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Integration of spiritual aspect of care in the PLM nursing curriculum / |
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prepared by Walter B. Burog. |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, Intramuros, Manila, 1998.;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 concern of this study was to investigate the perception of students and faculty on the integration of spiritual aspect of care in the nursing curriculum of PLM-College of Nursing. Specifically, this study sought to answer the following questions: 1. What is the demographic profile of the faculty and students with regard to: 1.1 age 1.2 sex 1.3 religious orientation 1.4 year level/years of teaching experience 2. What are the views of the respondents on spirituality in terms of following: 2.1 feeling confident that life is meaningful 2.2 having a commitment to actualization of positive potentials in life 2.3 feeling a sense of unity with other living things 2.4 believing that contact with a transcendent dimension or Being is beneficial 3. What are the perceptions of the respondents on the integration of spiritual aspect of care in nursing curriculum as to: 3.1 nursing subject where spiritual aspect of care is/should be integrated 3.2 methodologies/approaches to be used in integrating spiritual aspect of care 3.3 instruments/tools to be used in evaluating spiritual aspect of care integration 4. How do the demographic profile of the respondents relate to their perception on spirituality? 5. What values should be infused in the course syllabus to reflect the integration of spiritual aspect of care in the curriculum? Procedure This study was concerned with investigating of the perceptions of students and faculty on the integration of spiritual aspect of care in the nursing curriculum of the PLM-College of Nursing. This study made used of descriptive method and the 227 student respondents form all year level enrolled at the second semester of the SY 1997-1998 and fourteen (14) full-time faculty members in the selection of the 241 respondents. The instrument used in this study included checklist-questionnaire supplemented with interviews and documentary analyses. To determine the perception of the respondents on spirituality in terms of feeling confident that life is meaningful, having a commitment to actualization of positive potentials in life, feeling a sense of unity with other living things, and believing that contact with a transcendent dimension or Being is beneficial, a checklist-statement was formulated using a five-point numerical scale of assessment. The qualitative interpretation of the numerical scale established are as follows: Weight Range of Weight Interpretation 5 4.20-5.00 very high level of spirituality 4 3.40-4.19 high level of spirituality 3 2.60-3.39 average level of spirituality 2 1.80-2.59 low level of spirituality 1 1.00-1.79 very low level of spirituality To determine the perception of the respondents on the integration of spiritual aspect of care in the nursing curriculum as to the nursing subject where it is/should be integrated, methodologies/approaches to be used in integrating spiritual aspect of care, instruments/tools to be used in evaluating aspect of care integration and values to be infused in the course of syllabus, a checklist questionnaire was formulated using a five point numerical scale of assessment. For the purpose of interpreting the respondents perception, the following qualitative scale was used: Weight Range of Weight Interpretation 5 4.20-5.00 exceptionally accepted 4 3.40-4.19 highly accepted 3 2.60-3.39 moderately accepted 2 1.80-2.59 least accepted 1 1.00-1.79 rejected To determine how the demographic profile of the respondents relate to their perception on spirituality, each variable was tested using the chi-square test with Yate's correction factor with the following conditions applied: If computed value (CV) is greater than the tabulated value (TV), there is a significant relationship between the variables. If computed value (CV) is less than the tabulated value (TV), there is no significant relationship between the variables. Findings The following findings were based on the perception of the respondents on the integration of spiritual aspect of care in the PLM-Nursing curriculum. 1.1 Faculty 1.1.a. Sex Majority of the faculty respondents were female (71.43%) while only 28.57 were male. 1.1.b. Age Many of them were young, with ages ranging from below 29 years old. Fourteen and 29/100 percent (14.29%) belonged to the 30-34 and 40-. Above age bracket, respectively, while seven and 14/100 percent (7.14%) were 35-39 years of age. 1.1.c. Religious Orientation A number (78.57%) have a Catholic religious orientation while 21.43 were Protestant. 1.1.d. Years of Teaching Experience Fifty percent (50%) of them have a 3-4 years of teaching experience while 35.71% have a 1-2 years of teaching practice. About 14.29% have been with profession for seven years or more. 1.2 Students 1.2.a. Sex It is of interest to mention that majority of the student respondents (75.77%) were female while twenty four and 23/100 percent (24.23) were male. 1.2.b. Age A number (38.77%) of them belonged to 18-19 years age bracket. Thirty four and 80/100 percent (34.80%) were in the age bracket of 20-21 years while twenty four and 63/100 percent (24.67%) were within the age range of 16-17. Only one and 76/100 percent were 22 years and older. 1.2.c. Religious Orientation With regard to their religious orientation, seventy seven and 54/100 percent (77.54%) were Catholic. Ten and 57/100 percent were Protestant and Born-again Christian, respectively while only one and 32/100 percent (1.32%) were Jehovah's Witness. 1.2.d Year Level Data on year level revealed that twenty-nine and 96/100 percent (29.96%) were fourth year. Twenty-eight and 19/100 percent (28.19%) belonged to the sophomore level while twenty-five and 11/100 percent (25.11%) belonged to the freshmen level. Only sixteen and 74/100 percent (16.74%) were on their third year level. 2. The respondents have a very high level of spirituality as evidenced by the result/rating given in terms of the following: 2.1 feeling confident that life is meaningful (WX=4.73; 4:66) 2.2 having a commitment to actualization of positive potentials in life (WX= 4.71; 4.56) 2.3 feeling a sense of unity with other living things (WX=4.45; 4.43) 2.4 believing that contact with a transcendent dimension or Being is beneficial (WX=4.53; 4.64) 3.a. Nursing Subject were spiritual aspect of care is/should be integrated Among the respondents, they exceptionally accepted introduction to Nursing to be the nursing subject where spiritual aspect of care is/should be integrated with a weighted mean values of 4.57 and 4.33. 3.b. Methodologies/approaches to be used in integrating Spiritual aspect of care. Of the nineteen methodologies/approaches enumerated, seminar-workshop, reaction sheets, action learning and group discussion were exceptionally accepted by the faculty respondents with a weighted mean value of 4.29, 4.29, 4.21 and 4.21, respectively. Among the student respondents, lecture-information giving, seminar-workshop and group discussion were exceptionally accepted with a weighted mean value of 4.30, 4.29 and 4.39, respectively. Completion sentence and rank order were among those rejected by the faculty respondents with a weighted mean value of 1.79 and 1.71, respectively. Only seminar workshop and group discussion were exceptionally accepted by both respondents. 3.c. Instruments to be used in evaluating spiritual aspect of care integration Both respondents believed that simulation and real-life situation was the most appropriate instrument to be used in evaluating spiritual aspect of care integration with weighted mean value of 4.50 and 4.58 while self-report was exceptionally accepted among the student respondents only with a weighted mean value of 4.37. 4. There was no significant relationship between the age, sex, religious orientation and year level/years of teaching experience of the respondents and their perception on spirituality as revealed by the chi-square value. 5. |
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The values exceptionally accepted that should be infused in the course syllabus to reflect the integration of spiritual aspect of care as perceived by the respondents were the following faith, service to help others, respect for others, concern for others, self-discipline, goodness, self-conduct and gentleness with weighted mean value ranging from 4.22 to 5.00. Other values which were also exceptionally accepted by the student respondents included sharing, hope, self- preservation, peace, love, commitment, intellectual honesty and joy with weighted mean ranging from 4.25 to 4.35 while among the faculty respondents, kindness was also exceptionally accepted with a mean of 4.57. Conclusions On the basis of the findings of the study, the following conclusions were drawn: 1. There is no significant relationship between the respondents' demographic profile and their perceptions on spirituality. 2. Religious denomination is not a deterrent factor in the integration of spiritual aspect of care in the PLM Nursing curriculum. 3. Majority of the respondents' factor were female. Most of the faculty respondents were young adults who belonged to the below 29 years bracket. As for the student respondents, a number belong to 18-19 years age bracket. 4. Catholic religious orientation was predominant among the respondents. One-half of the faculty respondents have 3-4 years of teaching experience while many of the student respondents belonged to the fourth year level. 5. Introduction to Nursing is the foremost choice subject where spiritual aspect of care is to be integrated in the curriculum. 6. Concepts about spirituality should be discussed in classroom to ensure meaningful and relevant instruction/integr |
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| Title of a work |
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| Location of meeting |
|
| 730 ## - ADDED ENTRY--UNIFORM TITLE |
|---|
| Version |
|
| -- |
|
| Uniform title |
|
| Date of treaty signing |
|
| Number of part/section of a work |
|
| Name of part/section of a work |
|
| Date of a work |
|
| Language of a work |
|
| Form subheading |
|
| 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 |