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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Background of the Study

The study entitled “The problems encountered by the clinical instructors

and students of Metropolitan Medical Center- College of Arts, Science and

Technology” would like to determine on the problems that commonly experienced

by the clinical instructors together with the students that usually arises on the

clinical area.

The study envisions improving the teaching strategies, and exposure to

the clinical area expected on the world class nurses. This would like to develop

the knowledge and skills of the students in providing care in the health care

delivery system while this would help the clinical instructors to enhance more on

the strategies to be used on the students.

The problem define as a disruption in a worker’s ability to execute a

prescribed task because either something the students and clinical instructor

needs is unavailable in the time, condition, and quantity desired and hence the

task cannot be executed as planned or something is present that should not be,

interfering with the designated task.

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In the remainder of our study, we described our study methods and

findings, and propose the concept of the problems discovered. We explain the

organizational design and management can unwittingly reinforce the former type

and how they can be altered to promote the latter type.

Nursing is a unique profession for it is practiced with an earnest concern

for the art of care and the science of health. It possess competency to practice

the profession in terms of scientific knowledge, technological skills and desirable

attitude and values.

The importance of application of theories and procedures learned during

classes hardly needs to be stated. Organizational learning is thus an imperative.

Not only are matters of life and death at stake on a daily basis, but also an

increasing number of nursing students on enrolled on different schools.

Recent researches suggest that there are plenty of problems, errors and

other learning opportunities facing the clinical areas with the students. Other

studies suggest, in addition, that the medical errors with less serious

consequences are pervasive in the hospitals.

The Metropolitan Medical Center- College of Arts, Science and

Technology, have relied on a dedicated and highly skilled professional workforce

to compensate on the related learning experience problems encountered on the

clinical area. Great doctors, staff nurses and clinical instructors have been seen

as the means for ensuring quality of care for patients with the students. Recently,

however, the medical community has responded to increase public awareness of

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short comings in health care delivery by calling for systematic, organizational

improvements to increase patient safety. Examples of such initiatives include

creating shared databases for medical errors to facilitate widespread learning

from mistakes and focusing renewed attention on hospital processes, culture and

reporting system.

Clinical instructors are well positioned to help the students learn, that is

so, to improve outcomes by suggesting changes in processes and activities

based on their knowledge of what is and what is not working. Identifying and

resolving causes of problems that arise during the course of work is one method

for achieving effective learning. By catching, correcting, and removing underlying

causes, clinical instructors can contribute to changes that help avoid erosion of

quality and satisfaction in the future. In this way, through initiative thinking and

problem solving, the organizational system and procedures can be changed to

avoid many of the most prevalent recurring problems.

We conducted a detailed study of nursing care processes to investigate

conditions under which student nurses and clinical instructors as well may

respond to the problems they encounter in the hospital setting by actively

seeking to prevent future occurrences of same problem. We also find that

process failures are not rare but rather an integral part of working on the

frontlines of health care delivery system.

Although this study focused on clinical instructors and student nurses, the

lessons learned have implications for the faculty and staff nurses in the health

care delivery system. The tasks carried out by the clinical instructors together are
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knowledge intensive, highly variable and performed in the physical presence of

the patients, which heightens the student nurses focus on the current patient’s

comfort and safety and can detract from awareness of the need to improve the

system through which the care is rendered. These aspects are similar to work

environments like the Operating Room, Post- anesthesia care unit, Nursery

room, Emergency Room, delivery room and other hospital wards.

Further, common problems are notably time pressure, unpredictability in

the work load, stress, and reliance on supplies and information.

Clinical instructors and student nurses are well aware of the problems they

encounter; these are obvious, disrupting and frustrating; something is either

missing or present in the wrong quantity preventing them from smoothly

continuing their tasks. Moreover, students are unaware of their own errors while

making them. This study describes how these features contribute to both the

emergence of failures and to barriers to learning from them.

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Statement of the Problem

This study wanted to determine the problems encountered in clinical area

of selected nursing students and clinical instructors of level III at Metropolitan

Medical Center College of Arts, Science, and Technology. Specifically, it sought

to answer the following problems:

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

1.1 Age

1.2 Gender

1.3 Marital Status

2. What are the problems encountered by the respondents?

3. Is there a significant relationship between the problems encountered by the

respondents and their profile variable?

Hypothesis

There is no significant relationship between the problems encountered by

the respondents and their profile variable.

Conceptual Framework of the Study

This framework of the study served as the guide in conducting the study. It

is a foundation that can provide basic information about the different problems

encountered in clinical area of selected students and clinical instructors of level

III at Metropolitan Medical Center College of Arts, Science, and Technology.

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Input Process Output

• Demographical • Data Collection • The common

Profile: Interviews problems

Age Surveys encountered by

Gender • Tabulations the students and

Marital Status • Statistical clinical instructors.

Calculations
• Problems • Relationships
• Analysis
encountered by between the
• Interpretation
the respondents: problems

Misunderstandi encountered and

ngs the profile

Work variables.

relationships

Workloads

Feedback

Figure 1: Paradigm of the Study

Figure 1 shows the paradigm of the study that used the input, process,

and output model. The first box contains the variables such as the demographic

profiles and the problems encountered by the respondents in the area like
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misunderstandings and work relationships between themselves and the hospital

staffs, including their workloads.

The second box elaborated the different methods used to process the

inputs from the selected respondents, through data collection such as surveys

and interviews; and through statistical computations, data analysis, and

interpretation of the data gathered.

The third box contains the possible outputs from the processed data which

arrives to the following results; the common problems encountered by the

students and clinical instructors, the relationships between the problems

encountered and the profile variables, and the differences between the

encountered and the profile variables.

The arrow from the first box to the second box represents the methods

which the outputs are taken and processed. While the arrow from the second box

to the third box shows the possible outcomes from the processed inputs.

Significance of the Study

Through this study, the researchers hope to benefit the following groups.

Nursing Administration. The findings of the study may serve as input for

enhancing the administrative and supervisory skills for the improvements of

programs for the trainings of clinical instructors, students, and practicing nurses.

The study will also help administrators to easily identify and resolve problems

observed in clinical areas by student nurses, clinical instructors and staff nurses.
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Nursing Education. A sense of awareness and understanding in the

challenging environment of the clinical areas would help not only the clinical

instructors in supervising the nursing students for the actual practice of nursing

care but also the student nurses, so they can keep abreast of the health care

system and the patient. Both the nursing students and their clinical instructors

should acquire knowledge, attitude, and skills to be effective health care provider

to the patient while performing their duties. The study can provide information

that can lead to the formulation of improved policies in the curriculum for both the

students and their clinical instructors, which would account to the effectiveness of

training, intellectually equipped, technologically trained, and morally and

spiritually molded nurses.

Nursing Practice. Clinical experience has been a vital part of nursing

education, in order for them to acquire necessary skills and knowledge. This

study can help nursing student and clinical instructors to identify the different

problems they encounter that hinders them to learn and grow, with his they

would be able to cope with it and or solve it. With this information, they would be

able to cope and or solve their problems so they would be more confident in their

practices, as students and as instructors, as to develop and improve their skills

and attitude towards rendering quality nursing service.

Nursing Research. The study will was performed to recognize the

problems encountered by the clinical instructors and nursing students. The study

will serve as a framework for future studies related to the nursing researches and
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other related researches that gears towards the development of all the fields of

nursing.

Scope and Limitations of the Study

The study focuses only in determining the problems encountered by the

selected nursing students and Clinical Instructors of Level III of Metropolitan

Medical Center College of Arts, Science and technology, therefore the collected

data will not cover the opinion of the entire population of nursing students. The

focus of the encountered problems is based on the clinical exposure of the

respondents and not the problems encountered by the respondents during

lecture classes. The duration of the research will last only until the end of the

Second Semester of School Year 2009-2010 making the research is limited with

time bound.

Definition of Terms

The following terms where emphasized by the researchers to broaden the

understanding of the readers on how the terms where used in the study.

Cases. This refers to the condition or problem of each patient.

Clinical area. This refers to any part of a hospital where nursing students are

allowed to practice for them to acquire skills and experiences

Clinical Instructor. This refers to specialist in learning and teaching the course

who interact with students as they learn and practice at a specific clinical area.
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Duty. This refers to the schedule for nursing students to perform in the clinical

area.

Intra-professional. This refers to the social bond or the professional relationship

between colleagues.

Problems. This refers to any difficulties or questions that raise conditions to be

resolve by both the researchers and the respondents.

Relationship. This refers to the mutual relation between peoples / colleagues.

Researchers. This refers to the students conducting the research.

Respondents. This refers to the selected students and clinical instructors of

level III in the institution those responses to the researchers question and

inquiries.

Staff. This refers to the registered nurses that work in the clinical area.

Students. This refers to the selected respondents from level III.

Theory – practice gap. This refers to the difference between the lecture and the

actual performance or practice.

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CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter includes literatures and studies that are with significance to

the current study.

Related Literature

According to Nelson and Plost (2009), stated that “Escalating needs of the

families of critical care patients can overwhelm Intensive Care Unit staffing

resources, contribute to occupational stress and turnover for nurses at bedside,

and markedly affect patient’s response to illness. As overburdened staff nurses

try to meet the needs of both patients and patient’s families, a disparity may

develop between desired and achievable nursing goals.”

This literature is related to the present study because one of the problems

encountered in clinical area by MMC-CAST CI and students is stress. As the

author says, “the escalating needs of the families of critical care patients can

overwhelm care ICU staffing resources, contribute to occupational stress.” – it

may also affect the CI and students in their own clinical areas by meeting the

needs of both patient and its family thus, it can cause stress to both CI and

student.
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According to Strayer and Cerullo (2008), stated that “floating nurse outside

his or her specialty area is a major cause of anxiety that decreases job

satisfaction and morale. Most nurses, when gearing the word, ‘float’, become

apprehensive. They anticipate that they are going to have to work outside their

comfort and safety zones, in an environment of uncertainty that is external to the

area of expertise.”

This literature is related to the present study because same as how the

nurses perceived floating as a disruptive and cause of anxiety, the CI can

perceive floating as disruptive when they are assigned to different area that is not

of their specialty.

According to the study of Delaune (2006), revealed that the problems

encountered by the nurses with the rapid changes in health care and the influx of

new technology.

The clinical practice stimulates students to use their critical thinking skills

for problem solving. It is where nursing students enhance their knowledge in

nursing concepts and principles as well as to develop and improve their skills and

attitude towards rendering quality nursing service.

According to Smith (2005), the problems encountered in the clinical area

such as understaffing was leading many to skip crucial rest and meal breaks,

creating a dangerous situation for themselves and their patients.

This literature is related to our study because one of the problems

encountered in the clinical area includes understaffing was leading many to skip

crucial rest and meal breaks, creating a dangerous situation for themselves and
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their patients. Understaffing also leads many charge nurses to provide break

relief, stretching the staff of skilled registered nurse.

According to Sherilyn Smith (2002), opportunity should be provided for

supervised student experience working with practices and competitive events in

both men and women patients.

This article has bearing to the present study because the field experience

helps the students to have an informal learning and practice their clinical

environment.

According to Echelberry (2000), the problems encountered in clinical area

and students are the increasing use of the nursing team and the merging role of

the clinical specialist, and the nursing administrators, have require the staff nurse

to become more aware of relationship.

This article has bearing to the present study because in relation to

problems encountered in clinical area by the clinical instructors and

students,being expose to clinical areas, especially with the head nurses, staff

nurses, and doctor. It has great role on students, and they serve also as a role

model for early students which serves or gives coordination for all their doings.

According to Shriver and Scott-Stiles (2000), nursing students also

experienced large amount or preparatory work before their clinical assignment.

They often have to travel long distances to clinical sites and try to juggle part time

jobs with clinical and academic assignments.

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The students feel pressured because of too much work load from

academic and clinical area. One of the stressors of nursing students is the

adjustments in time before, during, and after clinical exposure.

According to Benjakul (2000), the problems encountered by the nursing

students includes lack of sufficient time, inability to manage time effectively,

concern about grades and academic performance, the fear of failing behind in

school and difficulty interactions with faculty.

The students are hard to cope with some duties due to lack of sufficient

time, inability to manage time effectively, concern about grades and academic

performance, the fear of falling behind in school and difficulty interactions with

faculty because they do not know their own responsibility and sometimes cannot

discipline themselves.

According to Lazarus (1996), stress is a natural phenomenon that

everyone experiences in their lifetime. He described that stress as any event in

which environmental demands, internal demands or both exceed the adaptive

resources of individual, social system, or tissue system.

Stress is a natural phenomenon, it can affect the person as a whole, as a

summary of all systems, as nurses we must understand the meaning of stress,

so we can further understand the cause of stress.

According to George (1995), revealed that the problems encountered in

clinical area by the clinical instructors and students, the nurse function as a

health care provider who direct to the patient, the one who carry out therapeutic

plan of the physician.

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This article has bearing to the present study because in relation to

problems encountered in clinical area by the clinical instructors and students, the

nurse function as a health care provider who mainly gives direct care to the

patient, and the one who carry out therapeutic plan of the physician, so the nurse

serves as a role model to the nursing students in the practice of quality nursing

care in clinical area.

Related Studies

According to the study of Sollano, (2008), revealed that the nursing

students are also prone to stress in their desire to survive academically and to

prepare themselves for further professional training they are confronted with a lot

of stressors.

Nursing students are more to stress because of their daily activities, like

meeting requirements and deadlines, also studying may be cause of stress.

According to the study of Cauilan et. al (2008), revealed that the problems

encountered by the operating room and delivery room students such as

ignorance and unfamiliarity to the different instruments, negative behaviour of the

doctors that create gap, and sarcastic dealings made by the personnel that even

hurt the feelings of the students.

Lack of knowledge on the hospital instruments is one of the factors that

contribute on the problem of the nursing students in the clinical area. Before

exposing on the special areas, there should be an orientation done on a ward

class to lessen such problem. The gap of nursing student to the medical
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personnel illustrates as a problem that serves as a barrier in rendering quality

nursing care.

According to the study of Dell (2005), revealed that the problems

encountered by the students and clinical instructors is that simply having patient

logs to document what students have done at the conclusion of the nurse is not

enough.

This article has bearing to the present study because the documentation

of the students according to the patient is not enough to the clinical instructors or

sometimes they do not believe on what the students have done in documenting.

According to the study of Nacion et. al (2003), revealed that the problems

encountered by delivery room medical personnel in private and public medical

institution such as inadequate staff to patient ratio, there is no qualified staff on

duty, there is no interpersonal relationship existing between lying in staff and the

student nurses and clinical instructors.

This study is related to the present study, because one of the problems

encountered by the MMC-CAST clinical instructors and students in the clinical

area includes the medical personnel having problems with the interpersonal

relationship to the student nurses and clinical instructors, the hospital equipment

and rooms that is inadequate, other clients, patients that is not immediately

assessed upon admission and some staff that is not qualified.

According to the study of Connor (2002), revealed that the problems

encountered by the clinical instructors are the strategies for working with

students in particular situations such as the students who lies or the students
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who is poorly groomed, provides information that is not available in any other

source.

This article has bearing to the present study because it has some common

problems of clinical instructors to the students like poorly groomed, lies, and

provides information that is not available. The difference of this article to the topic

we have is that is doesn’t focus on the teaching strategies of clinical students, but

somehow it helps the work of the students in clinical area by learning some

strategies that can apply in nursing staff.

According to the study of David, (2002), the problems encountered by the

students and clinical instructors such as gender representation that affects the

nurse’s sexual of identity.

This study explains the way gender representations affect nurses sexual

of identity. It also explains how male nurses affect or work with the medical team

as a member. The nursing profession appears to want to be a model equal

opportunity employer.

According to the study of Cervantes et. al (2001), revealed that the

problems encountered by the third year students and nurses of Metropolitan

Hospital College of Nursing in the three lying-in clinics in District III Manila such

as there is insufficient beds and blankets for labouring mother, the rooms are not

well ventilated, clean, and available, the comfort rooms are not kept clean and

ready for use.

This study is related to the present study, because one of the problems

encountered by the MMC-CAST clinical instructors and students in the clinical

 P a g e | 18

area was is there is not enough beds and blankets for the client or patient, some

rooms are not well ventilated and clean, the comfort rooms are not kept clean

and not available for using the cleanliness and disinfection of some areas are not

maintained. There are times that there are uncooperative clients in the clinical

area.

According to of Lopez (1997), the presence of a clinical instructor as the

professional stressor for nursing students despite the instructor being identified

as the primary instructor. As a result this affected their self-confidence in

performing procedures correctly which made them feel uncomfortable.

One of the stressors that affect the efficiency of the nursing students is the

mere presence of clinical instructors during clinical exposure because they affect

the self-reliance and self-confidence of the nursing students.

According to the study of Wu (1997), revealed that the nurses are the one

who should develop and maintain good mental mechanisms and the presence of

mind especially in emergency situation.

According to Wu, the ones who must be competent mentally are the

nurses and this is truly nurses are the one who are expose to environments than

can make an individual physically both also mentally drained, as nurses we must

learn to cope with these stressors so we can make therapeutic care.

According to the study of Delos Santos III (1993), revealed that the

problems encountered by the students and clinical instructors such as the nurses

or student nurses are burned out or irritable with their works.

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This article has bearing to the present study because in relation to the

problems encountered by the clinical instructors and students in clinical area,

because when the nurses or students become burned out or irritable with their

works, the tendency is to commit mistakes with their works, which may affect not

only to the staff nurses, clinical instructors but to the patients.

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CHAPTER 3

METHODS AND PROCEDURE

This chapter includes the methods and procedures used in gathering the

data, the subject of the study, the instruments adapted and the statistical

treatments employed in interpreting the data.

Research Design

The researchers made used of the descriptive method in the study.

Descriptive method is the fact-finding study. The facts obtained from the

questionnaires provided relevant information regarding the completion of the

study. Descriptive model enables the researchers to interpret adequate and

accurate findings.

Sampling Design and Techniques

The sampling technique used in the study was scientific which is stratified

sampling. The researchers obtained the total number of the Level III students

currently enrolled in Metropolitan Medical Center College of Arts, Science and

Technology then obtained the sample size using Slovin’s formula. Using stratified
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sampling technique, the population of each section of Level III will be subdivided

and will be the participants of the study.

Subject of the Study

The researchers established eligible criteria by which the respondents are

selected for the participation of the study. Qualified respondents were Level III

students who are currently enrolled and Level III clinical instructors working full

time or part time in Metropolitan Medical Center College of Arts, Science and

Technology.

The researchers used 265 regular level III students of Metropolitan

Medical Center College of Arts, Science and Technology and all clinical

instructors of level III who are presently performing their duties as instructors on

clinical area of Metropolitan Medical Center. The student respondents were 19

each section.

Research Instrument

The research instrument utilized by the researchers was a self-made

questionnaire. This was constructed with the help of different sources. Acquiring

ideas and concepts from related studies, and literature consultations and

recommendations of credible individuals, and additional data through the

Internet. The researchers analyzed it and it also ran through various validations

and recommendations from the level III staff, and with the help of the research

instructor to assure accuracy and validity of data collection.

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The questionnaire was a set of situations that consist of 2 parts, and the

respondents for their answers should check both parts. The first part was used to

determine the profile variables of each respondent.

The second part was different problems encountered in the clinical area,

and will be answered by the following criteria: 5 – Very, very serious problem, 4 –

Very serious problem, 3 – Serious problem, 2 – Problem, 1 – Not a problem.

Data Gathering Procedure

The primary and secondary data necessary for the study were taken from

the respondents through the constructed questionnaires, the following

procedures were followed.

First, the researchers formulated a set of questionnaire for the

respondents to answer. After the formulation of the questionnaire the researchers

wrote a letter of permission for the validation of the said questionnaire addressed

to the level III coordinators, Ms. Juliet P. Ong R.N. and Ms. Mary F. Baldonado

R.N.

After the questionnaire have been validated, and with the permission of

the research instructor and approval of the college dean the questionnaires were

distributed to the selected respondents, the clinical instructors and nursing

students of level III of Metropolitan Medical Center College of Arts, Science, and

Technology. They were given enough time to accomplish the said survey

material.
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After the collection of the questionnaires, the researchers then tabulated,

processed, analyze, and interpreted the gathered data.

Statistical Treatment of the Data

The statistical methods used in processing the data gathered in the study

were as follows:

Slovin’s formula. This was used in determining the sample size of the

respondents needed for the study. The clinical instructors were not included.

n= N

1+N(e)²

Where:

n = sample sized

N = Total Population

e = marginal error (0.05)

Percentage. This formula was used to determine the profile of the respondents

such as age, gender, and marital status.

P = n x 100%

Where:

P = percentage

n = sample size

N = Total Population
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Weighted mean. This formula was used to determine the problems encountered

by the respondents.

WM = F(w)

Where:

F = frequency

WM = weighted mean

w = weighted factor

Chi square. This formula was used to answer problem number 3.

= Ʃ(O – E)²

Where:

= Chi square

O = observed frequency

E = expected frequency
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CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter shows the data gathered that had undergone statistical

treatments using the statistical methods mentioned in the previous chapter. The

tabulated data are analyzed from answer to the specific questions mentioned in

the statement of the problem in chapter I. The analytical tables are also present

here according to the sequence of the questions according to the questionnaires

given to the respondents.

Problem 1: What are the demographic profiles of the respondents?

1.1 Age

13%
16-20
21-25

78% 2% 26-30
30-above
7%

Figure 2. Percentage Distributions of the Respondents

According to Age
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The figure 2 reveals the profile of respondents with respect to their age.

Majority of the respondents belongs to the age 16-20 with the percentage of

78%. Respondent’s ages range from 21-25 ranked second with the percentage

of 13%. Of the respondents belongs to the age of greater than 30 with the

percentage of 7%. Moreover, respondent’s age 26-30 has only 2%.

Predominance of the respondent’s age 16-20 might signify the majority of

the results in response to the problems encountered by the students and clinical

instructors in the clinical area. Therefore, respondent’s age 26-30 does not

influence the perceptions of the study.

1.2 Gender

73% Male
27% Female

Figure 3. Percentage Distributions of the Respondents

According to Gender

The figure 3 shows that out of respondents, which correspond to 27%, are

male and 73% are female. Based on the data gathered, table presents the

demographic profile of the respondents in terms of gender. Out of respondents,

 P a g e | 27

the percentage comprises the female students and CI’s while male 3 rd year

Nursing students and CI’s contribute to the remaining percentage.

1.3 Marital Status

11%

Male
Female

89%

Figure 4. Percentage Distributions of the Respondents

According to Marital Status

The figure 4 shows that 263 responses, which correspond to 89%,

are single and 34 responses, which correspond to 11%, are married. Therefore,

majority of the population were single.

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Problem 2: What are the problems encountered by the respondents?

Table 1

Weighted Mean of the Problems Encountered

By the Respondents

Problems Encountered Wx Rank Description

Relationship with clients
2.76 20 Serious Problem
1 and relatives
Number of clients per
2.87 15 Serious Problem
2 care-of
3 Severity of Cases 3.14 4 Serious Problem
4 Interpersonal relationship 2.91 14 Serious Problem
Availability of
3 9 Serious Problem
5 equipments
Condition of students
3.05 8 Serious Problem
6 area
7 Physical condition 2.99 10 Serious Problem
Knowledge in performing
2.87 16 Serious Problem
8 the duty
9 Theory - practice gap 3.06 7 Serious Problem
Attitude of the staff and/or
3.28 1 Serious Problem
10 head nurses
Number of hours in
2.85 17 Serious Problem
11 exposure
Variations of

requirements and
2.95 13 Serious Problem
standards at different

12 areas
Documentation and
2.96 11.5 Serious Problem
13 records (charting)
14 Schedule of duty 2.96 11.5 Serious Problem
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15 Distance to food stores 2.80 19 Serious Problem

Disseminating

instructions and 3.07 6 Serious Problem

16 announcements
17 Clinical facilities 2.69 21 Serious Problem
18 Availability of cases 3.20 2 Serious Problem
Location of the assigned
3.11 5 Serious Problem
19 area
Clinical instruction to
2.82 18 Serious Problem
20 students ratio
21 Punctuality 3.15 3 Serious Problem

The table 1 shows that among the 21 questions given, Problem number

10 “Attitude of the staff and/or head nurses” ranked first with the weighted mean

of 3.39. This shows that average of the population considered it as the prioritized

problem. On the other hand, the Problem number 18 “Availability of the cases”

and problem number 21 “Punctuality” ranked 2nd and 3rd with the weighted mean

of 3.21 and 3.20.

“Severity of cases”, Problem number 3 shows that it was on the 4th tanked.

Problem number 19 and 16; “Location of the assigned area” and “Disseminating

instructions and announcements” ranked 5th and 6th respectively. “Theory practice

gap “and “Conditions of students’ area”, Problem number 9 and number 6 ranked

7th and 8th.

“The availability of equipments”, ranked 9th has a weighted mean of 3.

Ranked 10th was the problem number 7 “Physical condition” followed by problem

number 13 “Documentation and records (Charting) and number 14 “Schedule of

duty” as 11.5 with the weighted mean of 2.96. Ranked 13th was “Inter
 P a g e | 30

professional relationship” which weighs 2.95. Problem number 4 “Severity of Cases

f” weighs 2.91 which ranked 14th in the population.

Problem number 2, “Number of clients per care-of” ranked 15th with a

weighted mean of 2.87, and problem number 8 “Knowledge in performing the duty”

with a weighted mean of 2.87, ranked 16th. The raked 17th is the problem number 11

“Number of hours in exposure” with a weighted mean of 2.85.

Problem number 20” Clinical instructor to student ratio” and problem

number 15 “Distance of food stores “ ranked 1 8th and 19th with the weighted mean

of 2.82 and 2.80. The raked 20th is the problem number 1 “Relationship with clients

and relatives” with a weighted mean of 2.76. Moreover, the least among the

problems was problem number 17 “Clinical facilities” with the weighted mean of

2.69. This shows that the problem was least prioritized by the population.

Problem 3: Is there a significant relationship between the problems encountered

by the respondents and their profile variable?

Table 2

Relationship Between Problems Encountered

And Age of the Respondents

Computed Tabular
Variables Decision Interpretation
X² Value
Age 28.83 21.03 Rejected Ho Significant
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The table 2 shows that there is statistically significant relationship between

age of the respondents and the problems encountered. The computed X² in age

is 28.83, while the tabular value is 21.03, since the computed X² is greater than

the tabular value, the hypothesis is rejected.

Table 3

Relationship Between Problems Encountered

And gender of the Respondents

Computed Tabular
Variables Decision Interpretation
X² Value
Gender 11.22 9.49 Rejected Ho Significant

Regarding gender, there is significant relationship between the gender

and the problems encountered it is rejected. The computed X² is 11.22, while the

tabular value is 9.49, since the computed X² is greater than the tabular value, the

hypothesis is rejected.

Table 4

Relationship Between Problems Encountered

And Marital Status of the Respondents
 P a g e | 32

Computed Tabular
Variables Decision Interpretation
X² Value
Civil Status 9.61 9.49 Rejected Ho Significant

The marital status has a computed X² of 9.6, and a tabular value of 9.49.

The decision is rejected and there is significant relationship between the marital

status and the problems encountered, since the computed X² is greater than the

tabular value, the hypothesis is rejected.

Table 5

Summary on the Relationship Between

Problems Encountered and Profile Variables
of the Respondents
Variables Decision Interpretation
Age 28.83 Significant
Gender 11.22 Significant
Marital Status 9.61 Significant

Problems encountered and the Profile variables of the respondents reveal

significant relationships in terms of age, gender, and marital status.

 P a g e | 33

CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter consists of the summary of the findings, and the conclusions,

and recommendations of the researchers to the study.

Summary of Findings

1. On the profile variable of respondents.

1.1 Age

Respondents with age 16 – 20 got 18% of the population, while at age 26

– 30; there were 2% of the population.

1.2 Gender

Female respondent got 13% of population and 27% were male.

1.3 Marital status

Married respondents got 13% and 27% of the population were single.

2. Problem encountered by the respondents.

 P a g e | 34

The respondents encountered that “Attitude of the staff and/or head

nurses” has weighted mean of 3.28 evaluated as serious problem. “Availability of

cases”, has a computed weighted mean of 3.15 assessed by the respondents as

serious problem. The “Relationship with clients and relatives” has a weighted

mean of 2.76 evaluated as serious problem.

3. Relationship between problems encountered and profile variable of the

respondents.

Problems encountered and profile variable of the respondents reveals

significant relationship in terms of age, gender and marital status.

Conclusion

1. The profile variable of respondents according to age showed that majority

were at age 16 –20 years old while in terms of gender most of the

respondents were female, and according to the marital status greatest

number were married respondents.

2. Discuss the highest weighted mean of the problems encountered.

3. Problems encountered and profile variable of the respondents reveals

significant relationship in terms of age, gender and marital status.

Recommendation

For the future researchers of the study, the researchers would like to

impose some recommendation for you to be able to improve the study, these are

the following:
 P a g e | 35

1. The hospital management should have proper orientation to the hospital staff

regarding to their attitude towards clinical instructors and student nurses.

2. Attendance should properly monitor both students and clinical instructors.

3. Select larger sample size to be able to get more generalized realization from

the study, including other year levels to the conduction of the study to acquire

more information to broaden the scope of the study, to conduct a comparative

study to determine the difference between the problems encountered of

nursing students and clinical instructors, and to conduct a similar study with

other nursing colleges and institution.

 P a g e | 36

APPENDIX A

Survey Questionnaire

“Problems Encountered in Clinical Area of Selected Nursing Students and Clinical

Instructors of Level III at Metropolitan Medical Center

College of Arts, Science, and Technology”

Dear respondents,

The researchers are level III students of MMC-CAST and is currently conducting
a study entitled, “Problems Encountered in Clinical Area of Selected Nursing
Students and Clinical Instructors of Level III at Metropolitan Medical Center –
College of Arts, Science, and Technology”. You have been chosen as a participant
for this survey. Your honest assessment of the components of this study is earnestly
requested. Please accomplish the questionnaire objectively and completely. The
essential data that you will provide will be kept confidential.

Thank you very much for your significant contribution in realizing the researcher’s
goal of making the study a success.

The researchers

Please check the box of your answer

Part 1: Profile of the respondents

 P a g e | 37

Name (optional):_______________

Age: 16 – 20

21 – 25

26 – 30

30 - above

Gender: Male Female

Status: Student Clinical Instructor

Marital Status: Single Married

Part 2: Problems encountered in clinical areas

Check the appropriate number to describe your perception as to the problems

you encountered as a student nurse / clinical instructor in the clinical area.5 – Very, very
serious problem, 4 – Very serious problem, 3 – Serious problem, 2 – Problem, 1 – Not a
problem

Problems encountered 5 4 3 2 1

1 Relationship with clients and relatives

2 Number of clients per care-off

3 Severity of cases

4 Inter-professional relationship

5 Availability of equipments

6 Condition of students area

7 Physical condition

8 Knowledge in performing the duty

9 Theory - practice gap

10 Attitude of the staff and/or head nurses

 P a g e | 38

11 Number of hours in exposure

Variations of requirements and standards

12
at different areas

13 Documentation and records (charting)

14 Schedule of duty

15 Distance to food stores

Disseminating instructions and

16
announcements

17 Clinical facilities

18 Availability of cases

19 Location of the assigned area

20 Clinical instructor to student ratio

21 Punctuality

APPENDIX B

Frequency of Respondents in Terms of Age

Age Frequency Percentage Rank

 P a g e | 39

16 – 20 232 78% 1

21 – 25 37 13% 2

26 – 30 7 2% 4

30 - above 21 7% 5

APPENDIX C

Frequency of Respondents in Terms of Gender

Age Frequency Percentage Rank

Male 80 27% 2

Female 217 73% 1

APPENDIX D

Frequency of Respondents in Terms of Marital Status

Age Frequency Percentage Rank

Single 263 89% 1

Married 34 11% 2
 P a g e | 40

APPENDIX E

Problems Encountered in Clinical Area

Problems
5 4 3 2 1 Wx Rank Interpretation
Encountered

Relationship with 3 6 5 7
Serious Problem
1 clients and relatives 7 6 60 7 7 2.76 18

Number of clients 2 7 6 5
Serious Problem
2 per care-of 9 0 86 0 2 2.87 14

4 7 5 3
Severity of Cases Serious Problem
3 2 5 97 0 3 3.14 4

Interpersonal 1 7 6 3
Serious Problem
4 relationship 9 9 94 7 8 2.91 13

Availability of 4 7 6 4
Serious Problem
5 equipments 2 3 72 3 7 3 9

Condition of students 3 7 6 3
Serious Problem
6 area 6 9 81 7 4 3.05 8

3 7 7 3
Physical condition Serious Problem
7 7 2 79 1 8 2.99 10

Knowledge in 3 6 6 4
Serious Problem
8 performing the duty 1 6 83 8 9 2.87 15

9 Theory - practice gap 37 71 88 76 25 3.06 7 Serious Problem

Attitude of the staff 5 9 6 2

Serious Problem
10 and/or head nurses. 3 4 62 2 6 3.28 1

Number of hours in 2 6 7 4
Serious Problem
11 exposure 7 9 79 9 3 2.85 15

12 Variations of 3 5 102 7 3 2.95 8 Serious Problem

requirements and 7 2 2 4
standards at different
 P a g e | 41

areas

Documentation and 3 7 6 3
Serious Problem
13 records (charting) 1 1 91 6 8 2.96 11

4 5 6 4
Schedule of duty Serious Problem
14 7 1 87 9 3 2.96 12

Distance to food 2 7 8 4
Serious Problem
15 stores 3 4 69 4 7 2.80 17

Disseminating
instructions and 3 7 6 2 Serious Problem
16 announcements 4 6 93 5 9 3.07 6

3 7 7 3
Clinical facilities Serious Problem
17 7 4 44 6 6 2.69 9

4 7 6 2
Availability of cases Serious Problem
18 8 5 89 1 4 3.20 2

Location of the 3 7 5 3
Serious Problem
19 assigned area 6 8 96 7 0 3.11 5

Clinical instruction to
Serious Problem
20 students ratio 34 56 81 77 49 2.82 16

21 Punctuality 56 68 72 67 34 3.15 3 Serious Problem

Computaions:

1.) x = 5(37) + 4(66) + 3(60) + 2(57) + 1(77) = 820 = 2.76

297 297

2.) x = 5(29) + 4(70) + 3(86) + 2(60) + 1(52) = 855 = 2.87

297 297
 P a g e | 42

3.) x = 5(42) + 4(75) + 3(97) + 2(50) + 1(53) = 934 = 3.14

297 297

4.) x = 5(19) + 4(79) + 3(94) + 2(67) + 1(38) = 865 = 2.91

297 297

5.) x = 5(42) + 4(73) + 3(72) + 2(63) + 1(47) = 891 = 3

297 297

6.) x = 5(36) + 4(79) + 3(81) + 2(67) + 1(34) = 907 = 3.05

297 297

7.) x = 5(37) + 4(72) + 3(79) + 2(71) + 1(38) = 890 = 2.99

297 297

8.) x = 5(31) + 4(66) + 3(83) + 2(68) + 1(49) = 853 = 2.87

297 297

9.) x = 5(37) + 4(71) + 3(88) + 2(76) + 1(26) = 910 = 3.2

297 297

10.) x = 5(53) + 4(94) + 3(62) + 2(62) + 1(77) = 977 = 3.29

297 297

11.) x = 5(27) + 4(69) + 3(79) + 2(79) + 1(43) = 849 = 2.85

297 297
 P a g e | 43

12.) x = 5(37) + 4(52) + 3(102) + 2(72) + 1(34) = 877 = 2.95

297 297

13.) x = 5(31) + 4(71) + 3(91) + 2(66) + 1(38) = 882 = 2.97

297 297

14.) x = 5(47) + 4(51) + 3(87) + 2(69) + 1(43) = 881 = 2.96

297 297

15.) x = 5(23) + 4(47) + 3(69) + 2(84) + 1(47) = 833 = 2.8

297 297

16.) x = 5(34) + 4(76) + 3(93) + 2(65) + 1(29) = 912 = 3.07

297 297

17.) x = 5(37) + 4(74) + 3(44) + 2(76) + 1(36) = 801 = 2.69

297 297

18.) x = 5(48) + 4(75) + 3(89) + 2(61) + 1(24) = 953 = 3.20

297 297

19.) x = 5(36) + 4(78) + 3(96) + 2(57) + 1(30) = 924 = 3.11

297 297

20.) x = 5(34) + 4(56) + 3(81) + 2(77) + 1(49) = 840 = 2.82

 P a g e | 44

297 297

21.) x = 5(56) + 4(68) + 3(72) + 2(67) + 1(34) = 936 = 3.15

297 297

APPENDIX F

Relationship Between Problems Encountered and Age

5 4 3 2 1
Age
O E O E O E O E O E

16-20 612 614.85 1158 1185.96 1328 1329.72 1117 1093.77 657 647.67

21-25 86 100.58 209 194 250 217.52 153 178.92 99 105.95

 P a g e | 45

26-30 20 18.55 42 35.78 38 40.12 28 33 19 19.54

30-
69 53 109 102.23 86 114.63 102 94.29 54 55.83
above

Total 787 1518 1702 1400 829

Computations:

X² = (612 – 614.85)² + (1158 – 1185.96)2 + (1328 – 1329.72)2 + (1117 – 1093.77)2 +

614.85 1185.96 1329.72 1093.77

(657 - 647.67)2 + (86 – 100.58)2 + (209 – 194)2 + (250 – 217.52)2 + (153 – 178.92)2

647.67 100.58 194 217.52 178.92

+ (99 – 105.95)2 + (20 – 18.55)2 + (42 – 35.78)2 + (38 – 40.12)2 + (28 – 33)2 +

105.95 18.55 35.78 40.12 33

(19 – 19.54)2 + (69 – 53)² + (109 – 102.23)² + (86 – 114.63)² + (102 – 94.29)² +

19.54 53 102.23 114.63 94.29

(54 – 55.83)²

55.83

X² = 28.83

df = (5 – 1) (4 – 1)

(4) (3)

df = 12, Tv = 21.03

X² = 28.83 > Tv = 21.03; = Rejected, Significant

 P a g e | 46

APPENDIX G

Relationship Between Problems Encountered and Gender

5 4 3 2 1
Gender
O E O E O E O E O E

Male 221 203.75 432 395.61 454 469.11 366 381.83 207 229.69

Female 533 550.24 1032 1068.38 1282 1266.88 1047 1031.16 643 620.30

Total 754 1464 1736 1413 850

Computations:

X² = (221 – 203.75)² + (432 – 385.61)2 + (454 – 469.11)2 + (366 – 381.83)2 +

203.75 395.61 469.11 381.83

(207 – 229.69)2 + (533 – 550.24)2 + (1032 – 1068.38)2 + (1282– 1266.88)2 +

229.69 550.24 1068.38 1266.88

(1047 – 1031.16)2 + (643 – 620.30)2

1031.16 620.30

X² = 11.22

df = (5 – 1) (2 – 1)

(4) (1)

df = 4, Tv = 9.49
 P a g e | 47

X² = 11.22 > Tv = 9.49; = Rejected, Significant

APPENDIX G

Relationship Between Problems Encountered and Marital Status

Marital 5 4 3 2 1
Status O E O E O E O E O E

Single 681 693.67 1215 1229.16 1518 1520.77 1265 1257.44 744 721.94

Married 104 91.32 176 161.83 203 200.22 158 165.556 73 95.05

Total 785 1391 1721 1423 817

Computations:

X² = (681 – 693.67)² + (1215 – 1229.16)2 + (1518 – 1520.77)2 + (1265 – 1257.44)2 +

693.67 1229.16 1520.77 1257.44

(744 – 721.94)2 + (104 – 91.32)2 + (176 – 161.83)2 + (203– 200.22)2 +

721.94 91.32 161.83 200.22

(158 – 165.55)2 + (73 – 95.05)2

165.55 95.05

X² = 9.61

df = (5 – 1) (2 – 1)

(4) (1)

df = 4, Tv = 9.49

X² = 9.61 > Tv = 9.49; = Rejected, Significant

 P a g e | 48

CURRICULUM VITAE

Personal Profile

Name: Janil Angeline Silvestre

N-Name: Janil, JA

Age: 20 y/o

Gender: Female

Date of Birth: October 5, 1989

Place of Birth: Quezon City

 P a g e | 49

Address: Valenzuela City

Educational Background

Tertiary: MMC-CAST

Secondary: Children of Mary Immaculate College De La Salle Supervised

School

Primary: Children of Mary Immaculate College De La Salle Consultancy

School

“Give you smile to EVERYONE but give your heart to

ONLYONE”

CURRICULUM VITAE

Personal Profile

Name: Joanna Mae Briones Siron

N-Name: Jhu-Jhu, Neng

Age: 19 y/o

Gender: Female

Date of Birth: January 03, 1991

Place of Birth: San Fernando, Pampanga

 P a g e | 50

Address: San Fernando, Pampanga

Educational Background

Tertiary: MMC-CAST

Secondary: St. Scholastica’s Academy CSFP

Primary: St. Scholastica’s Academy CSFP

“Tomorrow is another day! Our DREAMS will never die!”

CURRICULUM VITAE

Personal Profile

Name: Maria Paz Soriano

N-Name: MP

Age: 19 y/o

Gender: Female

Date of Birth: October 22, 1990

Place of Birth: Manila

Address: Pasay City

 P a g e | 51

Educational Background

Tertiary: MMC-CAST

Secondary: Arellano University Jose Abad Santos Campus

Primary: Tambo Elementary School

“Live LIFE to the fullest!”

CURRICULUM VITAE

Personal Profile

Name: Marc Jezreel Sulapas

N-Name: MJ, Jez

Age: 18 y/o

Gender: Male

Date of Birth: May 18, 1991

Place of Birth: Caloocan City

Address: Caloocan City

 P a g e | 52

Educational Background

Tertiary: MMC-CAST

Secondary: Jose P. Laurel High School

Primary: A. Bonifacio Elementary School

“The end of life is to be unto GOD, and the soul following,

Will be like unto HIM.”

CURRICULUM VITAE

Personal Profile

Name: Harvin Peter Tiu

N-Name: HP

Age: 20 y/o

Gender: Male

Date of Birth: September 24, 1989

Place of Birth: Manila

Address: Santa Ana, Manila

Educational Background
 P a g e | 53

Tertiary: MMC-CAST

Secondary: ERDA Technical and Vocational School

Primary: Philippine Normal University – Center for Teaching and Learning

“A day without LAUGHTER is a day wasted” – Charlie Chaplin

CURRICULUM VITAE

Personal Profile

Name: Janet Shia-Shia Tseng

N-Name: JS, Janet

Age: 20 y/o

Gender: Female

Date of Birth: November 10, 1989

Place of Birth: Manila

Address: Caloocan City

Educational Background
 P a g e | 54

Tertiary: MMC-CAST

Secondary: Northern Rizal Yorklin School

Primary: Northern Rizal Yorklin School

“Only a vampire can LOVE you forever”

CURRICULUM VITAE

Personal Profile

Name: Ana Margarita Uy

N-Name: Ana

Age: 17 y/o

Gender: Female

Date of Birth: January 18, 1993

Place of Birth: Manila

Address: Sta. Cruz, Manila

Educational Background

Tertiary: MMC-CAST
 P a g e | 55

Secondary: Chiang Kai Shek College

Primary: Chiang Kai Shek College

“God is good, HIS love endures forever”

CURRICULUM VITAE

Personal Profile

Name: Marigold Villaflor

N-Name: Gold

Age: 19 y/o

Gender: Female

Date of Birth: October 13, 1990

Place of Birth: Manila

Address: Taguig City

Educational Background

Tertiary: MMC-CAST

Secondary: HSL – Brailtle College

 P a g e | 56

Primary: Athens Academy

“Actions speaks LOUDER than words”

CURRICULUM VITAE

Personal Profile

Name: Patricia Villaruel

N-Name: Pat, Peegie, PG

Age: 19 y/o

Gender: Female

Date of Birth: December 13, 1990

Place of Birth: Manila

Address: Tondo, Manila

Educational Background

Tertiary: MMC-CAST
 P a g e | 57

Secondary: Palawan College of Arts and Trades / Palawan State

University

Primary: Cuyo Central School

“Never give-up, never give-in!

Fight for it! Go for it! AJAH!”

CURRICULUM VITAE

Personal Profile

Name: Joseph Wang

N-Name: J

Age: 20 y/o

Gender: Male

Date of Birth: September 12, 1989

Place of Birth: Legaspi City, Albay

Address: Valenzuela City

Educational Background

Tertiary: MMC-CAST

Secondary: De La Salle Araneta University

 P a g e | 58

Primary: PBSGMI / Collegio De Sta Cecilla / St. Gabriel Accademy

“A mark of an EDUCATED mind is to entertain a thought

Without ACCEPTING it” - Aristotle