Concepcion, Leonora R. 4 0
PEPLAU'S model on interpersonal capabilities of nursing students for an enhanced clinical focus 6 6 Concepcion, Leonora R. - - - vii, 78 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) Pamantasan ng Lungsod ng Maynila, 2011;A thesis presented to the faculty of the Graduate School of Health Sciences in partial fulfillment of the requirements for the degree of Master of Arts in Nursing
5
ABSTRACT: Interpersonal relationship is a skill that a nurse must possess to be able to validate observable cues and elicit client feedback. A nurse cannot render care effectively without the art of interpersonal relationship. This study aimed to assess the performance of the student nurse-client interpersonal capabilities based on Peplau's model for an enhanced clinical focus. It is also aimed to seek the relationship between the performance of student nurses on interpersonal capabilities when according to age and year level, and the difference between their performance and profile variables such as gender and civil status. Specifically, it aimed to determine, the profile variables of the student nurse-respondents in terms of age, gender, year level and civil status: the performance of interpersonal capabilities of the nursing student; whether there is a significant relationship between the interpersonal capabilities of the nursing student and their profile variables; and whether there is a significant difference between the interpersonal capabilities of the nursing student and their profile variables. Descriptive method and purposive sampling technique were used to select the respondents. Self-made questionnaire prepared consist of two parts; the first part was all about the profile of the respondents and the second part was all about the items under the four phases of interpersonal relationship in Peplau's model. This was submitted to three experts for validation. Pretest administered. One hundred ninety eight (198) student nurses participated in the study. Statistical treatments used were percentage, weighted mean, Pearson's r, Spearman's rho and t-test. The findings showed that 96% belongs to the age of students who were 18-35 years old and 4% were 35-55 years old. The profile variable in terms of year level wherein 72% were fourth year, and 28% were third year. From the total respondents, 72% were female while 28% were male and in terms of civil status wherein 93% were singles, 7% were married. It was also revealed that item 1 under the orientation phase resulted to high extent and the rest of the items from the four phases revealed a moderate extent. The significant relationship between interpersonal capabilities and profile variables such as age and year level of the nursing student, the null hypothesis was accepted. The significant differences between interpersonal capabilities and profile variables when grouped according to gender and civil status of the nursing students, the null hypothesis was accepted also. The following were concluded: most of the respondents were young adult that ranging their age from eighteen to forty one years old. Majority of them fall on eighteen to forty five years old; student nurse-respondents were dominated by female which is practically a female domicile profession with its known caring and nurturing nature; student nurse-respondents was dominated by the fourth year students; and majority of the student nurse-respondents were single. The results of this study highlight the importance of strong nurse-client interpersonal relationship while doing the model of Peplau. Client should be taught through health teachings and health education on how to trust and participate in the plan of care. Student nurse should be taught also manners and ways on how to become more flexible and capable of doing their tasks. It was found out that although the performances of the respondents were moderate only, but they have the capability to enhance their interpersonal relationship skills. Nursing educators must enrich the enhanced clinical focus in line with the activities that will promote and develop the student's interpersonal skills like narrative report of what transpired between the student nurse and client during the hospital or community exposure, role playing, one on one discussion and other activities that can be found in this enhanced clinical focus. They should encourage their student to stay more at the client's bedside and interact or give health information to their client. They should also develop a performance based tasks according to their day to day activities for them to have a performance evaluation that may file in their portfolio of nurse-client interpersonal relationship. With regards to future research it is advised to conduct a study to a more specified population to create a better valid result and generalization.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
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----2
/ 2
/ 2
/
/
PEPLAU'S model on interpersonal capabilities of nursing students for an enhanced clinical focus 6 6 Concepcion, Leonora R. - - - vii, 78 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) Pamantasan ng Lungsod ng Maynila, 2011;A thesis presented to the faculty of the Graduate School of Health Sciences in partial fulfillment of the requirements for the degree of Master of Arts in Nursing
5
ABSTRACT: Interpersonal relationship is a skill that a nurse must possess to be able to validate observable cues and elicit client feedback. A nurse cannot render care effectively without the art of interpersonal relationship. This study aimed to assess the performance of the student nurse-client interpersonal capabilities based on Peplau's model for an enhanced clinical focus. It is also aimed to seek the relationship between the performance of student nurses on interpersonal capabilities when according to age and year level, and the difference between their performance and profile variables such as gender and civil status. Specifically, it aimed to determine, the profile variables of the student nurse-respondents in terms of age, gender, year level and civil status: the performance of interpersonal capabilities of the nursing student; whether there is a significant relationship between the interpersonal capabilities of the nursing student and their profile variables; and whether there is a significant difference between the interpersonal capabilities of the nursing student and their profile variables. Descriptive method and purposive sampling technique were used to select the respondents. Self-made questionnaire prepared consist of two parts; the first part was all about the profile of the respondents and the second part was all about the items under the four phases of interpersonal relationship in Peplau's model. This was submitted to three experts for validation. Pretest administered. One hundred ninety eight (198) student nurses participated in the study. Statistical treatments used were percentage, weighted mean, Pearson's r, Spearman's rho and t-test. The findings showed that 96% belongs to the age of students who were 18-35 years old and 4% were 35-55 years old. The profile variable in terms of year level wherein 72% were fourth year, and 28% were third year. From the total respondents, 72% were female while 28% were male and in terms of civil status wherein 93% were singles, 7% were married. It was also revealed that item 1 under the orientation phase resulted to high extent and the rest of the items from the four phases revealed a moderate extent. The significant relationship between interpersonal capabilities and profile variables such as age and year level of the nursing student, the null hypothesis was accepted. The significant differences between interpersonal capabilities and profile variables when grouped according to gender and civil status of the nursing students, the null hypothesis was accepted also. The following were concluded: most of the respondents were young adult that ranging their age from eighteen to forty one years old. Majority of them fall on eighteen to forty five years old; student nurse-respondents were dominated by female which is practically a female domicile profession with its known caring and nurturing nature; student nurse-respondents was dominated by the fourth year students; and majority of the student nurse-respondents were single. The results of this study highlight the importance of strong nurse-client interpersonal relationship while doing the model of Peplau. Client should be taught through health teachings and health education on how to trust and participate in the plan of care. Student nurse should be taught also manners and ways on how to become more flexible and capable of doing their tasks. It was found out that although the performances of the respondents were moderate only, but they have the capability to enhance their interpersonal relationship skills. Nursing educators must enrich the enhanced clinical focus in line with the activities that will promote and develop the student's interpersonal skills like narrative report of what transpired between the student nurse and client during the hospital or community exposure, role playing, one on one discussion and other activities that can be found in this enhanced clinical focus. They should encourage their student to stay more at the client's bedside and interact or give health information to their client. They should also develop a performance based tasks according to their day to day activities for them to have a performance evaluation that may file in their portfolio of nurse-client interpersonal relationship. With regards to future research it is advised to conduct a study to a more specified population to create a better valid result and generalization.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/