000 09370nam a2201225Ia 4500
000 07276ntm a2200217 i 4500
001 91210
003 0
005 20250920175035.0
008 241002n 000 0 eng d
010 _z
_z
_o
_a
_b
015 _22
_a
016 _2
_2
_a
_z
020 _e
_e
_a
_b
_z
_c
_q
_x
022 _y
_y
_l
_a2
024 _2
_2
_d
_c
_a
_q
028 _a
_a
_b
029 _a
_a
_b
032 _a
_a
_b
035 _a
_a
_b
_z
_c
_q
037 _n
_n
_c
_a
_b
040 _e
_erda
_a
_d
_b
_c
041 _e
_e
_a
_b
_g
_h
_r
043 _a
_a
_b
045 _b
_b
_a
050 _a
_a
_d
_b2
_c0
051 _c
_c
_a
_b
055 _a
_a
_b
060 _a
_a
_b
070 _a
_a
_b
072 _2
_2
_d
_a
_x
082 _a
_a
_d
_b2
_c
084 _2
_2
_a
086 _2
_2
_a
090 _a
_a
_m
_b
_q
092 _f
_f
_a
_b
096 _a
_a
_b
097 _a
_a
_b
100 _e
_e
_aSalandanan, Meliza H.
_d
_b4
_u
_c0
_q16
110 _e
_e
_a
_d
_b
_n
_c
_k
111 _a
_a
_d
_b
_n
_c
130 _s
_s
_a
_p
_f
_l
_k
210 _a
_a
_b
222 _a
_a
_b
240 _s
_s
_a
_m
_g
_n
_f
_l
_o
_p
_k
245 0 _a
_aInputs to a comprehensive in-house review program vis-à-vis intellective and non-intellective correlates /
_d
_b
_n
_cMeliza H. Salandanan
_h6
_p
246 _a
_a
_b
_n
_i
_f6
_p
249 _i
_i
_a
250 _6
_6
_a
_b
260 _e
_e
_a
_b
_f
_c
_g
264 _3
_3
_a
_d
_b
_c3947946
300 _e
_e
_c
_av, 104 pages
_b
310 _a
_a
_b
321 _a
_a
_b
336 _b
_atext
_2rdacontent
337 _3
_30
_b
_aunmediated
_2rdamedia
338 _3
_30
_b
_avolume
_2rdacarrier
340 _2
_20
_g
_n
344 _2
_2
_a0
_b
347 _2
_2
_a0
362 _a
_a
_b
385 _m
_m
_a2
410 _t
_t
_b
_a
_v
440 _p
_p
_a
_x
_v
490 _a
_a
_x
_v
500 _a
_aThesis (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 requirements for the degree of Master of Arts in Nursing
_d
_b
_c56
504 _a
_a
_x
505 _a
_a
_b
_t
_g
_r
506 _a
_a5
510 _a
_a
_x
520 _b
_b
_c
_aABSTRACT: The study aimed to determine the correlation of intellective and non intellective factors to the performance in the Nursing Licensure Examination (NLE) among 2007 SJDEFI nursing graduates. Intellective factors include scholastic performance in various professional nursing projects, ratings obtained in the pre-board examinations and results obtained in the five test components of the NLE. Non intellective factors cover the various components of test taking preparation utilized by the June 2007 NLE test takers. The findings of the study will serve as inputs in enhancing the Comprehensive In-house Review Program. The study was conducted at SJDEFI College of Nursing. Two hundred forty eight (248) out of three hundred forty one (341) nursing graduates passed the June 2007 NLE. The study included only one hundred four (104) nursing graduates who attended the in-house review, have taken all the pre-board examinations given in various subjects, have passed the June 2007 NLE and were willing to participate in the study. The study employed descriptive correlation to determine relationship among intellective, non intellective factors and NLE performance. The SJDEFI grading system interpretation was utilized to describe the intellective performance of the respondents. A thirty five items was formulated to determine the extent to which the various test taking preparations were utilized by test takers. It includes physical, emotional, mental, spiritual, social, environmental and financial components and utilized a five point Likert scale where 5 means to a high extent and 1 means not all. Weighted mean, frequency, percentage and Pearson r were utilized to treat the data obtained in the study. Variables that revealed moderate to high correlation were utilized as inputs to enhance the comprehensive in-house review program. In terms of scholastic ratings, the highest mean average obtained was in Nursing Research with a grade of 88.7 while the lowest was in NCM 101 with an average grade of 81.2. Respondents performed fairly in seven out of eight professional nursing subjects that include Health Care I and II, NCM 100, NCM 101, 102, 103, 104 and NCM 105. The respondents showed good performance in Nursing Research. In terms of pre-board examination ratings, the obtained mean ranged from 69.1 to 79.5. Data implies that respondents performed poor to fairly in various subjects in pre-board examinations. Respondents performed fairly in the pre-board examinations in CD Nursing. Respondents obtained passing marks in the pre-board examinations in Fundamentals in Nursing, Medical-Surgical, and Nursing Leadership and Management. The respondents failed the pre-board examination in Community, Maternity, Pediatric, Psychiatric, Jurisprudence and Research. In terms of the NLE, the respondents performed fairly in Test I, II and III and obtained passing marks in Test IV and V. Analysis of the relationship among scholastic performance, ratings obtained in pre-board examinations and NLE results all yielded a positive moderate correlation. Results revealed that a positive moderate correlation of 0.67 was obtained between scholastic and pre-board examination ratings, a positive moderate correlation of 0.61 between pre-board examination ratings and NLE results, and a positive moderate correlation of 0.55 between scholastic rating and NLE results. The null hypothesis is rejected. Therefore, there is a significant relationship among scholastic performance, pre-board examination ratings and NLE results. In terms of test taking preparations utilized by the respondents, all of the 7 components of the test taking preparations employed were utilized from an average to high extent. Spiritual preparation obtained the highest mean while physical preparation obtained the lowest mean. Emotional, and Spiritual component of test taking preparations were utilized to a high content while physical, mental, social, environmental and financial components were utilized to a moderate extent. Six out of seven components of test taking preparations when correlated with NLE yielded negligible relationship. Only the emotional component yielded a positive low correlation with NLE. Therefore, students who received emotional support were likely to get higher NLE ratings. On the basis of the above findings, the researcher recommends an analysis of the scholastic ratings of the graduates, revisiting the review schedule in order to allocate more time to subjects where students obtained poor to fair scholastic ratings and structuring a review program suited to students with low, average and high scholastic ratings. The researcher also recommends to look into the factors affecting pre-board examinations performance by strictly monitoring results of the pre-board examinations. The researcher recommends that the school should raise parents' level of awareness on the importance of family involvement to emotionally prepare test takers. The school should orient parents on control measures being employed for low performing students considering pre-board ratings and the students' readiness to take the NLE. Students at risk or those with low board ratings must have to retake the pre-board examinations and should be advised to spend more time preparing for the NLE. Likewise, parents should be advised to set aside ample amount of money to pay for the NLE fee. To enhance the critical thinking skills of the students, the researcher recommends that test items given in various professional nursing subjects should be similar to the board type format so that students will be familiar with the type of questions they will encounter in the board examination. Students should be taught the process of elimination in answering test items and other test taking strategies in order to raise their level of performance in the NLE. The researcher also recommends that a seminar on test construction specifically on the use of board type questions be conducted. Future researchers may conduct studies like comparing the effectiveness of in-house and external review and determining the effectiveness of utilizing reinforcers to board top takers to determine other factors that may influence NLE performance.
_u
521 _a
_a
_b
533 _e
_e
_a
_d
_b
_n
_c
540 _c
_c
_a5
542 _g
_g
_f
546 _a
_a
_b
583 _5
_5
_k
_c
_a
_b
590 _a
_a
_b
600 _b
_b
_v
_t
_c2
_q
_a
_x0
_z
_d
_y
610 _b
_b
_v
_t2
_x
_a
_k0
_p
_z
_d6
_y
611 _a
_a
_d
_n2
_c0
_v
630 _x
_x
_a
_d
_p20
_v
648 _2
_2
_a
650 _x
_x
_a
_d
_b
_z
_y20
_v
651 _x
_x
_a
_y20
_v
_z
655 _0
_0
_a
_y2
_z
700 _i
_i
_t
_c
_b
_s1
_q
_f
_k40
_p
_d
_e
_a
_l
_n6
710 _b
_b
_t
_c
_e
_f
_k40
_p
_d5
_l
_n6
_a
711 _a
_a
_d
_b
_n
_t
_c
730 _s
_s
_a
_d
_n
_p
_f
_l
_k
740 _e
_e
_a
_d
_b
_n
_c6
753 _c
_c
_a
767 _t
_t
_w
770 _t
_t
_w
_x
773 _a
_a
_d
_g
_m
_t
_b
_v
_i
_p
775 _t
_t
_w
_x
776 _s
_s
_a
_d
_b
_z
_i
_t
_x
_h
_c
_w
780 _x
_x
_a
_g
_t
_w
785 _t
_t
_w
_a
_x
787 _x
_x
_d
_g
_i
_t
_w
800 _a
_a
_d
_l
_f
_t0
_q
_v
810 _a
_a
_b
_f
_t
_q
_v
830 _x
_x
_a
_p
_n
_l0
_v
942 _a
_alcc
_cBK
999 _c30549
_d30549