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Salandanan, Meliza H. |
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Inputs to a comprehensive in-house review program vis-à-vis intellective and non-intellective correlates / |
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Meliza H. Salandanan |
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3947946 |
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v, 104 pages |
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Thesis (M.A.) Pamantasan ng Lungsod ng Maynila, 2008;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 |
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ABSTRACT: The study aimed to determine the correlation of intellective and non intellective factors to the performance in the Nursing Licensure Examination (NLE) among 2007 SJDEFI nursing graduates. Intellective factors include scholastic performance in various professional nursing projects, ratings obtained in the pre-board examinations and results obtained in the five test components of the NLE. Non intellective factors cover the various components of test taking preparation utilized by the June 2007 NLE test takers. The findings of the study will serve as inputs in enhancing the Comprehensive In-house Review Program. The study was conducted at SJDEFI College of Nursing. Two hundred forty eight (248) out of three hundred forty one (341) nursing graduates passed the June 2007 NLE. The study included only one hundred four (104) nursing graduates who attended the in-house review, have taken all the pre-board examinations given in various subjects, have passed the June 2007 NLE and were willing to participate in the study. The study employed descriptive correlation to determine relationship among intellective, non intellective factors and NLE performance. The SJDEFI grading system interpretation was utilized to describe the intellective performance of the respondents. A thirty five items was formulated to determine the extent to which the various test taking preparations were utilized by test takers. It includes physical, emotional, mental, spiritual, social, environmental and financial components and utilized a five point Likert scale where 5 means to a high extent and 1 means not all. Weighted mean, frequency, percentage and Pearson r were utilized to treat the data obtained in the study. Variables that revealed moderate to high correlation were utilized as inputs to enhance the comprehensive in-house review program. In terms of scholastic ratings, the highest mean average obtained was in Nursing Research with a grade of 88.7 while the lowest was in NCM 101 with an average grade of 81.2. Respondents performed fairly in seven out of eight professional nursing subjects that include Health Care I and II, NCM 100, NCM 101, 102, 103, 104 and NCM 105. The respondents showed good performance in Nursing Research. In terms of pre-board examination ratings, the obtained mean ranged from 69.1 to 79.5. Data implies that respondents performed poor to fairly in various subjects in pre-board examinations. Respondents performed fairly in the pre-board examinations in CD Nursing. Respondents obtained passing marks in the pre-board examinations in Fundamentals in Nursing, Medical-Surgical, and Nursing Leadership and Management. The respondents failed the pre-board examination in Community, Maternity, Pediatric, Psychiatric, Jurisprudence and Research. In terms of the NLE, the respondents performed fairly in Test I, II and III and obtained passing marks in Test IV and V. Analysis of the relationship among scholastic performance, ratings obtained in pre-board examinations and NLE results all yielded a positive moderate correlation. Results revealed that a positive moderate correlation of 0.67 was obtained between scholastic and pre-board examination ratings, a positive moderate correlation of 0.61 between pre-board examination ratings and NLE results, and a positive moderate correlation of 0.55 between scholastic rating and NLE results. The null hypothesis is rejected. Therefore, there is a significant relationship among scholastic performance, pre-board examination ratings and NLE results. In terms of test taking preparations utilized by the respondents, all of the 7 components of the test taking preparations employed were utilized from an average to high extent. Spiritual preparation obtained the highest mean while physical preparation obtained the lowest mean. Emotional, and Spiritual component of test taking preparations were utilized to a high content while physical, mental, social, environmental and financial components were utilized to a moderate extent. Six out of seven components of test taking preparations when correlated with NLE yielded negligible relationship. Only the emotional component yielded a positive low correlation with NLE. Therefore, students who received emotional support were likely to get higher NLE ratings. On the basis of the above findings, the researcher recommends an analysis of the scholastic ratings of the graduates, revisiting the review schedule in order to allocate more time to subjects where students obtained poor to fair scholastic ratings and structuring a review program suited to students with low, average and high scholastic ratings. The researcher also recommends to look into the factors affecting pre-board examinations performance by strictly monitoring results of the pre-board examinations. The researcher recommends that the school should raise parents' level of awareness on the importance of family involvement to emotionally prepare test takers. The school should orient parents on control measures being employed for low performing students considering pre-board ratings and the students' readiness to take the NLE. Students at risk or those with low board ratings must have to retake the pre-board examinations and should be advised to spend more time preparing for the NLE. Likewise, parents should be advised to set aside ample amount of money to pay for the NLE fee. To enhance the critical thinking skills of the students, the researcher recommends that test items given in various professional nursing subjects should be similar to the board type format so that students will be familiar with the type of questions they will encounter in the board examination. Students should be taught the process of elimination in answering test items and other test taking strategies in order to raise their level of performance in the NLE. The researcher also recommends that a seminar on test construction specifically on the use of board type questions be conducted. Future researchers may conduct studies like comparing the effectiveness of in-house and external review and determining the effectiveness of utilizing reinforcers to board top takers to determine other factors that may influence NLE performance. |
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| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 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 |