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Lopez, Maria Luisa H. |
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Intellectual preparedness of Pamantasan ng Lungsod ng Pasig nursing students in the Philippine Nurse Licensure Examination / |
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Maria Luisa H. Lopez |
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3883846 |
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28 cm. |
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xvii, 163 pages |
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Thesis (M.A.) Pamantasan ng Lungsod ng Maynila, 2006;A thesis presented to the faculty of the Graduate School of Health Sciences in partial fulfillment of the requirements for the degree Master of Arts in Nursing |
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ABSTRACT: The research attempted to measure the intellectual preparedness of 51 students of a new school of nursing in the Philippine Nurse Licensure Examination. The respondents level of intellectual preparedness in the eleven (11) key areas of nursing responsibilities, namely: safe and quality care; communications; collaboration and teamwork; health education; legal responsibilities; ethico-moral responsibility; personal and professional development; management of environment and resources; record management; quality improvement; and research was determined. Finding the extent of the relationship between intellectual preparedness and educational attainment and general weighted average was also the objective of this research work. The descriptive method of research and correlational statistics were employed in this study. The researcher utilized a self-made diagnosis tool to assess the level of preparedness. The Intellectual Preparedness Diagnostic Test (IPDT), the major instrument used in this study, was patterned after the new test framework, which the Board of Nursing (BON) will implement in June of this year. It covered the eleven (11) key areas of nursing responsibilities and the five (5) major clinical nursing practice areas. The tool strictly followed the test scope guidelines given by the nursing authority in January 2006 during the orientation seminar for senior faculty and deans of schools of nursing in the country. Five nurse experts from their respective nursing practice areas checked the tool for content validity. Percentage was used to present the respondents profile in terms of educational attainment and general weighted average in the BSN Program (7 semesters and 2 summers). To show how intellectually prepared the respondents were in the eleven key areas and in each of the nursing practice test, their mean scores were obtained. Pearson's r was used to determine the degree of relationship between the independent variable (general weighted average) and the dependent variable (intellectual preparedness). The chi-square (^2) test was utilized to detect the degree of relationship between educational attainment, a nominal data, and the respondent's intellectual preparedness score. Findings showed that at alpha level of 0.05, a significant correlation existed between intellectual preparedness and educational attainment based on the computed ^2 value. The computed r -value established a high perfect positive correlation between intellectual preparedness and GWA. Both findings led to the rejection of the null hypothesis. This research work established that the general weighted average and the educational attainment of the subjects are directly and highly correlated. The respondents under the Education grouping performed well in the IPDT, particularly the College Graduates and College Level respondents. The above average respondents were found to be the most prepared to take the PNLE among the members of the GWA grouping. Based on their intellectual preparedness scores in the eleven (11) areas of nursing competencies, the 51 respondents were found to have the following intellectual preparedness levels: 3 were Satisfactory Prepared; 35 were Moderately Prepared; 8 were Least Prepared, and 4 were Unprepared. This means that the first two groups, the Satisfactory Prepared and the Moderately Prepared, have the most potential to pass the Philippine Nurse Licensure Examination (PNLE) if it were held at the time of data gathering. The period between the data gathering and the actual licensure examinations, when wisely used to prepare for a successful test taking could make the Least Prepared, or even the Unprepared respondents, pass the PNLE. This extrapolation by the researcher is based on the hypothesis that the IPDT measured the respondent's terminal competencies, where as, licensure examinations measure entry-level competencies where as, licensure examinations measure entry-level competencies. If the IPDT proved to be more difficult than the actual PNLE, the 8 respondents in the Least Prepared group could pass the exam. Following this line of logic and moving further, the researcher believed that 46 out of the 51 could pass the June 2006 examination. The high school GWA and the educational attainment of applicants to the college of nursing, together with the already existing nursing aptitude test (NAT), could be the bases of future admission requirements. Future researchers are invited to do follow up study on the respondents actual performance after the official result of the licensure examination had been announced. The predictive validity of the diagnostic tool could be measured and evaluated for the future use in the Pamantasan ng Lungsod ng Pasig College of Nursing or in the other college of nursing. The results of the IPDT could be seen not merely as a feedback of strengths and weakness for the students but also for the nursing educators. Curriculum (what to teach) and instruction (how to teach) are two areas that need a lot of scrutiny for a new player in nursing education like PLP. Creation of evaluation tools to measure terminal competencies (learning outcomes) at each year level is encouraged by the researcher, if the school wants to produce quality graduates. From this study, interests may be generated among curriculum developers to establish a monitoring system that would check if what is written in the syllabi is actually executed by curriculum developers. |
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| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |