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Sotto, Jose Mario F. |
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Correlates of factors influencing student preparedness in taking the nurse licensure examination / |
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Jose Mario F. Sotto |
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3956946 |
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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 requirement for the degree Master of Arts in Nursing |
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ABSTRACT: This study attempted to determine the correlations of factors influencing the preparedness of Far Eastern University - Bachelor of Science in Nursing graduates (batch 2006-2007) in taking the Nurse Licensure Examination (NLE) as basis for developing a set of strategies to enhance students' preparedness. The study sought to identify the cognitive and the affective level of preparedness of the respondents and to test if there is a significant relationship among factors such as: social factors, psychological factors, and emotional factors in influencing students' preparedness as to their cognitive and affective level in taking the nurse licensure examination. The study used the descriptive-survey method of research. It utilized the stratified sampling technique for the selection of the seven hundred eighty (780) BSN graduates of batch 2006-2007 of the Far Eastern University, Institute of Nursing. The final data were fed into computer system, and then treated utilizing the statistical treatments such as: frequency distribution and percentage, weighted mean, Pearson coefficient r correlation, and t-test. The students' pre-board grades were gathered from the in-house review. The researcher computed the frequency and percentage of their scores in the pre-board which were considered as their cognitive level of preparedness. It revealed that there were 14 (2%) of students who were fairly prepared, 144 (18%) were poorly prepared, and 622 (80%) were unprepared. In terms of affective, the results showed that majority was highly confident in passing the nurse board exam this coming June 2007 with hard work as their strong motivation for success in doing it. Only the psychological and emotional factors showed statistically significant relationship between students cognitive level preparedness at different levels. No significant relationship was found between social and cognitive as well as all the indicators under emotional factors, however, under social, the approachable teachers & reviewers, informative & detailed lectures were perceived by the students as highly influential in their level of preparedness. The common psychological indicators which highly influence respondents' level of preparedness showed by the results the: understanding of limitation in time required to take the NLE, undisturbed self-study hours, and ability to identify distracters in the test stem questions. As described by the respondents, it revealed that they were highly influenced by the emotional factors on their preparedness in taking the NLE and based on the ranks: asking help when they need it is very important during preparation, next their awareness of how to manage emotions when they are under pressure, and lastly, confident that they will make a positive approach to whatever problems they encounter until they take the board exam. With the formulated hypothesis tested at 0.05 level of significance data showed that there is no significant relationship between the respondents' cognitive level of preparedness and the social factors, however there is a significant relationship between their cognitive level if preparedness and psychological and emotional factors. And as to the relationship between the respondents' affective level of preparedness and the social, psychological, and emotional factors, the data showed that there is no significant relationship on the respondents' preparedness in taking the NLE. The statistical value resulted from the computed Pearson's r, it revealed the significant relationship between the cognitive and the psychological as well as emotional factors which served as the basis for the development of the preparedness enhancement learning support strategies, as the output of the study. |
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