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Perceived territorial intrusions and levels of anxiety among nursing students during their related learning experience : |
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its implications to nursing / |
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Melanie Matias Arnaldo |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, Intramuros, Manila, 2000.;A thesis presented to the faculty of Graduate School of Arts, Sciences, Education, and Nursing, Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree of Master of Arts in Nursing. |
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ABSTRACT. Statement of the Purpose: The main purpose of the study was to help the nursing students minimize their level of anxiety during their related learning experience in the hospital and in the community. The study in particular sought to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 sex 1.2 religion 1.3 geographical origin 1.4 ordinal position in the family 2. To what extent do the territorial space and personal space intrusions cause anxiety when respondents are grouped into: 2.1 sex 2.2 religion 2.3 geographical origin 2.4 ordinal position in the family 3. Is there a significant difference in the levels of anxiety caused by territorial and personal space intrusions among nursing students during their related learning experience in the hospital and in the community when they are grouped according to: 3.1 sex 3.2 religion 3.3 geographical origin 3.4 ordinal position in the family 4. What are the implications of these results to nursing? Procedure: This study made use of the descriptive method of research involving a total of 104 nursing students currently enrolled (SY 2000-2001) at the Institute of Nursing of Far Eastern University (FEU). Thirty-eight (38) of the students were from Class 2001 and sixty six (66) of the students were from Class 2002. The study was conducted at the Institute of Nursing of FEU. The instrument utilized in the study was a survey questionnaire, which was divided into three parts. Part 1 focused on the profile of the respondents. Part 2 and Part 3 were adaptation of Sta. Maria's instrument on the same topic (Sta. Maria, 1982). The situations were changed/or modified according to situations met by the nursing students during their Related Learning Experience. Part 2 consisted of a questionnaire on Territorial space intrusions consisting of twenty-three (23) situations that measured the perception of space intrusions that are territorial to nursing student-respondents. Part 3 was a questionnaire on personal space intrusions. This was a twenty-one (21) item questionnaire on territorial space intrusion, which was developed to determine the magnitude of perception of space intrusions considered personal to the nursing student-respondents. Findings: The following findings were from the responses of the respondents when their territorial and personal spaces were intruded. 1. The respondents' profile 1.1 In terms of sex. The respondents were predominantly female with 80.8% (84) compared to male, which were only 19.2% (20). 1.2 Religion. Majority of the respondents belonged to Roman Catholic, 83.7% (87). 1.3 Geographical Origin. The respondents were well distributed: 51.9% (54) came from urban areas while 48.1% (50) came from rural areas. There is a slight difference of 1.9% between respondents coming from urban and rural areas. 1.4 Birth Order. Majority of the 104 nursing students is the eldest in the family, 40.4% (42). 2. Extent of anxiety as caused by territorial and personal space intrusions 2.1 Both male and female nursing students were perceptually having agreeable level of anxiety to territorial space intrusions. 2.2 Female nursing students were perceptually having indifferent level of anxiety to personal space intrusions. 2.3 Male nursing students were perceptually having pleased level of anxiety to personal space intrusions. 2.4 Respondents who belonged to Mormon and cult And Dating Daan perceived the highest anxiety level among all different kinds of religions. They were perceptually having indifferent level of anxiety to both territorial and personal space intrusions. 2.5 Nursing students coming from rural areas were perceptually having indifferent level of anxiety to both territorial space and personal space intrusions while those coming from urban areas were perceptually having agreeable level of anxiety to both territorial and personal space intrusions. 2.6 The fifth child was perceptually having indifferent level of anxiety to territorial space intrusions while the rest have agreeable level of anxiety. 2.7 The seventh child was perceptually having annoyed level of anxiety to personal space intrusions. While the eldest, the second, third, and fourth child have indifferent levels. 3. Significant differences in the levels of anxiety caused by territorial and personal space intrusions. 3.1 There is a significant difference in the levels of anxiety caused by territorial space intrusions among nursing students during their Related Learning Experience in the hospital and community when they were grouped according to sex and geographical origin. 3.2 There is no significant difference in the levels of anxiety caused by territorial space intrusions among nursing students during their Related Learning Experience in the hospital and in the community when they are grouped according to religion and birth order in the family. 3.3 There is a significant difference in the levels of anxiety caused by personal space intrusions among nursing students during their Related Learning Experience in the hospital and community when they were grouped according to geographical origin and birth order. 3.4 There is no significant difference in the levels of anxiety caused by personal space intrusions among nursing students during their related learning experience in the hospital and in the community when they were grouped according to sex and religion. 4. The implication of these results to nursing 4.1 There is a need to re-examine the boundaries set, the territoriality or space that could be intruded which can lead to anxiety among nursing students while rendering nursing care and interventions. 4.2 The empirical results would bring forth re-statement of curriculum offering, including the content and subject area as presented in syllabi, course outline, learning tasks, programmed learning materials, teaching strategies, and specific learning experiences. The factors of sex, geographical origin, and birth order must be considered in these undertakings of reexamination/reevaluation. Conclusions: The following conclusions were drawn from the results of the investigations: 1. There is a significant difference in the levels of anxiety caused by territorial space intrusions among nursing students during their Related Learning Experience in the hospital and in the community when they are grouped according to sex and geographical origin. 2. There is no significant difference in the levels of anxiety caused by territorial space intrusions among nursing students during their Related Learning Experience in the hospital and in the community when they are grouped according to religion and birth order in the family. 3. There is a significant difference in the levels of anxiety caused by personal space intrusions among nursing students during their RLE in the hospital and in the community when they are grouped according to geographical origin and birth order. 4. There is no significant difference in the levels of anxiety caused by personal space intrusions among nursing students during their Related Learning Experience in the hospital and in the community when they are grouped according to sex and religion. 5. Both male and female nursing students were perceptually having agreeable level of anxiety to territorial space intrusions. 6. Female nursing students were perceptually having indifferent level of anxiety to personal space intrusions. 7. Male nursing students were perceptually having pleased level of anxiety to personal space intrusions. 8. Respondents who belonged to Mormon and Cult (Ang Dating Daan) perceived the highest anxiety level among all the different kinds of religion. They were perceptually having indifferent level of anxiety to both territorial and personal space intrusions. 9. Nursing students coming from rural areas were perceptually having indifferent level of anxiety to both territorial space and personal space intrusions while those coming from urban areas were perceptually having agreeable level of anxiety to both territorial and personal space intrusions. 10. The fifth child was perceptually having indifferent level of anxiety to territorial space intrusions while the rest have agreeable level of anxiety. 11. The seventh child was perceptually having annoyed level of anxiety to personal space intrusions. |
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while the eldest, the second, the third, the fourth, the sixth, and the only child have indifferent level of anxiety and the fifth, and the youngest have agreeable level of anxiety to personal space intrusions. 12. The over-all extent of territorial space and personal space intrusions causing anxiety as shown in the mean scores of 104 nursing students were perceptually having agreeable level of anxiety to territorial space intrusions while they were having indifferent level of anxiety to personal space intrusions. 13. The highest source of anxiety as evidenced in the mean scores of the 104 nursing students for territorial id when the patient's relative calls him/her yaya. While for personal space intrusions, it is while administering IM injection, the patient of the opposite sex is staring at his/her chest. 14. The highest source of anxiety as revealed by the present study dealt more on the nursing student's failure in establishing their identity as a caregiver when they go to the hospital and in the community for their RLE. Recommendations: Based from the findings and conclusions derived from the study, the following recommendations are given: 1. Nursing Education 1.1 The empirical findings and conclusions of the study will be presented to one of the Curriculum Committee Meetings of FEU-RN. Inclusion of the concept of Territoriality in the AHSE curriculum particularly in the Concept of Man and in the Nursing Care Management 103 of the BSN Curriculum will be recommended to the body. 1.2 The study will be presente |
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| Form subheading |
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| 740 ## - ADDED ENTRY--UNCONTROLLED RELATED/ANALYTICAL TITLE |
|---|
| -- |
|
| -- |
|
| Uncontrolled related/analytical title |
|
| -- |
|
| -- |
|
| Number of part/section of a work |
|
| -- |
6 |
| 753 ## - SYSTEM DETAILS ACCESS TO COMPUTER FILES |
|---|
| Operating system |
|
| -- |
|
| Make and model of machine |
|
| 767 ## - TRANSLATION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| 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 |