Siongco, Ma. Teresita L. 4 0
Integration of essential values in nursing education / 6 6 Ma. Teresita L. Siongco - - - xiv, 96 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) Pamantasan ng Lungsod ng Maynila, 2006;A Thesis presented to the faculty of Graduate School of Health Sciences in partial fulfillment for the degree of Master of Arts in Nursing
5
ABSTRACT: The main purpose of this study was to explore how the nurse educators in the baccalaureate nursing program purports to inculcate essential values to students during their formal study. The researcher tested if there is no significant difference between the perceptions of the nurse educators and the nursing students as to essential values in the nursing profession, extent of integration in the Nursing Education Program, and strategies used in the integration of essential values in the nursing education program. The descriptive method was used involving two groups of respondents. First group of respondents were one hundred twenty (120) nurse educators and the second group of respondents were three eighty four (384) fourth year students of the College of Nursing of a private non-sectarian university in Metro Manila. Purposive sampling technique were utilized for the selection of nurse educators and the selection of level four students to be used as respondents. Then sample rando technique was applied in the selection of student respondents. The statistical treatment of the data that were utilized are in the form of weighted mean, ranks, categorization of problems as to major and minor using transmutation table and a Spearman Rho Rank Order Correlation Coefficient. Findings showed that essential values in the Baccalaureate Nursing Program identified by the nursing educators based on ranks are: Respect for person, beneficence, veracity, non-maleficence, autonomy, confidentiality, fidelity and justice. As identified by the nursing students, the essential values in the baccalaureate nursing program also based on ranks are respect for person, beneficence, veracity, non-maleficence, confidentiality, fidelity, autonomy, and justice. Respect for person is ranked as number 1 to both respondents and Justice is ranked as number 8 to both respondents, this means that identification of the essential values in the baccalaureate nursing program by the nurse educators and the nursing students are significantly related. The extent in the integration of identified essential values in Nursing Education are equally perceived by both respondents. That means that the perceptions of the nurse educators and the nursing students are significantly related. The strategies used in the integration of essential values in Nursing Education as identified by the nurse educators differ from those identified by the nursing students. This means that it is not significant at the 0.05 level of significance. The problems encountered in the integration of essential values in Nursing Education Program as perceived by the two groups of respondents showed that there is no significant relationship at the 0.05 level of significance. With the formulated hypotheses tested at o.05 level of significance, data showed that there is significant difference between the perceptions of the nurse educators and the nursing students as to essential values in the practice of the nursing profession and the strategies used in the integration of essential values in Nursing Education Program. On the other hand, there is no significant difference in the perceptions of the nurse educators and nursing students as to the extent of integration in Nursing Education Program. Based on the findings of this study, the nurse educators and the nursing students agreed on their identification and extent of integration of identified essential values in Nursing Education Program. The nurse educators and nursing students differed in their perceptions as to the strategies used and the problems encountered in the integration of essential values in Nursing Education Program.
5
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/ 2
/ 2
/
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Integration of essential values in nursing education / 6 6 Ma. Teresita L. Siongco - - - xiv, 96 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) Pamantasan ng Lungsod ng Maynila, 2006;A Thesis presented to the faculty of Graduate School of Health Sciences in partial fulfillment for the degree of Master of Arts in Nursing
5
ABSTRACT: The main purpose of this study was to explore how the nurse educators in the baccalaureate nursing program purports to inculcate essential values to students during their formal study. The researcher tested if there is no significant difference between the perceptions of the nurse educators and the nursing students as to essential values in the nursing profession, extent of integration in the Nursing Education Program, and strategies used in the integration of essential values in the nursing education program. The descriptive method was used involving two groups of respondents. First group of respondents were one hundred twenty (120) nurse educators and the second group of respondents were three eighty four (384) fourth year students of the College of Nursing of a private non-sectarian university in Metro Manila. Purposive sampling technique were utilized for the selection of nurse educators and the selection of level four students to be used as respondents. Then sample rando technique was applied in the selection of student respondents. The statistical treatment of the data that were utilized are in the form of weighted mean, ranks, categorization of problems as to major and minor using transmutation table and a Spearman Rho Rank Order Correlation Coefficient. Findings showed that essential values in the Baccalaureate Nursing Program identified by the nursing educators based on ranks are: Respect for person, beneficence, veracity, non-maleficence, autonomy, confidentiality, fidelity and justice. As identified by the nursing students, the essential values in the baccalaureate nursing program also based on ranks are respect for person, beneficence, veracity, non-maleficence, confidentiality, fidelity, autonomy, and justice. Respect for person is ranked as number 1 to both respondents and Justice is ranked as number 8 to both respondents, this means that identification of the essential values in the baccalaureate nursing program by the nurse educators and the nursing students are significantly related. The extent in the integration of identified essential values in Nursing Education are equally perceived by both respondents. That means that the perceptions of the nurse educators and the nursing students are significantly related. The strategies used in the integration of essential values in Nursing Education as identified by the nurse educators differ from those identified by the nursing students. This means that it is not significant at the 0.05 level of significance. The problems encountered in the integration of essential values in Nursing Education Program as perceived by the two groups of respondents showed that there is no significant relationship at the 0.05 level of significance. With the formulated hypotheses tested at o.05 level of significance, data showed that there is significant difference between the perceptions of the nurse educators and the nursing students as to essential values in the practice of the nursing profession and the strategies used in the integration of essential values in Nursing Education Program. On the other hand, there is no significant difference in the perceptions of the nurse educators and nursing students as to the extent of integration in Nursing Education Program. Based on the findings of this study, the nurse educators and the nursing students agreed on their identification and extent of integration of identified essential values in Nursing Education Program. The nurse educators and nursing students differed in their perceptions as to the strategies used and the problems encountered in the integration of essential values in Nursing Education Program.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/