Ma. Elizabeth n. Daos

8/22/2019 Ma. Elizabeth n. Daos

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UPHSD-LP BSN GRADUATES ATTRIBUTES AND CURRICULAREVALUATION TOWARD FRAMEWORK DEVELOPMENT

A ThesisPresented to

The Faculty of Graduate School of EducationUniversity of Perpetual Help

Las Pias City

In Partial Fulfillmentof the Requirements for the Degree

Master of Arts in NursingMajor in Nursing Administration

MA. ELIZABETH N. DAOS

October 2012


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APPROVAL SHEET

This thesis entitled, UPHSD-LP BSN GRADUATESATTRIBUTES AND CURRICULAR EVALUATION TOWARDFRAMEWORK DEVELOPMENT prepared and submitted by MA.ELIZABETH N. DAOS in partial fulfillment of the requirements for thedegree ofMaster of Arts in Nursing Major in Nursing Administration,has been examined and recommended for acceptance and approval fororal examination.

HAZEL N. VILLAGRACIA, MAN, EdDAdviser

ORAL EXAMINATION COMMITTEE

Approved by the Oral Examination Committee with a grade of_________.

FRANCISCO B. SOSA, JR., MAN ATTY. IRINEO F. MARTINEZ, JR., PhDMember Member

YOLANDA T. CANARIA, PhDChairman

Accepted and approved in partial fulfillment of the requirementsfor the degree of Master of Arts in Nursing Major in Nursing

Administration.

ATTY. IRINEO F. MARTINEZ, JR., PhDDean, Graduate School


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ACKNOWLEDGEMENT

The researcher would like to thank the following persons who

helped in the completion of her thesis:

DR. YOLANDA T. CANARIA, Chairman of the Panel of

Examinees, for assisting the researcher by providing invaluable

materials for her study.

DR. HAZEL N. VILLAGRACIA, her thesis adviser, for the gems of

guidance.

ATTY. IRINEO F. MARTINEZ, JR., Dean of the University of

Perpetual Help System DALTA (UPHSD) Graduate School and MR.

FRANCISCO B. SOSA, JR., members of the Panel of Examinees, for

providing important recommendations that have enriched the current

work.

DR. ALBERTO P. MENDOZA, DR. IMELDA O. JAVIER, and DR.

FLORENCIA C. MARFIL, for validating the research instrument.

MS. CARMEL A. VILLEGAS, Dean of Southville International

School and Colleges (SISC) Nursing and MR. RENE E. ALIGONERO of


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the alumni office of SISC, for providing the researcher data necessary for

the pilot testing of the study.

DR. JESUS B. GOLLAYAN, for lending his expertise in dealing

with the statistical requirements of this current work.

MS. EDNA LIQUE from the UPHSD-LP College of Nursing and

DR. ALBERT S. ALDAY, UPHSD University Registrar, for providing

initial data with regard to the respondents of this study.

MS. JASMIN L. VITA, UPHSD Graduate School Secretary, for

the selfless assistance extended throughout the research period.

The researchers family, especially her son, AIDAN, her mother

NORA, herTITA SHELLANE, and TITO SONNY, as well as the rest of

her family, for being an inspiration to finish her thesis.

Lastly, to ourDEAR LORD and GOD, for answering her prayers

for guidance to enable her to finish her thesis.


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ABSTRACT

Name of Institution: University of Perpetual Help System DALTA

Address: Pamplona, Las Pias City

Title: UPHSD-LP BSN Graduates Attributes and

Curricular Evaluation toward Framework

Development

Author: Ma. Elizabeth N. Daos

Degree: Master of Arts in Nursing

Major: Nursing Administration

Date of Completion: October 2012

STATEMENT OF THE PROBLEM:

The study answered the following questions:

1. What are the UPHSD-LP BSN Graduates Attributes in terms of:

1.1. Personal

1.1.1. Age;

1.1.2. Gender;

1.1.3. Civil Status;


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1.2. PNLE Rating;

1.3. Employability;

1.3.1. Number of Graduates Employed;

1.3.2. Position in Current Employment;

1.3.3. Time Spent to Get First Employment after

Graduation; and

1.3.4. Predominant Activities in the Present Job?

2. What is the assessment of respondents in relation to identified

aspects of the UPHSD-LP BSN Curriculum:

2.1. Related Learning Experience (RLE);

2.2. Major Subjects;

2.3. Study Provisions and Conditions Experienced in College; and

2.4. Application of the Course after Graduation?

3. Is there a significant difference in the assessment of respondents

in relation to identified aspects of the UPHSD-LP BSN Curriculum when

grouped according to profile variables?

3.1. Personal Attributes vs. Curricular Evaluation

3.1.1. Age vs. Curricular Evaluation

3.1.2. Gender vs. Curricular Evaluation

3.1.3. Civil Status vs. Curricular Evaluation

3.2. PNLE Rating vs. Curricular Evaluation


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3.3. Employability vs. Curricular Evaluation

3.3.1. Number of Graduates Employed vs. Curricular

Evaluation

3.3.2. Position in Current Employment vs. Curricular

Evaluation


Graduation vs. Curricular Evaluation

4. What framework can be developed based on the findings of the

study?

METHODOLOGY

This study used the Quantitative Descriptive Survey Method of

research. The subjects of the study were UPHSD-LP BSN graduates

from Academic Years 1999-2009. There were 100 respondents in this

study. They answered a self-made type of survey questionnaire. Part I

of the questionnaire covered the UPHSD-LP BSN graduates attributes

which include Part I.A. Personal (age, gender, and civil status); Part I.B.

PNLE rating; and Part I.C. Employability. Part II comprised the curricular

evaluation of the respondents. Adequacy of their responses was


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measured by a 5-point Rating Scale: 5 Very Adequate, 4 Adequate,

3 Fairly Adequate, 2 Minimally Adequate, and 1 Inadequate.

Frequency, Percentage, Mean and Rank distributions, t-test, and

ANOVA were used for the statistical tests.

In the course of the study, the hypothesis was examined as to

whether there was no significant difference in the assessment of

respondents in relation to identified aspects of the UPHSD-LP BSN

Curriculum when grouped according to profile variables.

SUMMARY OF FINDINGS

The following findings were presented in this section:

1. The UPHSD-LP BSN Attributes in terms of:

1.1. Personal

1.1.1. Age;

In age profile, Out of the 100 respondents, majority

were in the 20-29 age bracket, which had 81 or 81% of the

respondents, and the least had 1 or 1% of the respondents

in the 40-49 age group.


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1.1.2. Gender;

Out of the 100 respondents, majority of them are

female. There were 68 or 68% of the female respondents,

while 32 or 32% respondents are male.


Out of 100 respondents, most of them are single. 83

or 83% of the respondents fall in that category, while the

remaining 17 or 17% of the respondents are married.

1.2. PNLE Rating

A large part of the respondents had a rating of 75 to

79% in the PNLE. Out of 100 respondents, there were 78

or 78% which belong to that category. Meanwhile, 2 or 2%

of the respondents had 85 to 89% PNLE ratings. The

foregoing shows that the respondents belong to the

average or below average level; nevertheless, there were 2

respondents who got 85-89% PNLE ratings.

1.3. Employability


Out of 100 respondents, majority were employed in

private institutions, that is, 79 or 79% of the respondents.


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On the other hand, there are 7 or 7% of the same who

were employed in government institutions.


Out of 100 respondents, majority of the

respondents, that is, 40 or 40% of the nurses were

employed locally, whereas, of said respondents, 14 or 14%

were unemployed


Graduation;

Out of 100 respondents, majority of them got a job

one month to a year after graduation, that is, 68 or 68% of

the same, while quite a few got their job before graduation,

that is, 2 or 2% of the respondents.

1.3.4. Predominant Activities in the Present Job

Out of 100 respondents, a majority of them were

with a regular job; there were 61 or 61% respondents in

that category. Only a few of the respondents, that is, 3 or

3% of them had more than one job at the same time.


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2. The assessment of respondents in relation to identified aspects of

the UPHSD-LP BSN Curriculum:




2.4. Application of the Course after Graduation

The category that ranked the highest was RLE with a mean

of 3.65, while the lowest ranked was the Application of the

Course after Graduation aspect which had a mean of 3.53. Mean

ratings in all 4 categories had an interpretation of Adequate.

Total mean was 3.60 with an interpretation ofAdequate.

Detailed mean and rank distributions on UPHSD-LP BSN

curriculum is shown in Appendix D. In RLE, Nursing graduates

had most exposures in Community, Operating, and Delivery

areas, and had least exposures in Orthopedic and Hemodialysis

areas. In major nursing subjects, least ranked was the Reliability

of the Methodology in Preparation for the PNLE aspect. In Study

Provisions and Conditions Experienced in College, least ranked

was Chances to Participate in Activities; in Application of the

Course after Graduation, least ranked was For the Economic

Development of the Country.


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3. Significant difference in the assessment of respondents in relation

to identified aspects of the UPHSD-LP BSN Curriculum when

grouped according to profile variables



The mean ratings of the 20-29 and the 30 and

above age brackets were 3.69 and 3.54 respectively in

RLE; 3.69 and 3.49 in Major Nursing Subjects were

registered; 3.60 and 3.40 in Study Provisions and

Conditions Experienced in College; and 3.23 and 3.61

were registered in Application of the Course after

Graduation.

Analysis shows that difference in mean ratings on

Age were found Not Significant in RLE, Major Nursing

Subjects and Study Provisions and Conditions

Experienced in College because their computed t-value, of

1.080, 1.517, and 1.451 are lower than the critical value of

1.984. Thus, the null hypothesis is Not Rejected.

However, analysis shows that the difference in

mean ratings on Age was found Significant in

Application of the Course after Graduation since their


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computed t-value of -2.178 is higher than the critical value

of 1.984. Therefore, the null hypothesis is Rejected.


. The mean ratings of male and female group were

3.56 and 3.70, respectively on RLE; 3.64 and 3.66 on

Major Nursing Subjects; 3.49 and 3.60 on Study

Provisions and Conditions Experienced in College; and

3.29 and 3.31 on Application of the Course after

Graduation.

Analysis shows that the difference in mean ratings

on gender were found Not Significant in all four

categories in curricular evaluation since the computed t-

value of -1.232 on RLE; -0.235 on Major Nursing

Subjects; -0.940 on Study Provisions and Conditions

Experienced in College; and -0.160 on Application of the

Course after Graduation were all lower than the critical

value of 1.984 in all categories, therefore, the null

hypothesis is Not Rejected.


The mean ratings of single and married groups were

3.71 and 3.42, respectively in RLE; 3.69 and 3.47 on


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Major Nursing Subjects; 3.60 and 3.36 on Study


3.29 and 3.40 on Application of the Course after

Graduation.

Analysis shows that difference in mean ratings on

Civil Status was found Significant in RLE due to the

fact that the computed t-value of 2.106 is higher than the

critical value of 1.984; hence, the null hypothesis is

Rejected.

Analysis shows that the difference in mean ratings

on Civil Status was found Not Significant on Major

Nursing Subjects, Study Provisions and Conditions

Experienced in College, and on Application of the Course

after Graduation as evidenced by their computed t-value

of 1.600 Major Nursing Subjects; 1.657 on Study


-0.610 on Application of the Course after Graduation- all

lower than the critical value of 1.984. Consequently, the

null hypothesis is Not Rejected.


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3.2. PNLE vs. Curricular Evaluation

The mean ratings of 75-79% and 80% and above in the

PNLE were 3.62 and 3.79 respectively, on RLE; 3.58 and 3.91

on Major Nursing Subjects; 3.48 and 3.85 on Study Provisions

and Conditions Experienced in College; and 3.21 and 3.65 on

Application of the Course after Graduation.

Analysis on the difference regarding PNLE ratings was

deemed Significant in Major Nursing Subjects, Study

Provisions and Conditions Experienced in College, and on

Application of the Course after Graduation for their computed t-

value is -2.688 on Major Nursing Subjects; -2.869 on Study

Provisions and Conditions Experienced in College; and -2.764 on

Application of the Course after Graduation which exceeded the

critical value of 1.984. Thus, the null hypothesis is Rejected.

The analysis in the difference on PNLE ratings was found

Not Significant in RLE since the computed t-value of -1.357 is

lower than the critical value of 1.984. Therefore, the null



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3.3.1. Number Employed vs. Curricular Evaluation

The mean ratings on Government, Private and

Not Employed categories were 3.53, 3.68, and 3.59 in

RLE; 3.19, 3.73, and 3.48 in Major Nursing Subjects;

3.29, 3.65, and 3.23 in Study Provisions and Conditions

Experienced in College; and 3.21, 3.38, and 2.95 in

Application of the Course after Graduation.

An analysis on difference in employment status was

found Not Significant in RLE and Application of the

Course after Graduation since the computed F-value is

0.410 and 2.519 lower than the computed critical value of

3.090. Therefore, the null hypothesis is Not Rejected.

However, analyses on difference in employment

status were found significant on Major Nursing Subjects

and Study Provisions and Conditions Experienced in

College since the computed F-value are 4.655 and 4.816,

respectively, which are higher than the computed critical

value of 3.090. Thus, the null hypothesis is Rejected.


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Evaluation

Mean ratings on Nurse, OFW, Others, and Not

Employed categories are 3.62, 3.67, 3.85 and 3.47,

respectively, on RLE; 3.69, 3.56, 3.83, and 3.45,

respectively, on Major Nursing Subjects; 3.64, 3.49, 3.73,

and 3.23, respectively, on Study Provisions and

Conditions Experienced in College; and 3.48, 3.57, 2.94,

and 2.88, respectively, on Application of the Course after

Graduation.

Analysis on difference in position in current

employment is Significant in Study Provisions and

Conditions Experienced in College and Application of the

Course after Graduation since the computed F-value of

3.020 and 7.159 are higher than the critical value of 2.699.

Therefore, the null hypothesis is Rejected.

On the other hand, analysis on difference in position

in current employment is Not Significant in RLE and

Major Nursing Subjects since the computed F-value of


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1.553 and 1.843 are lower than the critical value of 2.699.

So, the null hypothesis is Not Rejected.


Graduation vs. Curricular Evaluation.

Mean ratings in categories Before Graduation, 1

Month 1 Year After Graduation, More Than 1 Year after

Graduation, and No Job Search are 3.72, 3.69, 3.51, and

3.88, respectively, in RLE; 3.50, 3.68, 3.62, and 3.56,

respectively, in Major Nursing Subjects; 3.40, 3.64, 3.42,

and 3.13, respectively, in Study Provisions and Conditions

Experienced in College; and 3.00, 3.44, 2.92, and 3.33,

respectively, in Application of the Course after

Graduation.

Analysis on difference in Time Spent to Get First

Employment after Graduation is Not Significant in RLE,

Major Nursing Subjects, and Study Provisions and

Conditions Experienced in College since the computed F-

value of 0.971, 0.175, and 1.802 are lower than the critical

value of 2.699. Therefore, the null hypothesis is Not

Rejected.


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In spite of this, analysis on difference in Time Spent

to Get First Employment after Graduation is Significant in

Application of the Course after Graduation because the

computed F-value of 4.205 is higher than the critical value

of 2.699. As a result, the null hypothesis is Rejected.

3.3.4. Predominant Activities in the Present Job vs.

Curricular Evaluation.

The mean ratings in categories I Have Spent Most

of my Time on the Regular Job, I Had Mainly Various

Temporary Jobs, I Had Mainly More Than One Job at the

Same Time, and Others are 3.69, 3.62, 3.62, and 3.58

respectively, on RLE; 3.73, 3.53, 3.56, and 3.52,

respectively, on Major Nursing Subjects; 3.65, 3.51, 3.67,

and 3.18, respectively, on Study Provisions and

Conditions Experienced in College; and 3.54, 2.84, 3.67,

and 2.95 on Application of the Course after Graduation.

Analysis of the difference on predominant activities

in the present job is Not Significant in RLE, Major

Nursing Subjects, and Study Provisions and Conditions

Experienced in College since the computed F-value of


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0.217, 1.209, and 2.493, respectively, are lower than the

critical value of 2.699. Therefore, the null hypothesis is Not

Rejected.

On the other hand, analysis in the difference of

Predominant Activities in the Present Job is Significant

in Application of the Course after Graduation since the

computed F-value of 9.567 is higher than the critical value

of 2.699. Thus, the null hypothesis is Rejected.

4. Framework development based on the findings of the study

A framework is developed based on the findings on Curricular

Evaluation, PNLE Rating, and Employability. These three were the

vital roles used in this study for framework development on the BSN

program at the UPHSD-LP.

Conclusions

Based on the findings of the study, the following conclusions were

made:

1. In UPHSD-LP BSN Graduates Attributes, nurses were

predominantly 20-29 years old. They were characterized as the female

domain wherein most of them are single. Majority of the board passers

obtained ratings from 75-79%. In Employability, a majority was


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employed in private institution, employed locally as nurses, got a job one

month to a year after graduation, and spent most of the time in a regular

job.

2. In assessment of identified aspects in UPHSD-LP BSN Curriculum,

nursing graduates had the most exposures in the Community, Operating

and Delivery areas, and had least exposures in Orthopedic and

Hemodialysis areas. Least ranked in Major Nursing Subjects was the

Reliability of the Methodology in Preparation for the PNLE. In Study

Provisions and Conditions Experienced in College, least ranked was

Chances to Participate in Activities; and in Application of the Course

after Graduation, least ranked was For the Economic Development of

the Country.

3. The significant difference in Attributes vs. Curricular Evaluation were

in Application of the Course after Graduation in Age; RLE in Civil

Status; Major Nursing Subjects, Study Provisions and Conditions

During College, and Application of the Course after Graduation in

PNLE Ratings; Major Nursing Subjects and Study Provisions and

Conditions in Employment Status; Study Provisions and Conditions

and Application of the Course after Graduation in Position in Current

Employment, Application of the Course after Graduation in Time

Spent to Get Job and in Predominant Activities in Job.


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4. A framework was developed based on the findings on Curricular

Evaluation, PNLE Rating and Employability. These three were the

vital roles used in the study for framework development for the BSN

program in UPHSD-LP.

Recommendations

Based on the foregoing findings and conclusions, the following

recommendations are submitted:

1. For the UPHSD-LP BSN program, to consider this study and apply the

framework developed herein.

2. For the UPHSD-LP institution, to support this undertaking to

strengthen and implement the framework developed herein.

3. For future researchers, to undertake a similar study for the continuous

development of the BSN program at the UPHSD-LP.


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TABLE OF CONTENTS

PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

ABSTRACT v

TABLE OF CONTENTS xxiiiLIST OF TABLES xxvi

LIST OF FIGURES xxviii

CHAPTER

1 THE PROBLEM AND ITS BACKGROUND

Introduction 1

Theoretical Framework 3

Conceptual Framework 5

Statement of the Problem 6

Hypothesis 8

Scope and Delimitation 8

Significance of the Study 9

Definition of Terms 10

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 12


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Related Studies 17

Synthesis 20

3 METHODOLOGY AND SOURCES OF DATA

The Research Design 22

Population and Sampling 23

Respondents of the Study 23

The Research Instrument 24Validation of Instrument 24

Data Gathering Procedure 26

Statistical Treatment of Data 26

4 PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

Problem 1 30

Problem 2 40

Problem 3 43

Problem 4 62

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary of Findings 69

Conclusions 80

Recommendations 82

REFERENCES 83


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APPENDICES

A. CHED Memorandum Order No. 18, s. 2011 86

B. Number of UPHSD-LP BSN Graduates from 1999-2009 92

C. Survey Questionnaire 93

D. Detailed Assessment of Respondents in Relation to 98

Identified Aspects of the UPHSD-LP BSN Curriculum

E. Request Letters for Validation of the Questionnaire 100F. Request Letters for Pilot Study 103

G. Request Letters for Data Gathering 105

H. Certification of Statistical Treatment 107

I. Certification of Editing 108

CURRICULUM VITAE 109


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LIST OF TABLES

TABLE PAGE

1 Distribution of Respondents per Year from 2001-2009 23

2 Frequency and Percentage Distribution of Respondents 30Personal Attributes

3 Frequency and Percentage Distribution of Respondents 33PNLE Rating

4 Frequency Distribution of Respondents Current 35Employment Status

5 Frequency Distribution of Respondents Position in 36Current Employment

6 Frequency Distribution of Respondents Time Spent to 38Get First Employment after Graduation

7 Frequency Distribution of Respondents Predominant 39Activities in the Present Job

8 Mean Assessment of Respondents in Relation to 40Identified Aspects of BSN Curriculum

9 Comparative Analysis on UPHSD-LP BSN Curricular 43Evaluation of Respondents When Grouped

According to Age


According to Gender


According to Civil Status


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LIST OF TABLES

TABLE PAGE


According to PNLE Rating


According to Employment Status

14 Comparative Analysis on UPHSD-LP BSN Curricular 54Evaluation of Respondents When Grouped Accordingto Position in Current Employment

15 Comparative Analysis on UPHSD-LP BSN Curricular 57Evaluation of Respondents When Grouped According toTime Spent to Get First Employment after Graduation

16 Comparative Analysis on UPHSD-LP BSN Curricular 60Evaluation of Respondents When Grouped According toPredominant Activities in the Present Job

17 Mean and Rank Distributions of Ratings on RLE 98

18 Mean and Rank Distributions of Ratings on 98Major Nursing Subjects

19 Mean and Rank Distributions of Ratings on Provisions 99and Conditions Experienced in College

20 Mean and Rank Distributions of Ratings on Application 99of the Course After Graduation


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LIST OF FIGURES

FIGURE PAGE

1 Conceptual Paradigm of the Study 5

2 Framework Development 62


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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The University of Perpetual Help System DALTA believes and invokes

divine guidance in the betterment of the quality of life through nationaldevelopment and transformation, which are predicated upon the quality

of education of its people. Towards this end, the institution is committedto the ideas of teaching community service, and research as it nurtures

the value ofHelpers of Godwith Character Building as Nation Building

as its guiding principlesUPHSD Philosophy

From 2004 to 2009, the Bachelor of Science in Nursing (BSN)

degree program was in demand in the Philippines due to the global

nursing shortage. A large number of students took up BSN with most, if

not all, wanting to work abroad due to the fact that our country has been

one of the top countries that provide the world with nurses who have

received quality education and are armed with excellent work ethic. The

number of nursing schools in the Philippines grew bigger and bigger and,

by 2009, there were as much as 460 nursing schools in the country. It

doubled as compared to the 231 nursing schools in 2003 (Barawid,

2011).


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Economic development requires people to have the knowledge,

skills, and attitude that reflect what they have learned in school. In more

recent times, this necessity has taken a backseat and the country has

focused itself more on riding the wave of this shortage so as to improve

the quality of living of these health practitioners families, among others.

A total of 94,462 have taken the November 2009 Philippine

Nursing Licensure Examination (PNLE), but only 37,527 have passed.

This is less than half of the entire number of examinees. There were too

many nursing graduates but most of them were either unemployed or

underemployed. This resulted to an overpopulation of nurses in the

country. The Commission on Higher Education (CHED) has warned 152

nursing schools in the country to improve their respective passing rates

in the Philippine Nursing Licensure Examination (PNLE) or face closure

of their nursing program. Hence, the CHED issued CMO No. 18, series

of 2011, and Amendments to Article XI- Sanctions of CMO. No. 14 s.

2009 on Policies and Standards for the Bachelor of Science in Nursing

(BSN) Program on July 29, 2011. CMO #18 s. 2011 stipulates the

conduct of monitoring and evaluation of Higher Education Institutions

(HEIs) offering the Bachelor of Science in Nursing program, the bases

for retention and /or phasing out of nursing programs, and corresponding


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sanctions to be imposed, adopted, and promulgated by the Commission.

(see Appendix A)

From 1999-2009, Bachelor of Science in Nursing (BSN)

graduates in UPHSD-LP started to increase. (Academic Years 2005-

2009 as shown in Appendix B). However, PNLE ratings started to

decline. In 2005, out of 125 PNLE examinees, there were 100 or 80%

passers, but in 2009, examinees reached up to 2,852, but only 1,002 or

35% passed the PNLE.

As a graduate in UPHSD-LP and a nurse by profession for 3

years, my desire to practice the profession outside the country is not only

for a better future but also for self fulfillment in terms of goal

achievement. It is for this reason that development of a framework to

contribute for the continuing expansion on the institution by analyzing the

graduates attributes and curricular evaluation. Graduates attributes

includes a profile of age, gender and civil status, PNLE rating and

employability. Curricular evaluation includes RLE, major nursing

subjects, study provisions and conditions experienced in college and

application of the course after graduation.

Theoretical Framework


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The basis of this research is the Self-Care Deficit Model of

Dorothea E. Orem. Here, when the client incurs an insult that renders

him or her incapable of fully functioning, there is a self-care deficit which

makes nursing intervention necessary. The object of Orems theory is to

restore the clients self-care capability to enable him or her to sustain

structural reliability, performance, and growth through purposeful nursing

intervention. The aim of such intervention is to help the client cope with

unmet care needs by acquiring the maximum level of function. This

would be to either regain previous function or maximize available

function present after the insult, hence restoring a sense of well-being

(Cherry and Jacob, 2005).

This work endeavored to know what can be done to enhance the

quality of nursing graduates in UPHSD-LP thru an assessment on what

they have learned in identified aspects on their curriculum, attributes in

terms of personal aspects as to age, gender, civil status, PNLE rating,

and their employability as a whole.

Comparative analysis was done between identified aspects of

curricular evaluation and attributes to realize framework development for

the UPHSD-LP BSN institution.


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Conceptual Framework

The paradigm of the study is presented in Figure below. It shows

that the study revolved around the UPHSD-LP BSN graduates attributes

and curricular evaluation, thus:

Input Process Output

Figure 1 Conceptual Paradigm of the Study

The foregoing diagram is an adaption the Input, Process, Output/

IPO Model of Schultz (1976).The Input contains the assessment of

Comparative

analysis

between theidentified

aspects of

UPHSD-LP BSN

graduates

curricular

evaluation and

attributes

Assessment ofUPHSD LP BSNGraduates:

1. Attributes

1.1. Personal1.1.1. Age1.1.2. Gender1.1.3. Civil

Status1.2. PNLE rating1.3. Employability

2. CurricularEvaluation

Framework

Development for

the UPHSD-LP

BSN institution


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UPHSD-LP BSN Graduates attributes according toPersonal

,

PNLE

Rating, and Employability; and Curricular Evaluation. The Process

involved a comparative analysis between the identified aspects of BSN

curricular evaluation and attributes, while the Output dealt with

framework development for the UPHSD-LP BSN institution.

Statement of the Problem

This work sought to assess the UPHSD-LP BSN graduates

attributes and curricular evaluation.

This study answered the following questions:

1. What are the UPHSD-LP BSN graduates attributes in terms of:

1.1. Personal

1.1.1. Age;

1.1.2. Gender; and


1.2. PNLE Rating

1.3. Employability




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Graduation; and

1.3.4. Predominant Activities in the Present Job?

2. What is the assessment of respondents in relation to identified

aspects of the UPHSD-LP BSN Curriculum:




2.4. Application of the Course after Graduation?

3. Is there a significant difference in the assessment of respondents

in relation to identified aspects of the UPHSD-LP BSN Curriculum when

grouped according to profile variables





3.2. PNLE Rating vs. Curricular Evaluation


3.3.1. Number of Graduates Employed vs. Curricular

Evaluation


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Evaluation


Graduation vs. Curricular Evaluation?

4. What framework can be developed based on the findings of the

study?

Null Hypothesis

There is no significant difference in the assessment of

respondents in relation to identified aspects of the UPHSD-LP BSN

Curriculum when grouped according to profile variables

Scope and Limitations

The study assessed the UPHSD-LP BSN graduates attributes

and identified aspects of curricular evaluation to develop a framework

development for the said institution. The study was limited to 100

UPHSD-LP BSN graduates from Academic Years 2001-2009. Numbers

of respondents per year were based on the number of survey

questionnaires sent back by the respondents. The survey questionnaire

had two parts. Part 1 includes the profile in terms of 1.A. Personal, that


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is, onAge

,

Gender

, and

Civil Status

; 1.B. PNLE Rating; and 1.C.

Employability. Part 2 contains the identified Curricular Evaluation, that

is, limited to RLE, Major Nursing Subjects, Study Provisions and

Conditions Experienced in College; and Application of the Course after

Graduation.

Significance of the Study

The study would benefit the following groups:

Nurses. This study would serve as a reference by the nurses and

future nurses about the evolution of nursing profession in UPHSD-LP.

They may be able to evaluate the market demand and supply of nurses.

Nursing Administrators. This study would serve as a

contribution to nursing administrators on the responses of respondents in

curricular evaluation for the improvement of their facultys teaching

abilities.

Hospital Administrators. This study may be able to serve as a

guide for the hospital administrators for the improvement on the quality

of their service to enhance the demand and supply of nurses.


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Definition of Terms

For purposes of this research, the following terms mean:

Attributes. This refers to UPHSD-LP BSN graduates profile in

terms of 1. Personal which includes name (optional), age, gender, civil

status; 2. Philippine National Licensure Examination (PNLE) rating; and

3. Employability.

Philippine Nursing Licensure Examination (PNLE). This

refers to the licensure examination given by the Professional Regulation

Commissions Board of Nursing to Bachelor of Science in Nursing (BSN)

graduates.

Employability. This refers to employment status or

employment background from the time the respondents graduated from

UPHSD-LP.

Curricular evaluation. This refers to the evaluation of Nursing

Education in UPHSD-LP in terms of Related Learning Experience (RLE);


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Major Nursing Subjects; Study Provisions and Conditions Experienced in

College; and Application of the Course after Graduation. The evaluation

is measured through a 5-point Rating Scale, 5 Very Adequate, 4

Adequate, 3 Fairly Adequate, 2 Minimally Adequate, 1- Inadequate

UPHSD-LP Nurses. They are those Bachelor of Science in

Nursing (BSN) graduates of UPHSD-LP covering Academic Years 2001-

2009.


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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The literature and studies reviewed focused on attributes and curricular

evaluation of nurses. Verily, this part of the work provides essential details,

statistics, and information. The Related literature include on-line articles and

related studies taken from thesis and work papers.

Related Literature

In UPHSD-LP, the frequency and percentage distributions of UPHSD-

LPs overall PNLE examinees and passers from 1999 to 2009 show that a total

of 7,893 graduates had taken the PNLE exam from 1999 to 2009. Less than

half of the examinees passed the board exam, that is, 3,464 or 44% of the

students passed the exam. In 2001, out of nine students who took the exam,

eight or 89% of them passed the exam which shows that the year 2001 had the

lowest number of examinees but had the highest number of passers. In 2009,


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out of the 2,852 examinees, 1,002 or 35% of the examinees passed. This year

registered the highest number of examinees but had the lowest number of

passers (UPHSD-LP Deans Office of the College of Nursing).

Employability

As of 2003, registered nurses, taking into account deaths and

retirement, was 332,206, according to the Professional Regulation Commission

(Lorenzo et al. 2005). Of these, it is estimated that only 58% were employed as

nurses in the Philippines or abroad. No data is available to explain why the

remainder left the profession. Thus, a majority of our nurses were working

abroad. Among the 15.25 percent employed in the Philippines, most were

employed by government agencies, while the rest worked in the private sector

or in nursing education institutions (Corcega et al., 2000).

In the major thrusts of both the Department of Labor and Employment

(DOLE) and Commission on Higher Education (CHEd), it may seem that the

CHEd prioritizes courses wherein there is a great demand for workers. Toward

this end, collaboration among the DOLE, CHEd, and the PRCC is extensively

being done.

Alarmed by the growing mismatch between the skills of graduates and

the needs of the job market, the CHEd bared the priority courses in tertiary

education that it would prefer college students to take by academic year 2011.

In accordance with the pertinent provisions of the Higher Education Act of 1994
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1955369/#b8http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1955369/#b4http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1955369/#b4http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1955369/#b8


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(RA 7722), based on the national development plans, manpower demands for

School Years 2011-2015, DOLEs Jobs Fit 2020 Vision, and CHEds En Banc

resolution dated March 14, 2011, the following are the priority courses that shall

be followed within the next five years, or from School Years 2011-2012 to 2015-

2016 where the incoming grantees of the Student Financial Assistance

Program (StuFAP) will be directed to enroll; Thus, Ched chairperson Dr.

Licuanan said that 10% of the enrollees should go to Information Technology

(IT) courses, Science, and Math; 15% each in Agriculture, Teacher Education

and Health Sciences; 20% in Engineering; and 5% each in Arts and

Humanities, Atmospheric Science, and Environmental Science. Licuanan

averred that they are also coordinating with colleges, universities, and other

stakeholders to ensure the quality of the degree programs they are offering. In

1999-2010, enrollment in medical and allied courses, which includes nursing,

went from 150,634 to 654,611. Coupled with the increase in enrolment in the

oversubscribed courses was the decline in the performance level across all

programs in licensure examinations administered by the Professional

Regulatory Commission from 38% in 2006 to 36.50 last year (Sunstar.com,

2011).

Most of the nursing graduates, even those who passed the board

examinations, have remained unemployed due to the decreasing demand for

the profession. The majority of the nursing graduates fail to find employment in

their preferred profession and finding the opportunity to have jobs related to


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their chosen career has become part of their efforts to survive after graduation

(mb.com.ph, 2012).

LPG Marketers' Association (LPG-MA) Representative Arnel Ty has

been pushing for new legislation that would establish a special local jobs plan

for the growing number of unemployed Filipino nurses, estimated at more than

200,000 by the Department of Health as of March 31. As proposed by Ty in

House Bill 4582, the jobs plan would be an expanded version of the Nurses

Assigned in Rural Service, the short-lived Philippine government project that

enlisted nurses to improve healthcare in the 1,000 poorest towns in 2009. The

bill seeks to install a Special Program for the Employment of Nurses in Urban

and Rural Services (NURSE) which hopes to mobilize a total of 10,000

practitioners every year. Here, they would each serve a six-month tour of duty,

and get a monthly stipend not lower than the amount commensurate to Salary

Grade 15, the higher starting pay for public nurses mandated by a 2002 law.

To qualify, nurses must not be over 35 years old and must have a valid license.

Meanwhile, Ty cited the need for the Philippine government to push for the

opening of new foreign labor markets for Filipino nurses. The lawmaker said

that we can no longer count on the US labor market for jobs. On the supply

side, America has been internally generating a large number of nurses. In

2010 alone, US colleges produced a total of 167,597 nursing graduates. As to

the demand side, American hospitals and nursing homes continue to reel from

subsidy cutbacks at the federal, state, and municipal levels (mb.com.ph, 2011).


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In the Nursing Roadmap by 2030, the Philippines shall be the lead in

promoting Professional Nursing in the Asia Pacific Region. Its mission is for the

Filipino nurses to be committed to provide society with professional Nursing

service through innovations in education and training research and

management that will improve the well-being and quality of life (Arguelles,

2009).

The construct of work orientations is used to consider a range of

aspects that influence how employees relate to their work, the tasks they are

expected to perform and the learning involved. It provides a framework for

considering aspects like employees role performance, attitudes toward

learning, occupational choices, and career plans, but also work motivation,

levels of identification with work and commitment. Re-skilling or up-skilling

could be achieved through self-directed learning, formal retraining or a return to

education, but individuals also respond by switching to part-time work.

Balancing work and private life is one of the key concerns when people need or

seek to adjust their individual careers and having more balanced life is often the

main driver for people making adjustments in their work lives (Kirpal, 2010).

Related Studies

Attributes Age, Gender, Civil Status


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A study entitled The Younger, the Better? Age-Related

Differences in Academic Performance at University stated that the importance

of age-related differences in education attainments has been documented by

several studies: within a given cohort or class, relatively younger individuals

have a different performance with respect to relatively older individuals. More

specifically, the oldest pupils in a given class or cohort typically outperform their

youngest mates in a wide array of cognitive and academic outcomes. Contrary

to most of the existing evidence, it was found that at the undergraduate level,

the youngest students within a cohort perform better than their oldest peers,

particularly in the most technical subjects.

The first explanation is a combination of early learning and progression

over the age profile of cognitive development. Although there still is some

controversy on this issue, several studies (Fredriksson and Ockert 2005;

Goodman and Sianesi 2005; Skirbekk 2005; Skirbekk et al., 2004) have shown

that going to school earlier improves later outcomes. At the same time, the

medical and psychological literature documents that, just like physical strength,

cognitive abilities first develop and then deplete with age, with the turning point

for the average person being probably in the early twenties (Jones 2010 and

Salthouse., et al 2004). Hence, in the early stages of childhood development

the effect of older students being more mature probably dominates the benefits

of early learning. Later, such an advantage fades out and possibly reverses,


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thus leading to the observed better performance of the youngest students in the

cohort.

Hence, we also explore a second possible explanation. Several

psychological studies (Thompson et al., 2004 and Dhuey and Lipscomb, 2006)

document the important role of relative age differences in the development of

personality traits that favor the oldest pupils in a group. According to these

studies, the youngest students in a cohort, who have likely been the smallest

kids in their reference groups at early ages, should be less socially active and,

hence, spend more time on studying, as predicted by a simple model of optimal

time allocation. Relatively older students exert less effort and perform worse.

Interpretation in this particular effect emerges only at university and it is

irrelevant at younger ages because it is only in college that one gets full control

of ones time (Pellizari and Billari, 2011).

A study entitled A Tracer Study of Batch 2006 Graduates of the College

of Nursing University of Perpetual Help System DALTA-Molino Campus. Out of

59 respondents, majority of them or 50.85% were 26-30 years old, 69.59% are

single, and 75% are female (Basilio et al.,2008)

A study entitled Job Satisfaction and Acculturation Among Filipino

Registered Nurses dealt with Filipino Nurses working in the US. Generally, the

demographic profile of the sample was comparable to the overall profile of RNs

in the US (U.S. Department of Health and Human Services [USDHHS], 2004).

Similar to the national profile of RNs who are predominantly women (94.3%),


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majority of Filipino RNs sampled were also women (88.5%). Other areas of

similarities included age (mean age of sample was 43.72 compared to the

national average of 46.8), area of clinical practice (63.5% of sample worked in

acute care setting versus 56.2% of all U.S. RNs), and marital status (65.6% of

sample were married compared to 70.5% of U.S. RNs; USDHHS, 2004).

Noticeable differences were in areas of basic nursing education (96.9% of

Filipino RNs were baccalaureate-prepared compared to 30.5% of U.S. RNs)

and highest educational attainment (baccalaureate degree was the highest

education for 79.2% of this sample compared to 34.2% of all U.S.RNs;

USDHHS, 2004). This result however, was not surprising because the

minimum entry-level requirement needed to practice nursing in the Philippines

is a baccalaureate degree. Furthermore, the participants average length of

U.S. residency was 15.5 years which was almost identical to the average length

of respondents nursing practice in the US (15 years). The majority (n=70,

72.9%) of the participants reported individual gross earnings of more than

$60,000 per year (Ea et al., 2008).

Philippine Nursing Licensure Examination (PNLE)

A study entitled, Market Demand and Supply of Filipino Nurses from

1998-2002: A Trend Analysis reflect statistically among others, the number of

PNLE passers, that is, 29,359 or 59.29% of the 57,242. It was 55.80% or 9,541

out of 17,101 in 1998; 49.86% or 6,558 out of 13,152 in 1999; 49.64% or 4,602


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out of 9,271 in 2000; 53.57% or 4,430 out of 8,269 in 2001; and 44.74% or

4,228 out of 9,449 in 2002 (Daplas, 2004).

Synthesis

The literatures and studies reviewed supported the present study.

The same strengthened the views of this study.

Corcega, Arguelles, Kirpal, and news from sunstar.com and

mb.com dealt with employability of nurses as to employment status,

position in current employment, and provisions made by the government

to enhance the nursing profession in the Philippines.

The studies of Pellizari and Billiari, Basilio, Ea, and Daplas

provided nurses statistics on age, gender, civil status, and PNLE

reviews which helped the researcher understand pertinent factors in the

nursing profession.

Becoming deeply aware of what is happening in the nursing

profession is indeed, one vital role of this work.

To be sure, the related studies and literatures were invaluable in

developing a framework for the BSN institution in UPHSD-LP.


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Chapter 3

METHODOLOGY

This section discusses the following significant components of the

study: the Research Design; Population and Sampling; Respondents of the

Study; Research Instrument; Validation of Instrument; Data Gathering

Procedure; and Statistical Treatment of Data.

Research Design


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The study used the Quantitative Descriptive Survey Method of research.

Quantitative Research uses statistics to analyze and interpret the data.

According to Manuel and Medici, descriptive research describes what is. It

involves the description, recording, analysis, and interpretation of the present

nature, composition, and process of phenomena. Descriptive Survey Method is

usually used by graduate students to attempt to analyze, interpret, and report

the present status of their subject matter or problem (Ariola, 2006).

In this study, UPHSD-LP BSN graduates attributes and curricular

evaluation were described through survey questionnaires; the same were

thereafter analyzed and interpreted to come up a framework for development.

Population and Sampling

UPHSD-LP BSN Graduates who passed the PNLE Board Examination

from Academic Years 2001-2009 served as the population for this undertaking.

Convenience sampling was used in this study. In convenience or

accidental sampling, it uses the most conveniently available people as

participants (Polit et al., 2006). Data sample came from the UPHSD-LPs

College of Nursing.


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Respondents/ Participants of the Study

Respondents of the study were UPHSD-LP BSN graduates who passed

the board exam from 2001-2009.

Table 1

Distribution of Respondents per year from 2001-2009

SCHOOL YEAR FREQUENCY

__________________________________________________________

2009 37

2008 9

2007 13

2006 11

2005 17

2001-2004 13

Total 100


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Table 1 presents the distribution of respondents per year from 2001 to

2009. There were 100 respondents in this study: 37 for 2009; 17 in 2005; 13 in

2007; 13 for 2001-2004; 11 in 2006; and nine in 2008.

Research Instrument

The instrument that was used is a self-made type of survey

questionnaire. It was designed to draw attributes and curricular evaluation of

nurses. The questions were answered by UPHSD-LP nurse graduates from

Academic Years 2001-2009.

Part I of the questionnaire covered UPHSD-LP BSN graduates

attributes which include Part I.A. Personal (age, gender, and civil status); Part

I.B. PNLE rating; and Part I.C. Employability.

Part II dealt with the curricular evaluation of the respondents. Adequacy

of their responses was measured utilizing a 5-point rating scale: 5 Very

Adequate, 4 - Adequate, 3 Fairly Adequate, 2 Minimally Adequate, and 1

Inadequate.

Validation of Instrument


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The instrument was validated by the following experts: (1) Ma. Imelda

Javier, MAN, Dean of the UPHSD-LP College of Nursing; (2) Florencia Marfil,

PhD, Dean of the UPHSD-LP College of Education; and (3) Alberto Mendoza,

EdD, Professor at the UPHSD-LP Graduate School of Education. Truly, their

comments and suggestions formed the backbone for the improvement of the

research instrument.

To test the reliability of the instrument, a pilot study was conducted to 10

nursing students at the Southville International School and Colleges. The Dean

of Nursing, Dean Carmel Villegas, and Student Service Coordinator, Mr. Rene

Aligonero, provided needed data to perform the said pilot testing.

The Pilot study was analyzed by Dr. Jesus B. Gollayan. The set of

gathered data was analyzed using the Split half method for reliability coefficient

with the application of Pearson Product Moment of Coefficient of Correlation.

Based on data obtained from odd-even items, the computed r- value of 0.862

being higher than the critical r- value of 0.632, at five percent level of

significance, revealed a significant high reliability of the instrument.

Ma. Imelda Javier, the Dean of the UPSHD-LP College of Nursing and

Mr. Albert S. Alday, UPHSD-LP Registrar provided data needed regarding

UPHSD-LP nurse graduates.


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Data Gathering Procedure

The following were done to gather data needed for this study:

1. The researcher wrote a letter of request addressed to the UPHSD-LP

College of Nursing Deans Office and the UPHSD-LP Registrar. The

letter was then reviewed for approval.

2. The UPHSD-LP College of Nursing and the UPHSD Registrar were

given details on the objective of the study.

3. Survey Questionnaires were given to the respondents at the UPHSD-LP

Medical Center and through social networking websites such as Face

book and Linked In.

4. Data gathered were verified to confirm that every question was

answered.

5. Subsequently, assessment and analysis of the data were done.

Statistical Treatment of Data


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The data were gathered and evaluated using the following statistical

tests; thus:

Frequency and percentage distribution. Frequency distributions are

methods of imposing order on numeric data. Frequency Distribution is a

systematic arrangement of numeric values from the lowest to the highest,

together with a count/ percentage of the number of times each value was

obtained (Polit et al., 2006).

Percentage distributions refer to the number of parts divided by 100.

Frequency and Percentage always go together for a certain number or

characteristics to be fully described. These two measures both appear in

presenting and analyzing tabular data or in the discussion of the information

found in pertinent tables. The simplest way to calculate percentage is to divide

the given amount by the total amount then multiplying the answer by 100 to get

the percentage of the given amount with respect to the total amount (Parahoo,

2006).

This answered sub-problem number 1 on the UPHSD-LP BSN

graduates Profile in terms of 1.1. Personal; 1.2. PNLE rating; and 1.3.

Employability according to 1.3.1. Number Employed, 1.3.2. Position in Current

Employment, 1.3.3. Time Spent to Get First Employment after Graduation, and

1.3.4. Predominant Activities in the Present Job.


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Ranking. In this study, ranking is applied for assigning the relative

positions of items or categories using numbers in ascending order based on

average ratings.

Weighted mean. Weighted mean refers to the average rating obtained

from multiplying the number of cases by the equivalent weights (scaled rating)

divided by the total number of cases (Parahoo, 2006).

Weighted mean and Ranking answered sub-problem number 2 on

assessment of respondents in relation to identified aspects of the Nursing

Curriculum in terms of Related Learning Experience (RLE), Major Nursing

Subjects, Provision and Conditions Experienced in College and Application of

the Course after Graduation.

t-test. This is a test of whether a sample of observations comes from a

larger sample with a normal distribution of statistical properties (Bloomsbury,

2005).

t-test answered sub-problem 3.1. in Significant Difference between

personal attributes and Curricular Evaluation in terms of 3.1.1. Age versus

Curricular Evaluation, 3.1.2. Gender versus Curricular Evaluation, and 3.1.3.

Civil Status versus Curricular Evaluation. It also answered sub-problem 3.2. in

Significant Difference between PNLE Ratings and Curricular Evaluation.


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Analysis of Variance (ANOVA). This test refers broadly to a collection

of experimental situations and statistical procedures for the analysis of

quantitative responses from experimental units (Devore, 2008).

ANOVA answered sub-problem 3.3. in Significant Difference between

Respondents Employability and Curricular Evaluation in terms of 3.3.1.

Employment Status versus Curricular Evaluation, 3.3.2. Position in Current

Employment versus Curricular Evaluation, 3.3.3. Time Spent to Get First

Employment after Graduation versus Curricular Evaluation, and 3.3.4.

Predominant Activities in the Present Job versus Curricular Evaluation.


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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter provides answers to the problems posed for this study.

The results were supported with appropriate statistical tools, such as

Frequency, Percentage, Mean Distributions, t- test, and ANOVA. Profile

categories were grouped to meet necessary and sufficient frequency for

statistical analysis. These were discussed thoroughly in this chapter.

Problem 1. The UPHSD-LP BSN Attributes in terms of:

1.1. Personal

Table 2Frequency and Percentage Distribution of Respondents Personal Attributes

SCHOOL YEAR

PROFILE 2001-2004 2005 2006 2007 2008 2009 TOTAL

AGE

20 - 29 (%) 0 13(76) 11(100) 13(100) 9(100) 35(94) 81

30 - 39 (%) 13(100) 4(24) 0 0 0 1(3) 18


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lix40 - 49 (%) 0 0 0 0 0 1(3) 1

TOTAL 13 17 11 13 9 37 100

GENDER

MALE(%) 3(23) 4(24) 4(36) 3(23) 2(22) 16(43) 32

FEMALE(%) 10(77) 13(76) 7(64) 10(77) 7(78) 21(57) 68

TOTAL 13 17 11 13 9 37 100

CIVIL STATUS

SINGLE(%) 4(31) 10(59) 11(100) 13(100) 9(100) 36(97) 83

MARRIED(%) 9(69) 7(41) 0 0 0 1(3) 17

TOTAL 13 17 11 13 9 37 100

1.1.1. Age. Out of the 100 respondents, majority were in the 20-29 age

bracket, that is, 81 or 81%, and the least had 1 or 1% in the 40-49 age group.

This showed that majority of the graduates were young since they

belonged to the 20-29 age bracket. Predominantly, the profession is open to all

where UPHSDs admission and graduation requirements posted no

discrimination in terms of age.


of Nursing University of Perpetual Help System DALTA Molino Campus

stated that, out of 59 respondents, majority of them or 50.85% were from 26-30

years old (Basilio et al., 2008).

This article supported the study because the majority of the respondents

were included in 20-29 age bracket.

1.1.2. Gender. Out of the 100 respondents, majority of them are female.

There are 68 female respondents, while 32 respondents are male.


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An article entitled Job Satisfaction and Acculturation among Filipino

Registered Nurses dealt with Filipino Nurses working in the US. Similar to the

national profile of RNs who were predominantly women (94.3%), majority of

Filipino RNs sampled were also women (88.5%) (Ea et al., 2008).

Another study entitled A Tracer Study of Batch 2006 Graduates of the

College of Nursing in University of Perpetual Help System DALTA Molino

Campus stated that majority of the 59 respondents, that is, 75% are female

(Basilio et al., 2008).

Although nursing remains a predominantly female profession, more

male nurses are preferred by hospitals in terms of capacity to lift patients

especially in the emergency and intensive care units, as observed by the

researcher. Likewise, preference in recruit can be posited to have a balance of

male and female counterparts in the wards catering medical and surgical

cases.

1.1.3. Civil Status. Out of 100 respondents, most of them are single. 83

or 83% respondents fall in that category while the remaining 17 or 17% are

married.

This means that most of the respondents opt to remain single. It can

then be said that nurses are career-driven individuals so much so that having a

family of their own is just a second priority. The demand for nurses abroad and

the overwhelming perks of remuneration they can get in practicing the

profession in other countries or working locally are their main concerns.


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of Nursing University of Perpetual Help System DALTA Molino Campus

stated that majority of the 59 respondents, or 69.59% are single (Basilio et al.,

2008).

1.2. PNLE Rating

Table 3

Frequency and Percentage Distribution of Respondents PNLE Rating

PNLE 2001-2004 2005 2006 2007 2008 2009 TOTAL

75 - 79(%) 9(69) 16(94) 10(91) 8(62) 8(89) 27(73) 78

80 - 84(%) 4(31) 1(6) 1(9) 5(38) 1(11) 8 (22) 20

85 - 89(%) 0 0 0 0 0 2(5) 2____

TOTAL 13 17 11 13 9 37 100

A large part of the respondents had a rating of 75 to 79% in the PNLE.

Out of 100 respondents, there were 78 or 78% in that category. The least had 2

or 2% respondents with an 85 to 89% PNLE rating. This showed that the

respondents belonged to the average or below average level; however, there

were 2 respondents who got 85-89% PNLE rating.

In almost a decade, UPHSD remained in the status quo board

performance as shown in the data ranging from 75-79%, 80-84%, and 85-89%.


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Out of 37 examinees in School Year 2009, only 2 or 5% registered improved

PNLE ratings ranging from 85-89%. On the other hand, there was no

improvement in PNLE ratings in terms of the national passing percentage. It is

noteworthy that the same reflects the efforts of academicians, nursing leaders,

and educators in trying to realize better performance in the PNLE. Verily,

administrative efforts should also be taken into consideration to continuously

work for the improvement of board performance.

A study entitled Market Demand and Supply of Filipino Nurses from

1998-2002: A Trend Analysis showed that, in 2004, out of 57,242 examinees,

overall number of PNLE passers were 29,359 or 59.29%; in 1998, out of

17,101, passers were 9,541 or 55.80%, In 2002, out of 9,449, only 4,228 or

44.74% passed which showed a decline in ratings (Daplas, 2004).

In UPHSD-LP, PNLE results from 1999-2009 showed that, as the

number of PNLE examinees increased, the number of PNLE passers

decreased (UPHSD-LP PNLE Examinees and Passers).

Coupled with the increase in enrolment in the oversubscribed courses

was the decline in the performance level across all programs in licensure

examinations administered by the Professional Regulation Commission from

38% in 2006 to 36.50% last year (Sunstar.com, 2011).

Alterations in quality of learning due to overpopulation might be one of

the reasons as to why there was a decline or low passing rates in the PNLE.


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1.3. Employability

1.3.1. Number of Graduates Employed

Table 4

Frequency Distribution of Respondents Current Employment Status

CURRENT EMPLOYMENT STATUS FREQUENCY_____________________________________________________________________

Government 7

Private 79

Not Employed 14_____________________________________________________________________

TOTAL 100

Out of 100 respondents, a majority of them were employed in private

institutions, that is, 79 or 79%. The lowest numbers of respondents were 7 or

7% who were employed in government institutions.

If a student has graduated from a private institution, he or she is

expected to land a job in private employment too. As observed by the

researcher, majority (79) of the graduates had difficulty getting employed in

government and that most of the jobs available are in private institutions.


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A journal study entitled Nurse Supply and Demand in the Philippines

stated that most of the nurses were employed in government agencies, while

the rest worked in the private sector or in nursing education institutions

(Corcega, 2000).

According to the Department of Health, it is estimated that more than

200,000 Filipino nurses were unemployed as of March 2011 (mb.com.ph,

2011).

Lack of respondents might be the cause; that is why the results of this

study contradicted the related study.

1.3.2. Position in Current Employment

Table 5

Frequency Distribution of Respondents Position in Current Employment*

POSITION FREQUENCY_____________________________________________________________________

Nurse 40

Overseas Filipino Worker 25

Others* 21

Not employed 14

_____________________________________________________________________

TOTAL 100

* Others include: Call center agent/ team leader

Medical representative

Cabin Crew, Wedding film maker, Broker, Pharmacist, Fast food service crew

Out of 100 respondents, majority of the respondents were 40 or 40% of

the nurses were employed locally, while 14 or 14% were unemployed.


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Only 40% of the graduates were practicing their profession in the

country, while the rest were employed in health-related or even non-health

related professions.

A Study on Nurse Supply and Demand in the Philippines points out

that in 2003, 58% of the total supply of nurses was employed either in the

Philippines or internationally. The majority of employed nurses were employed

abroad and in the Philippines; most were employed by government agencies,

while the rest worked in the private sector or in nursing education institutions

(Corcega et al., 2000).

In the major thrusts of both the Department of Labor and Employment

(DOLE) and Commission on Higher Education (CHEd), it may seem that the

CHEd prioritizes courses wherein there is a great demand for workers. Toward

this end, collaboration among the DOLE, CHEd, and the PRCC is extensively

being done.

Alarmed by the growing mismatch between the skills of graduates and

the needs of the job market, the CHEd bared the priority courses in tertiary

education that it would prefer college students to take by academic year 2011

(Sunstar.com, 2010).

In the Nursing Roadmap by 2030, the Philippines shall be the lead in

promoting Professional Nursing in the Asia Pacific Region. Its mission is for the

Filipino nurses to be committed to provide society with professional Nursing

service through innovations in education and training research and


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management that will improve the well-being and quality of life (Arguelles,

2009).

1.3.3. Time Spent to Get First Employment after Graduation

Table 6

Frequency Distribution of Respondents Time Spent to Get First Employment

After Graduation

TIME SPENT FREQUENCY

Before graduation 2

One month- a year after graduation 68

More than 1 year after graduation 27

No job search at all 3

TOTAL 100

Out of 100 respondents, majority of them got a job one month to a year

after graduation, that is, 68 or 68% of the respondents, while a few of them

were employed before graduation, that is, 2 or 2%.

It is noteworthy that the UPSHD graduates are employable as

evidenced by the fact that 68% of them landed a job one month to a year after

graduation. Although a handful, that is, 27% still waited more than a year after

graduation.

Most of the nursing graduates, even those who passed the board

examinations, have remained unemployed due to the decreasing demand for

the profession. The majority of the nursing graduates fail to find employment intheir preferred profession and finding the opportunity to have jobs related to


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their chosen career has become part of their efforts to survive after graduation

(mb.com.ph, 2012).

This article contradicted the data gathered from the respondents due to

lack of respondents.

1.3.4. Predominant Activities in the Present Job

Table 7

Frequency Distribution of Respondents Predominant Activities in the Present

Job

PREDOMINANT ACTIVITIES FREQUENCY

I have spent most of the time on a regular job 61

I had mainly various temporary jobs 25

I had mainly more than one job at the same time 3

Others* 11

TOTAL 100

*Others include: I was most of the time unemployedI mainly embarked on further study

I was predominantly engaged in child rearing or family matters

Out of 100 respondents, majority of them have spent most of their time

in a regular job. There were 61 or 61% respondents in that category. A few of

them, that is, 3 or 3% which had more than one job at the same time.

Corollary to the job placement after graduation, these graduates were

able to attain regularly statuses. It is also notable that although a limited

number of graduates intend to pursue higher studies, continuing education

remains to be a part and parcel of these individuals lives.


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The construct of work orientations is used to consider a range of

aspects that influence how employees relate to their work and the tasks they

are expected to perform and the learning involved. It provides a framework for

considering aspects like employees role performance, attitudes toward

learning, occupational choices and career plans, work motivation, and levels of

identification with work and commitment. (Kirpal, 2011).

Problem 2 The Assessment of Respondents in Relation to

Identified Aspects of the UPHSD-LP BSN Curriculum

Table 8

Mean Assessment of Respondents in Relation to Identified Aspects of BSN

Curriculum*

CATEGORIES WEIGHTED MEAN INTERPRETATION

RLE 3.65 Adequate

Major Nursing Subjects 3.64 Adequate

Study Provisions and

Conditions Experience in College 3.56 Adequate

Application of the Course after Graduation 3.53 Adequate

MEAN 3.60 Adequate

* Detailed Assessment on identified aspects of BSN Curriculum is shown in the Appendix D.

The category that had the highest mean was RLE (3.65) and the

lowest mean was in Application of the Course after Graduation (3.53),

nevertheless, all categories have an interpretation of Adequate. Total mean

was 3.60 with an interpretation of Adequate.


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Detailed mean and rank distributions on UPHSD-LP BSN curriculum is

shown in Appendix D. In RLE, nursing graduates had most exposures in

Community, Operating and Delivery areas and had least exposures in

Orthopedic and Hemodialysis areas. In Major Nursing Subjects, least ranked

was the Reliability of the Methodology in Preparation for the PNLE. In Study

Provisions and Conditions Experienced in College, least ranked was Chances

to Participate in Activities; and in Application of the Course after Graduation,

least ranked was For the Economic Development of the Country.

It is a fact that the graduates have not fully applied what they have

learned in the undergraduate program, as evidenced by Table 5 that; there,

only a few (40% excluding the OFWs) were able to practice the profession. In

Adequacy of the Program in terms of RLE (WM=3.65); Major Nursing

Subjects (WM=3.64), Study Provisions and Conditions Experienced in

College (WM=3.56), the graduates were educated utilizing the appropriate

curriculum but need to focus on the ready market after graduation. Hence, a

response of Adequate still needs to be realized by the institution.

In UPHSD-LP, PNLE results from 1999-2009 showed that as the

number of PNLE examinees increased, the number of PNLE passers

decreased (UPHSD-LP PNLE Examinees and Passers).

The overall PNLE rating in UPHSD-LP started to decline; this might be

the cause why least-ranked was the Reliability of Methodology in Preparation


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for the PNLE. Also, the increase in number of students resulted to inability to

participate in every activity.

In 1999-2010, enrollment in medical and allied courses, which includes

nursing, rose from 150,634 to 654,611. Coupled with the increase in enrolment

in the oversubscribed courses was the decline in the performance level across

all programs in licensure examinations administered by the Professional

Regulation Commission from 38% in 2006 to 36.50 last year (Sunstar.com,

2011).


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Problem 3 Significant difference in the Assessment of

Respondents in Relation to Identified Aspects of the UPHSD-LP BSN

Curriculum when grouped according to profile variables.

3.1. Significant difference: Personal Attributes vs. Curricular

Evaluation


Table 9

Comparative Analysis on UPHSD - LP BSN Curricular Evaluation ofRespondents When Grouped According to Age

ASPECT MEAN COMPUTED CRITICAL* INTERTPRETATION DECISION

RLE

20 29 3.69

30 ABOVE 3.54

t -value 1.080 1.984 Not Significant Ho: Not Rejected

MAJOR NURSING SUBJECTS

20 29 3.69

30 ABOVE 3 49


STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE

20 29 3.60

30 ABOVE 3.40


APPLICATION OF THE COURSE AFTER GRADUATION

20 29 3.23

30 ABOVE 3.61

t -value -2.178 1.984 Significant Ho: Rejected

* = 0.05, 2 tailed, & 98 df


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The mean rating of the 20-29 and the 30 and above age brackets were

3.69 and 3.54, respectively, in RLE; 3.69 and 3.49 in Major Nursing

Subjects; 3.60 and 3.40 in Study Provisions and Conditions Experienced in

College; and 3.23 and 3.61 in Application of the Course after G raduation.

Analysis show that difference in mean ratings on age were found not

significant in RLE, Major Nursing Subjects and Study Provisions and

Conditions Experienced in College because their computed t -value of 1.080,

1.517, and 1.451 are lower than the critical value of 1.984. Thus, the null


However, analysis shows that difference in mean ratings on age was

found significant in application of the course after graduation since their

computed t-value of -2.178 is higher than the critical value of 1.984. Therefore,

the null hypothesis is rejected.

Age had an effect on application of the course after graduation. Those

who were younger might be able to recall or apply what they have learned

better than those who were older.

A study entitled The Younger, the Better? Age-Related Differences in

Academic Performance at University maintained that the importance of age-

related differences in education attainments has been documented by several

studies: within a given cohort or class, relatively younger individuals have a

different performance with respect to relatively older individuals. More

specifically, the oldest pupils in a given class or cohort typically outperform their


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youngest mates in a wide array of cognitive and academic outcomes. Contrary

to most of the existing evidence, it was found that, at the undergraduate level,

the youngest students within a cohort perform better than their oldest peers,

particularly in the most technical subjects (Pellizari and Billari, 2011).


Table 10

Comparative Analysis on UPHSD LP BSN Curricular Evaluation of

Respondents When Grouped According to Gender


RLE

MALE 3.56

FEMALE 3.70

t -value -1.232 1.984 Not Significant Ho: Not Rejected


MALE 3.64

FEMALE 3.66

t -value -0.235 1.984 Not Significant Ho: Not RejectedSTUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE

MALE 3.49

FEMALE 3.60



MALE 3.29

FEMALE 3.31


* = 0.05, 2 tailed, & 98 df

The mean ratings of male and female groups were 3.56 and 3.70,

respectively, in RLE; 3.64 and 3.66, respectively, in Major Nursing Subjects;


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3.49 and 3.60 in Study Provisions and Conditions Experienced in College;

and 3.29 and 3.31 in Application of the Course after Graduation.

Analysis shows that the difference in mean ratings on Gender were

found Not Significant in all fourcategories in Curricular Evaluation since the

computed t-value of -1.232 in RLE; -0.235 in Major Nursing Subjects; -0.940

in Study Provisions and Conditions Experienced in College; and -0.160 in

Application of the Course after Graduation were all lower than the critical

value of 1.984 in all categories; therefore, the null hypothesis is Not Rejected.

This shows that gender difference had no effect on curricular evaluation.


Table 11

Comparative Analysis on UPHSDLP BSN Curricular Evaluation of

Respondents When Grouped According to Civil Status


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RLE

SINGLE 3.71

MARRIED 3.42

t -value 2.106 1.984 Significant Ho: Not Rejected


SINGLE 3.69

MARRIED 3.47



SINGLE 3.60

MARRIED 3.36



SINGLE 3.29

MARRIED 3.40


* = 0.05, 2 tailed, & 98 df

The mean ratings of single and married groups were 3.71 and 3.42,

respectively in RLE; 3.69 and 3.47, respectively, in Major Nursing Subjects;

3.60 and 3.36, respectively, in Study Provisions and Conditions Experienced in

College; and 3.29 and 3.40, respectively, in Application of the Course after

Graduation.

Analysis shows that difference in mean ratings on Civil Status was

found Significant in RLE for the reason that the computed t-value of 2.106 is

higher than the critical value of 1.984; hence, the null hypothesis is Rejected.

Analysis shows that the difference in mean ratings in Civil Status was

found Not Significant in Major Nursing Subjects, Study Provisions and


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Conditions Experienced in College, and in Application of the Course after

Graduation as evidenced by their computed t-value of 1.600 in Major Nursing

Subjects; 1.657 in Study Provisions and Conditions Experienced in College;

and -0.610 in Application of the Course after Graduation, all lower than the

critical value of 1.984. Consequently, the null hypothesis is Not Rejected.

According to a study entitled An Examination of the Relationship of

Gender, Marital Status and Prior Educational Attainment and Learner

Autonomy, One aspect of this dimension (self-directed learning) is the

personal attributes and characteristics of the individual learner (Derrick et al.,

2007).

This shows that marital status had no effect on curricular evaluation

except on RLE. Single students devoted more time on theirRLE than those

who were married.

3.2. Significant Difference: PNLE vs. Curricular Evaluation

Table 12

Comparative Analysis on UPHSDLP BSN Curricular Evaluation of

Respondents When Grouped According to PNLE Rating


RLE

75 -79 3.62


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75 -79 3.58

80 ABOVE 3.91



75 -79 3.48

80 ABOVE 3.85



75 -79 3.21

80 ABOVE 3.65


* = 0.05, 2 tailed, & 98 df

The mean ratings of 75-79% and 80 and above PNLE ratings were 3.62

and 3.79, respectively, in RLE; 3.58 and 3.91, respectively, in Major Nursing

Subjects; 3.48 and 3.85, respectively, in Study Provisions and Conditions

Experienced in College; and 3.21 and 3.65, respectively, in Application of the

Course after Graduation.

Analysis on the difference on PNLE ratings were found Significant in

Major Nursing Subjects, Study Provisions and Conditions Experienced in

College, and in Application of the Course after Graduation since their

computed t-value are -2.688 in Major Nursing Subjects; -2.869 in Study


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Provisions

Ma. Elizabeth n. Daos

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