Evaluation of the learning experience of nursing students in anatomy and physiology under non-nursing professors / 6
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prepared and submitted by Joseph A. Bathan, Rolando V. Canlas Jr., Jan Christopher V. Lamban, Arnie-Cristine C. Ocampo, Anna Camille L. Posada, Joanne E. Tolentino, Crisa Karen G. Undazan and Laurice F. Vergabera
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Thesis (Undergraduate) --Pamantasan ng Lungsod ng Maynila, Intramuros, Manila, 2006.;In partial fulfillment of the requirements for the degree of Bachelor of Science in Nursing.
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ABSTRACT: The purpose of this study was to evaluate the learning experience of third year nursing students in Anatomy and Physiology under non-Nursing professors. The learning experience and learning capability were evaluated through self-made questionnaires for this action research. The student survey form, was applied to evaluate the learning experience of the nursing students in terms of the components of a meaningful, engaged learning. Part one of the students questionnaire includes the academic profile which contains their names and their grades in the following subjects: Anatomy and Physiology, Community Health Nursing II, Basic Concepts in Nursing B, Pathophysiology, Maternal and Child Nursing I, and Microbiology. Part two includes the guidelines, indicating instructions for use. Following the guidelines are the 48 statements. The instructor survey form was employed to evaluate the learning capability of the nursing students in terms of the domains of learning. The first part includes the guidelines, stating the instructions for use. After which follows the twenty five statements. The relationships tested in this study included the relationship between the grade in Anatomy and Physiology and cumulative grade in nursing subjects of the nursing students; the relationship between the nursing students evaluation of learning experience and their grades in Anatomy and Physiology; and the relationship between the nursing students evaluation of learning experience and their cumulative grades in nursing subjects. This study used the descriptive-correlation research design. The respondents of the study were third year nursing students of batch 2009 and the nursing faculty. The total number of students that served sample was 168 while there were 9 for the faculty. The following conclusions were derived from the study: The grade in Anatomy and Physiology of most of the respondents were very good while the least number of respondents got a passing grade. In terms of their cumulative grades in nursing subjects, most of the respondents have a good grade and the least number of the respondents have acquired satisfactory grades. The student-faculty and student-student relationship categories are both effective for the theoretical and laboratory classes. Time utilization category is slightly effective for theoretical class and moderately effective for both theoretical and laboratory class. In the theoretical class, self study is the most used measure of coping as well as in laboratory class. On the other hand, extension of class hours is the least used measure of coping for both classes. Interest and autonomy are moderately effective for both classes. Interest and autonomy are moderately effective for both classes. Perceived benefits category is effective for both classes. Connections and context are moderately effective in theoretical class while effective in laboratory class. The environment component of both classes was effective. The experience component of both classes was moderately effective. Motivation component was effective for both classes. Meaning component was moderately effective in theoretical class and was effective in laboratory class. There is a significant relationship between the grades in Anatomy and Physiology and the cumulative grades in nursing subjects. There is a significant relationship between students evaluation of learning experience and their grades in Anatomy and Physiology. There is a significant relationship between students evaluation of learning experience and their cumulative grades in nursing subjects. The evaluation of the learning capability in Anatomy and Physiology in terms of cognitive, effective, and psychomotor domains was moderately effective as utilized in nursing subjects. The overall learning experience for theoretical class was moderately effective and effective for laboratory class. The overall learning capability of the nursing students was moderately effective. The researchers have the following recommendations: For the University Administration, the researchers recommend that an evaluation be made with regards to the effectiveness of the Vertical Articulation policy. For the College of Science (CS), the researchers recommend to conduct an assessment of the effectiveness of the teachers handling Anatomy and Physiology classes, not only in the College of Nursing (CN) but in other colleges as well. For the College Dean and Academic Coordinator of the College of Nursing, to ensure that the lessons in Anatomy and Physiology cover all the topics specified in the prescribed syllabus as well as to ensure that the proper phasing of the lessons is observed within the time frame allotted. For the CS faculty, the researchers suggest that they should facilitate a more interesting and informative classroom discussion through utilization of different teaching strategies such as hands-outs, audio visual presentations, cooperative learning, and peer teaching to motivate students and increase their interest. To improve time utilization, the researchers recommend to the professors the proper allocation of the specific number of hours for each topic or to have a calendar grid especially in the theoretical class.