from performing their

respondents,

instructors

showing

well in managing clinical emergencies and problem solving. This gives the students an assurance for the support from their CIs.

15 1.3 Demonstrating Strategic Skills. The Clinical

Instructors show strategic knowledge and skills that make them acquire the admiration and trust of the respondents. 1.4 Undependable Communication Skills. Most often than not, Clinical Instructors show undependable communication skills. They often dont choose their words that sometimes they tend to hurt the feelings of their students. From this, students lose self-confidence from performing their tasks. 1.5 Display Professional Behavior. Clinical Instructors

demonstrate and consistently improve their knowledge skills. They have been identified as being involves with the students, being clear and organized, having positive attitude and providing food feedback.

2.

Students Assessment about their Clinical Instructors The 85 respondents assessed the 13 Clinical

Instructors

according to their own personal assessments,

using the devised assessment form. (Sample assessment form is attached in the appendices). The following are the

results of the evaluation per part with their corresponding degree of assessment (D.A), frequency (f) and percentage (%):

16 Table 4 Part I: Professional Attitudes and Actions Item/Category 1. demonstrate self-respect and self-confidence as professionals Total 2. positive professional role models for students Total 3. care about student learning in the clinical setting Total 4. verbally and actively promote their profession Total 5. assist students in understanding their professional responsibility Total 4 3 2 1 D.A 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 f 29 42 13 1 85 32 39 11 3 85 36 32 16 1 85 24 36 20 5 85 27 38 17 3 85 % 34.12 49.41 15.29 1.18 100 37.65 45.88 12.94 3.53 100 42.35 37.65 18.82 1.18 100 28.24 42.35 23.53 5.88 100 31.76 44.71 20.00 3.53 100 wf 116 126 26 1 269 128 117 22 3 270 144 96 32 1 273 96 108 40 5 249 108 114 34 3 259 WM 2.69 V.I Strongly Agree R 3

2.70

Strongly Agree

2.73

Strongly Agree

2.49

Agree

2.59

Strongly Agree

Table 4 shows the assessment of the respondents to their clinical Item 1 instructors shows that professional 49.41% of attitudes the and

actions.

respondents

strongly agreed that their clinical instructors demonstrate self-respect and self confidence as professionals. This

item received a rank of 3.

17 Item 2 shows that 45.88% or 39 strongly agreed that their clinical instructors are positive professional role models. This item is in 2nd rank for part I. 42.35% or 36 of the respondents strongly agreed that clinical instructors care about the students learning in the clinical setting, and this made this item in the first rank. Having the last or 5th rank is the item 4 which is the clinical instructors verbally and actively promotion of

profession. Only 36 or 42.35% of the respondents agreed on this. With a verbal interpretation of strongly agree, item 5 ranked 4th as 38 or 44.71% of the respondents believed that their clinical instructors assist students in understanding their professional responsibilities.

Table 5 Part II: Characteristics of Effective Leaders Item/Category 1. seek out challenging opportunities that test their own skills Total 2. in control of situations Total D.A 4 3 2 1 4 3 2 1 f 25 38 20 2 85 32 34 17 2 85 % 29.41 44.71 23.53 2.35 100 37.65 40.00 20.00 2.35 100 wf 100 114 40 2 256 128 102 34 2 266 WM 2.56 V.I Strongly Agree R 4

2.66

Strongly Agree

18 3. have made their employment positions better each year Total 4. have visions or goals for their own professional growth Total 5. put others' needs before their own needs Total Table 5, Part II 4 3 2 1 4 3 2 1 4 3 2 1 30 33 18 4 85 27 36 19 3 85 23 32 28 2 85 : 35.29 38.82 21.18 4.71 100 31.76 42.35 22.35 3.53 100 27.06 37.65 32.94 2.35 100 120 99 36 4 259 108 108 38 3 257 92 96 56 2 246

2.59

Strongly Agree

2.57

Strongly Agree

2.46

Agree

Characteristics

of

Effective

Leaders, shows that all items got a verbal interpretation of strongly agree. Item 1, ranked 4th, shows that 44.71% or 38 of the respondents strongly agreed that their clinical instructors seek out challenging opportunities that test their own

skills. In the first rank, item 2 received a strongly agree verbal interpretation as 34 or 40% of the respondents

believed that the clinical instructors are in-control of the situations. Ranking 2nd is the item 3 as the respondents, 33 or 38.82% of them, believed that their clinical instructors have made their employment positions better each year.

19 3rd rank is item 4 as the 36 or 42.35% of the

respondents believed that their clinical instructors have visions or goals for their own professional growth. This item received a verbal interpretation of strongly agree. In the last rank, 5th, is item 5, which shows that only 32 or 37.65% of the total respondents agree that their put others needs before their own

clinical needs.

instructors

Table 6 Part III: Communication Skills Item/Category 1. provide feedback to students in a timely manner Total 2. actively promote clinical discussion with students Total 3. correct students tactfully in an appropriate location/place Total 4. deal with conflict in a mature/ professional manner Total 5. provide a clear orientation 4 3 2 D.A 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 f 33 29 16 7 85 35 27 22 1 85 24 32 21 8 85 38 29 16 2 85 39 24 19 % 38.82 34.12 18.82 8.24 100 41.18 31.76 25.88 1.18 100 28.24 37.65 24.71 9.41 100 44.71 34.12 18.82 2.35 100 45.88 28.24 22.35 wf 132 87 32 7 258 140 81 44 1 266 96 96 42 8 242 152 87 32 2 273 156 72 38 2.69 Strongly Agree 2 Strongly Agree WM 2.58 V.I Strongly Agree R 4

2.66

Strongly Agree

2.42

Agree

2.73

20 1 3 85 3.53 100 3 269

during first day Total

It can be seen from table 6, Part III: Communication Skills, that out of 5 items, four (4) received a verbal interpretation of strongly and only one (1) received agree interpretation. For item 1, there are 33 respondents or 38.82% who strongly agreed that their clinical instructors provide

feedback to students in a timely manner. This item ranked 4th. Item 2, rank 3, received 2.66WM or a verbal

interpretation of strongly agree as 35 or 41.18% of the respondents believed that clinical instructors actively

promote clinical discussions with the students. Item 3, ranked 5th, shows that 32 or 37.65% of the respondents agree that clinical instructors correct

students tactfully in an appropriate location or place. Item 4, shows that 38 or 44.71% of the total

respondents, strongly agree that their clinical instructors deal with conflict in a mature/professional manner. This items is in the first rank for part 3. That last item for part 5, is in 2nd rank as 39 or 45.88% of the total respondents strongly agree that the

21 clinical instructors provide a clear orientation during

first day of rotation. Table 7 Part IV: Teaching Abilities and Attitudes Item/Category 1. provide stimulating real scenarios for students to learn Total 2. promote critical thinking skills in their teaching to foster learning Total 3. combine academic knowledge with clinical practice Total 4. When teaching an inexperienced student, CIs demonstrate a clinical skill first, then allow the student to practice it Total 5. prepare (mental/write down) a learning experience/discuss ion prior to the students coming to their clinical setting Total 4 3 2 1 D.A 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 f 17 18 31 19 85 35 26 21 3 85 39 26 19 1 85 37 22 21 5 85 38 33 13 1 85 % 20.00 21.18 36.47 22.35 100 41.18 30.59 24.71 3.53 100 45.88 30.59 22.35 1.18 100 43.53 25.88 24.71 5.88 100 44.71 38.82 15.29 1.18 100 wf 68 54 62 19 203 140 78 42 3 263 156 78 38 1 273 148 66 42 5 261 152 99 26 1 278 2.78 Strongly Agree 1 2.61 Strongly Agree 4 WM 2.03 V.I Agree R 5

2.63

Strongly Agree

2.73

Strongly Agree

22

Table 8 Part V: Personal Attitudes Item/Category 1. honest and trust-worthy persons Total 2. act accordingly to the professional code of ethics and standards Total 3. encourage students to project a positive professional demeanor to the public Total 4. continually ask themselves if there is a better way to accomplish his/her goal Total 5. use different motivational techniques for different situations Total 4 3 2 1 D.A 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 f 36 25 20 4 85 39 28 15 3 85 37 27 15 6 85 21 33 20 11 85 28 29 18 10 85 % 42.35 29.41 23.53 4.71 100 45.88 32.94 17.65 3.53 100 43.53 31.76 17.65 7.06 100 24.71 38.82 23.53 12.94 100 32.94 34.12 21.18 11.76 100 wf 144 75 40 4 263 156 84 30 3 273 148 81 30 6 265 84 99 40 11 234 112 87 36 10 245 2.65 Strongly Agree 2 WM 2.63 V.I Strongly Agree R 3

2.73

Strongly Agree

2.34

Agree

2.45

Agree

3.

Implication of this study to the students.

23 Zds CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION This chapter presents the summary of findings

including the conclusions arrived and the recommendations made.

Summary Nursing education is one of the in-demand courses

these days. It is also one of the most valued educations not only in our country but also internationally as it

gives well compensation and esteemed profession. That is why a lot of students nowadays are in to taking nursing and nursing related courses. Let us also give recognition to the schools that are providing a quality education. Each of us has significant The this memories of our nursing the school idea of

experiences. preparing

researchers study

arrived they

into were

while

exchanging experiences, answer our

conversations including

about

their be

nursing

school to

there

would

unprepared

instructors questions. This study focused in seeking the answers to what are the persisting/dominating attitudes of the subject clinical instructors, including its effects, and the

24 evaluation/assessment clinical instructors. of the 85 students to their 13

Summary of Findings The common attitudes or attitudes of clinical

instructors being experience by students and its effects to the performance of the students are being reasonable that most of the students/respondents said that most of the

times Clinical Instructors show fair and just judgment to the performance and trait of their students. This tends to provide more confident to their students. Although,

sometimes, some of the CIs tend to discriminate and become unfair that make the tasks. that students Another to lose is the confidence Managing from

performing Emergencies

their Well

Clinical the

according

respondents,

clinical instructors are showing well in managing clinical emergencies and problem solving. This gives the students an assurance for the support from their CIs. Other are

Demonstrating Strategic Skills, Undependable Communication Skills and Display Professional and have Behavior that Clinical their being

Instructors knowledge involves

demonstrate skills. They

consistently been being

improve as

identified clear and

with

the

students,

organized,

having positive attitude and providing food feedback.

25 Table 4 shows the assessment of the respondents to their clinical Item 1 instructors shows that professional 49.41% of attitudes the and

actions.

respondents

strongly agreed that their clinical instructors demonstrate self-respect and self confidence as professionals. This

item received a rank of 3. Item 2 shows that 45.88% or 39 strongly agreed that their clinical instructors are

positive professional role models. This item is in 2nd rank for part I. 42.35% or 36 of the respondents strongly agreed that clinical instructors care about the students learning in the clinical setting, and this made this item in the first rank. Having the last or 5th rank is the item 4 which is the clinical of instructors Only verbally 36 or and 42.35% actively of the

promotion

profession.

respondents agreed on this. With a verbal interpretation of strongly agree, item 5 ranked 4th as 38 or 44.71% of the respondents believed that their clinical instructors assist students in understanding their professional

responsibilities. Table 5, Part II : Characteristics of Effective

Leaders, shows that all items got a verbal interpretation of strongly agree. Item 1, ranked 4th, shows that 44.71% or

38 of the respondents strongly agreed that their clinical instructors seek out challenging opportunities that test

26 their own skills. In the first rank, item 2 received a strongly agree verbal interpretation as 34 or 40% of the respondents believed that the clinical instructors are incontrol of the situations. Ranking 2nd is the item 3 as the respondents, 33 or 38.82% of them, believed that their

clinical instructors have made their employment positions better each year. 3rd rank is item 4 as the 36 or 42.35% of the respondents believed that their clinical instructors

have visions or goals for their own professional growth. This item received a verbal interpretation of strongly

agree. In the last rank, 5th, is item 5, which shows that only 32 or 37.65% of the total respondents agree that their clinical needs. It can be seen from table 6, Part III: Communication Skills, that out of 5 items, four (4) received a verbal interpretation of strongly and only one (1) received agree interpretation. For item 1, there are 33 respondents or 38.82% who strongly agreed that their clinical instructors provide feedback to students in a timely manner. This item ranked 4th. Item 2, rank 3, received 2.66WM or a verbal interpretation of strongly agree as 35 or 41.18% of the respondents promote believed that clinical with instructors students. actively Item 3, instructors put others needs before their own

clinical

discussions

the

27 ranked 5th, shows that 32 or 37.65% of the respondents agree that clinical instructors correct students tactfully in an appropriate location or place. Item 4, shows that 38 or 44.71% of the total respondents, strongly agree that their clinical instructors deal with conflict in a

mature/professional manner. This items is in the first rank for part 3. That last item for part 5, is in 2nd rank as 39 or 45.88% of the total respondents strongly agree that the clinical instructors provide a clear orientation during

first day of rotation.

Conclusions Based on the findings and analysis of the provided data, the researchers arrived at the following conclusions: 1. Some qualities and characteristics as perceived by

students were lacking from the Clinical Instructors; 2. The Clinical Instructors have persisting attitudes and traits, and abilities and skills that can also be

admired by the students; 3. Some persisting characteristics of clinical

instructors negatively affect the performance of the nursing students; 4. Most of the Clinical Instructors demonstrate self-

respect, act as role model and care about the students

28 learning in clinical setting based on the Professional Attitudes and Actions evaluation; 5. Only few of the clinical instructors demonstrate the characteristics of being effective leaders; 6. Most of them show very good communication skills and promotes clinical discussion; and 7. Almost all of the clinical instructors are manifesting good teaching abilities and attitudes and showing good personal attributes.

Recommendations In the light of the above findings and conclusions, the following recommendations are made: 1. Clinical Instructors be send to seminars and related trainings to further their education and to make them more skilled 2. To assert to and knowledgeable; them that students should be treated

respectfully and fairly.

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