Intellectual and emotional preparedness of the senior students in the nurse licensure examination / Benjamin T. Tablizo, Jr. 6

Thesis (M.A.) Pamantasan ng Lungsod ng Maynila, 2007;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 56

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ABSTRACT: The purpose of this study was to assess the intellectual and emotional preparedness of the PLM senior nursing students in taking the licensure examination. The intellectual preparedness was gauged with the adapted diagnostic tool devised for the last year (2005) action research of the PLM-College of Nursing. Intellectual preparedness was composed of the following core subjects. Medical-Surgical Nursing, Maternal and Child Nursing, Fundamentals of Nursing, Psychiatric Nursing, Community Health Nursing. It also tried to determine the topics in each of the subjects that can be considered as their strength and weakness. Intellectual performance in each of the core subjects in terms of the different areas of Bloom's Taxonomy was verified. The respective areas are the following: Knowledge, Comprehension, Application, Analysis, Synthesis/Evaluation. The emotional preparedness had utilized an adapted twenty (20) item scaled labeled, the Text Anxiety Inventory devised by Dr. Charles Spielberger. The Anxiety Inventory Tool was composed of sub-areas, Worriedness and Emotionality. Furthermore, the relationship between intellectual and emotional preparedness of the senior students in taking the nurse licensure examination was also measured. This study has used the descriptive-correlation research design. The respondents of the study were the senior nursing student of the Pamantasan ng Lungsod ng Maynila batch 2007. The researcher did facilitate a purposive sampling method. The study was limited to ninety-three (93) senior nursing students due to the off campus activity and limited time for the study. This study was carried out through a paper and pencil test. Moreover, data was treated statistically with weighted mean and Pearson r correlation. The overall intellectual performance of the respondents as described by the average mean score was at fail level. Fundamentals of Nursing got the highest mean score was at fail level. Fundamentals of Nursing got the highest mean score and Psychiatric Nursing got the lowest mean. In the different areas Bloom's Taxonomy, knowledge level had the highest result while analysis and synthesis had the lowest. The emotional preparedness was noted at mild level. No significant relationship between the intellectual and emotional preparedness of the senior nursing students in taking the licensure examination was noted. The researcher has the following recommendations, for the Nursing Students, practice tests with the different areas of Bloom's Taxonomy is required to enhance their test taking skills, and proficiency in dealing with the higher order of questions. For the Nursing Professors, it is highly suggested that tests questions must be designed in relation to the level of learning objective that the student must be able to achieve. For the Clinical Instructors, congruence between lecture syllabus and the clinical focus must be strengthened. For the CN Administrators, it is suggested to conduct an assessment on other factors like, entrance examination and battery examination results in the assessment of the intellectual preparedness.

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