RESEARCH CONCEPT PAPER
PROPOSED TITLE:
A Quantitative Study on the Satisfaction Level of the Selected First Year Nursing Student in Basic Nursing Skill Demonstration
At Olivarez College Tagaytay A.Y. 2023-2024
According to the International Journal of Medical Research and Health Sciences, 2020, students can progress from honing essential competencies to
BRIEF RATIONALE: giving patients direct treatment by using a skills lab. It provides opportunities to put skills into practice, validate knowledge, and hone thinking
objectives. By using models that imitate patients, teachers can create realistic situations. One of the great things about nursing skills
demonstration-based learning is that it provides a safe place for student nurses to train. This gives them the chance to practise over and over before they
start working with real patients. It helps lower the risk of making mistakes in their medical care. So, making sure patients are safe is also really
important and can be shown through hands-on learning.
Clinical education is very important for nursing students during their training to become registered nurses. It gives them valuable chances to learn that
cannot be replaced. Many studies have argued that clinical education is important for students' learning experiences. Firstly, clinical education helps
nursing students apply what they learn in school to real-life situations, so they can practice and learn in a realistic clinic. This helps them practice
important skills they will need in their real-life jobs (Chan, Tang, Choi, Liu, & Taylor-Piliae, 2018; Sundler et al. , 2014) Also, clinical education helps
nursing students experience the real-life tasks and the overall healthcare setting that they will encounter as a nurse. This helps them create thoughts and
improve their ideas about nursing, which gets them ready for their future job. A good clinical education program should give nursing students a positive
and practical learning experience so that they feel capable and confident when they start working as real nurses. In order for students to learn best while
doing hands-on training, it's important to have a positive and helpful learning environment in the clinic.
Nursing students need practice in real-life settings to learn well. So, it's important for them to have lots of chances to gain confidence and skill in taking
care of patients. The clinical setting is a real place where nursing students can apply what they learned in the classroom in a practical way. This helps
them learn through experience. This also helps them to interact and learn from real healthcare professionals in order to change their behavior and get
ready for their future job as professionals in the healthcare field. The social aspect is believed to be essential in apprenticeship-based learning. Although
there is not much research in Singapore, many studies from around the world have shown that nursing students' learning and professional socializing are
affected by two things: the quality of the clinical learning environment and their perception of it during their clinical placements. (Erlam, Smythe, &
Wright-St Clair, 2018; Payne, Glaspie, & Rosser, 2014). This can also affect how they see themselves as professionals and impact the career choices
they make as Registered Nurses. (Flott & Linden, 2016). Furthermore, technology has been explored and supported in nursing education so that students
learn more experientially than instructional, which will make nursing students more satisfied with their performance following such
demonstration-based learning experiences. There are several ways that one might be satisfied. Nevertheless, a different conclusion is that regardless of
the level of satisfaction, students substantially valued the skill demonstration. (Raguini, et al. 2020)
Many studies have explored the perspective of undergraduate nursing students on learning practical nursing skills and the various strategies that may be
GENERAL PURPOSE:
used to effectively learn these skills. They have often looked at the factors influencing the students’ practical skills and learning. However, they have not
sufficiently explored the level of satisfaction among nursing students in the demonstration of basic nursing skills and the factors affecting the students’
satisfaction in this aspect, and that is what this study aims to explore more. The demonstration of basic nursing skills is crucial for the second-year
nursing students to master through repetitive practice before their first clinical training for exposure to nursing care. With repetitive nursing skill
practice, second-year nursing students will have improved nursing skills. As part of nursing ethical considerations, nursing students should master basic
procedures before dealing with actual patients in clinical settings. The general purpose of this study is to determine the level of satisfaction of the
selected second-year nursing students with the basic nursing skills demonstration. It is important to assess the students’ satisfaction level, as it will
indicate the capability of the students to obtain comprehensive and precise knowledge of nursing concepts and the effectiveness of the basic nursing
skills demonstration program in enhancing the students’ clinical competence. The study is significant in the nursing field because it identifies effective
and efficient implementation to improve the level of satisfaction of second-year nursing students in the basic nursing skills demonstration. The result of
the study will show the need for revisions and improvements in line with the constantly changing field of practice. Effective additional orientation
through seminars regarding the development of learning environments, instructional materials, teaching strategies, and demonstration-based learning
strategies must be conducted to resolve the identified concerns or problems.
ARTICULATION OF RESPONDENTS (SAMPLING TECHNIQUE), DESIGN AND METHOD, INSTRUMENT, STATISTICAL TREATMENT WITH THE SOPS
Statement of the Problem Data Gathering Research Design Respondent (Sampling Technique) Instrument Data Analysis Output
Method
1.What is the demographic Survey Descriptive Stratified Sampling Survey Questionnaires Frequency-
profile of the respondents, Quantitative Percentage
in terms of; Research
1.1 Age
1.2 Sex
1.3 Year Level
1. 4 General Point Average
2. What is the satisfaction Survey Descriptive Stratified Sampling Survey Questionnaires Weighted Mean The level of
level of the second-year Quantitative satisfaction of the
nursing students with the selected
Research second-year nursing
basic nursing skill
demonstration , in terms of: students in basic
nursing skill
demonstration at
2.1 Demonstration-based
Olivarez College
learning strategy Tagaytay.
2.2 Teaching Strategies
2.3 Instructional Materials
2.4 Learning environment
Does the nursing skill Survey Descriptive Stratified Sampling Survey Questionnaires Weighted Mean Recommendations
demonstration effective in Quantitative on developing the
helping the second-year basic practical
Research nursing skills,
nursing students to
improve: clinical reasoning
skills, and the
self-confidence in
3.1 Basic practical nursing
clinical skills of the
skills selected
3.2 Clinical reasoning skills second-year nursing
3.3 Self-Confidence in students.
clinical skills
Researchers: Endorsed by: Recommending Approval: Approved by:
__________________________ __________________________ _______________________________ ______________________________
Team leader DR. WINIFREDO E. LICOP RN DR. RAQUEL PEREZ RN DR. JEAN RIZZA A. DELA CRUZ
Mark Janell Perea NRES 1 Lecturer Department Head College Dean
Member 1
Marry grace De Roxas
Member 2
Kyla Carl Dimaranan
Member 3
Sheina Mae Ejandra
Member 4
Recel Vislenio
RESEARCH CONCEPT PAPER
PROPOSED TITLE: A Quantitative Study on the Quality of Competent Clinical Instructor From the Viewpoint of BSN2-A Students
At Olivarez College Tagaytay S.Y. 2023-2024
The clinical instructor is the heart of nursing. They are the ones who guide and provide knowledge to the students. The instructor’s ability plays a big
BRIEF RATIONALE:
role in improving and developing a competent student nurse. It will start with good communication between the clinical instructor and student nurses.
Communication is an essential and vital element that will strengthen the relationship between the instructor and the student. Feedback from the
instructor will serve as student’s guidance and encouragement in order for them to improve and grow individually.
In the clinical area, the instructor's support strengthens the student. Most of the nursing students were nervous during that time. Being lost is one of the
feelings that the students feel during their first clinical internship. Nursing students are vulnerable when learning in clinical environments, and from the
beginning of entering the internship environments, they are not only insufficient of effective knowledge and adequate skills but also deprived of
effective support of training factors and suitable environmental conditions. (Dinmohammadi M, Peyrovi H, & Mehrdad N., 2014). Being a supportive
instructor can be an element that improves the clinical skills of the students.
The general purpose of this study is to find out the qualities of a competent clinical instructor from the viewpoint of 2nd year BSN students. By
GENERAL PURPOSE:
addressing these gaps through improved communication, clear expectations, and mentorship opportunities, we can enhance student learning experiences
and ultimately improve patient care outcomes. The skills of clinical teachers are considered the most important factor in reaching training objectives.
Competence is not just one idea, and different people have different explanations for it. Educators have come up with various definitions for
competence. Teachers and learners. So, this study was done to look at what nursing students and trainers think makes a good clinical instructor and
understand what it means to be competent in a clinical setting.
ARTICULATION OF RESPONDENTS (SAMPLING TECHNIQUE), DESIGN AND METHOD, INSTRUMENT, STATISTICAL TREATMENT WITH THE SOPS
Statement of the Problem Data Gathering Research Design Respondent (Sampling Technique) Instrument Data Analysis Output
Method
1. What is the Survey Descriptive Stratified Sampling Online Frequuency-
demographic profile
Quantitative Questionnaires Percentage
of the respondents
Research
in terms of:
1.1. Age
1.2 Sex
1.3 Year Level
1.4 Related learning
experience average
2. What is the perceived Survey Descriptive Stratified Sampling Online Weighted Mean Development of
quality level of a clinical Quantitative Questionnaires quality learning
instructor in the viewpoint Research experience for bsn
of BSN2-A, in terms of: student
2.1 Clinical teaching
approach
2.2. Internal motivation
2.3 Personality
2.4 Communication
3. Is there a significant Survey Correlational Stratified Sampling Online Pearson R Development of
relationship between the Questionnaires quality learning
quality of competent experience for bsn
clinical instructors and the student
clinical competency of the
second year nursing
students?
Researchers: Endorsed by: Recommending Approval: Approved by:
__________________________ h __________________________ _______________________________ ______________________________
Team leader DR. WINIFREDO E. LICOP RN DR. RAQUEL PEREZ RN DR. JEAN RIZZA A. DELA CRUZ
Mark Janell Peream NRES 1 Lecturer Department Head College Dean
Member 1
Marry Grace De Roxasj
jMember 2
Kyla Carl Dimaranan
Member 3
Sheina Mae Ejandra
Member 4
Recel Vilenio o
RESEARCH CONCEPT PAPER
PROPOSED TITLE: A Quantitative Study of the Prevalence and Associated Factors of Academic Burnout Syndrome Among 3rd year Nursing Students
at Olivarez College Tagaytay S.Y. 2023-2024
Previous research has shown that the things that cause academic burnout include personal things like how healthy you are, how you get along
BRIEF RATIONALE:
with other people, how worried or sad you are, how much stress you're under, and how confident you feel in your abilities. Other things that
cause burnout are related to your environment, like how you get along with your parents and friends. Another factor is how satisfied you are with
your major or how professional you feel in your field, like nursing. Nursing studies can be very stressful because of the things students learn, and
this stress can make them feel depressed or anxious. In a study on nursing students in Hong Kong, about 36% of the students felt sad, 37% felt
worried, and 41% felt overwhelmed. In Canada, nursing students felt sadder, more worried, and more stressed than other students. The same
situation happened in Korea, where nursing students also felt sadder, more worried, and more stressed compared to other students studying
different subjects. In addition, medical and nursing students feel more burnt out compared to other students because their coursework is difficult
and they face a lot of pressure to perform well in their careers. Together, this evidence shows that nursing students often have mental and
emotional problems like feeling very tired from schoolwork, being very stressed, feeling sad, and feeling worried during their four years of
studying to get their degree.
Furthermore, Arian et al. (2018) suggest that nursing students demonstrate an increased susceptibility to infections within healthcare settings due
to their frequent exposure to stressful situations and the establishment of intimate connections with patients.
Furthermore, the impact of the current national economic circumstances on nursing students, who are integral community members, is apparent
through the display of psychological distress and physical fatigue (Circenis, 2012; Deklava, 2014). The circumstances mentioned above can
evoke sensations of burnout and diminished efficacy, culminating in academic burnout within the collective of medical science students (Ghods
et al., 2022). According to the available literature, evidence suggests a positive association between burnout syndrome and the likelihood of
persons terminating their academic endeavors (Tomaschewski-Barlem et al., 2014). Moreover, previous research has established a correlation
between this phenomenon and a reduction in scholastic achievement and a deterioration in the provision of healthcare services (da Silva et al.,
2014).
Academic burnout is a psychological phenomenon due to an overwhelming academic burden and ongoing academic stress. During the inaugural
year of their nursing education, students familiarize themselves with the educational milieu while concurrently cultivating a holistic
comprehension of their selected discipline. This entails acquiring proficiency in essential laboratory procedures and participating in related
learning experiences (RLE) that are pivotal for their professional development. In the second year of their academic degree, students must
satisfactorily fulfill introductory courses specifically tailored to underscore the significance of the subject matter.
The main thrust of the study is to explore its consequences for students' mental health, academic performance, and overall well-being.
GENERAL PURPOSE:
Understanding these effects is essential for developing interventions that can mitigate the negative impact of burnout. For instance, by
identifying effective coping mechanisms or providing targeted support services like counseling or stress management programs, researchers can
help students from 3rd year BS Nursing and other students from different year levels, as well as other departments, overcome or prevent burnout.
The purpose of this study was to assess the variables in academic burnout according to nursing students' clinical practice experiences and to
determine the factors that contribute to academic burnout. In order to provide the the basis data needed for strategies to support nursing students'
academic performance, we present and suggest measures to reduce academic burnout like services like counseling or stress management
programs, researchers can help students from 3rd year BS Nursing and other students from different year levels, as well as other departments,
overcome or prevent burnout.
ARTICULATION OF RESPONDENTS (SAMPLING TECHNIQUE), DESIGN AND METHOD, INSTRUMENT, STATISTICAL TREATMENT WITH THE SOPS
Statement of the Problem Data Gathering Research Design Respondent (Sampling Technique) Instrument Data Analysis Output
Method
1.What is the demographic Survey Descriptive Stratified Sampling Online Frequuency-
profile of the respondents Percentage
in terms of: Quantitative Questionnaires
Research
1.1 Age
1.2 Sex
1.3 Year
2. How often do these Survey Descriptive Stratified Sampling Online Weighted Mean Establish a
students use the following Quantitative preventing factors
Questionnaires
Research that leads to
stress-reduction burnout and offer
techniques? students appropriate
strategies to deal
2.1 Attend counseling manage stress
sessions
2.2 Getting enough sleep
2.3 Spending time to your
friends and family
2.4 Spending time in social
media
3. What factor causes your Survey Descriptive Stratified Sampling Online Weighted Mean Establish a
burnout, in terms of: Quantitative Questionnaires preventing factors
Research that leads to
burnout and offer
3.1 Family Problem students appropriate
strategies to deal
3.2 Love problem manage stress
3.3 Financial problem
3.4 Clinical duty
3.5 Major subjects & Minor
subject
Researchers: Endorsed by: Recommending Approval: Approved by:
__________________________ __________________________ _______________________________ ______________________________
Team leader DR. WINIFREDO E. LICOP RN DR. RAQUEL PEREZ RN DR. JEAN RIZZA A. DELA CRUZ
Mark Janell Perea NRES 1 Lecturer Department Head College Dean
Member 1
Marry Grace De Roxas
Member 2
Kyla Carl Dimaranan
Member 3
Sheina Mae Ejandra
Member 4
Recel Vilenio
