Research Clinical Instructors Revised

8/2/2019 Research Clinical Instructors Revised

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CHAPTER 1

THE PROBLEM AND ITS SETTING

This chapter gives an overview of the whole study. It

presents the background and objectives for conducting this

research. It also presents the problems that seek to be

answered from this study.

Introduction

Nursing education is one of the in-demand courses

these days. It is also one of the most valued educations

not only in our country but also internationally as it

gives well compensation and esteemed profession. That is

why a lot of students nowadays are in to taking nursing and

nursing related courses. Let us also give recognition to

the schools that are providing a quality education.

Each of us has significant memories of our nursing

school experiences. The researchers arrived into the idea

of preparing this study while they were exchanging

conversations about their nursing school experiences,

including there would be unprepared to answer our

instructors questions. Maybe we remember the instructor we

could approach with what we perceived to be a stupid

question. It is hoped that in all of these cases, we


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remember the importance of quality nursing and how much we

learned from the instructors who dedicated their lives to

providing positive learning experiences in the clinical

setting. Although we might not be able to acknowledge these

positive feelings as nursing students, we should come to

appreciate the expertise of these faculty members in the

clinical setting and remember our goal to achieve that same

level of excellence.

This study provides the readers with a framework of

ideas about developing relationships with clinical

instructors, evaluations with clinical instructors, issues

about clinical education and, of course, handling the

student who is in jeopardy of failing the clinical course.

The clinical instructor carries the additional burden of

accountabilityensuring that each student is providing safe

and effective nursing care to the patients. As a result,

issues of personal liability and techniques for handling

the student who is in jeopardy of giving unsafe care become

important.

The education of nursing students requires a balance

between theoretical knowledge and clinical application.

Many nursing faculty members perform both of these roles


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within the nursing program, but as financial constraints

increase, many colleges and universities have hired adjunct

faculty who work only in the clinical facility with nursing

students. Many of these individuals have significant

clinical expertise, but they may lack the knowledge and

skill to convey that expertise to students. Some faculty

have not completed the graduate courses that support the

teaching role, such as curriculum, tests and measurements,

creative teaching strategies, and, most importantly, the

teaching practicum experience, in which graduate students

are placed in colleges and universities for a semester to

learn the role of the nursing faculty member.

Statement of the Problem

This study aimed at answering the following questions:

1. What are the common attitudes and personalities

of Clinical Instructors and how do these attitudes and

personalities affect the performance of the students?

2. How may the Clinical Instructors be assessed by

their students?

3. What is the implication of this study to the

students?


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Significance of the Study

This study will have significance in the following:

Students. This research will mostly benefit the

students because it can provide them better

understanding why their clinical instructors show such

manners towards their students.

The Clinical Instructors. They will be benefited from

this study in a way that they will be able to think of

better ways of imparting knowledge to their students

and it will help them realize the unsound treatment

some clinical instructors do to their students.

The School Administration. It will give the school an

idea of the situation about what their instructors and

students are in to, be it positive, or negative, and

be a reason for them to make an action regarding the

matter.

Objectives of the Study

The general objective of this study is to come up with

an assessment of the attitudes and personalities of

clinical instructors and its effects to the performance of

the students.

The specific objectives of the study are:


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1. to identify the common attitudes and personalities of

Clinical Instructors and its effects to the

performance of the students;

2. to determine how the students evaluate their Clinical

Instructors; and

3. to determine the implication of this study to the

researchers and students.

Scope and Delimitation

This study focuses primarily on finding the effect of

the attitudes of clinical instructors to the performance of

the students. It aims to assess whether these attitudes are

favorable to the students or not.

The study used descriptive method of research

employing questionnaire and interview system to gather

data. Another limitation taken off was the utilization of

only 85 respondents who were selected to answer the

evaluation forms.

Definition of Terms

To avoid misunderstanding, the following terms were

defined operationally as to how it is used in this study:

Assessment. The evaluation or estimation of the nature,

quality or ability if someone or something.


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Attitude. Asettled way of thinking or feeling about someone

or something, typically one that is reflected in a

persons behavior.

Behavior. The way in which one acts or conducts oneself,

especially towards others.

Clinical Instructor. Someone who provides insights on

methods and practices for use in the healthcare, health

services and in the academic work environments.

Emotion. Natural instinctive state of mind deriving from

ones circumstances, mood or relationship with others.

Experience. Practical contact with the observation of facts

or events.

Influence. The capacity to have an effect on the character,

development or behavior of someone or something or the

effect itself.

Performance. An act of staging or presenting a play,

concert, or other form of entertainment.

Personality. The combination of characteristics or qualities

that form an individuals distinctive character.

Student. A person who is studying at a school or college.

CHAPTER 2


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REVIEW OF RELATED LITERATURE & STUDIES

This chapter presents the related local and foreign

researches and studies regarding research topic. It also

shows the relationship of local to foreign researches.

FOREIGN LITERATURE

Teaching is the purposeful imparting of information or

skill or both to another individual or to a group. The

concept of teaching can be broaden to include textbooks,

computers or educational television. Whatever the

technologies are used as aids in instruction, however it is

the human teacher who makes decisions concerning the

content and the means by which instruction is delivered.

According to Heidgerken1, there are many teachers who are

great teachers, good in the sense that they are

conscientious and dedicated to the teaching of students.

They are clear, lucid and speak well and more often they

are nor succeeding in helping the students to learn much

yet. Those teachers ultimately do not make much difference

in the students lives, beyond learning they impart.

LOCAL STUDIES

1 L.E. Heidgerken, Teaching and Learning School of Nursing. (St.Luis: The C.V. Mosby Co., 1972), p. 27.


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Discipline is inevitable in education. Hence, teachers

must realize that they have a great part in the

disciplinary make-up of their students. The kind of

disciplinary people have today could be traced back to the

kind of disciplinary measure employed to them during their

school days.

According to Cabarteje2, teaching means living and

working with the students. It is giving them the proper

guidance and training, require extensive observation and

familiarity with all the students to meet their maximum

development needs and interest.

CHAPTER 3

2 Juanita M. Cabarteje, The Filipino Educator Vol. IX No. 2,(Manila: Alemar Phoenix Publishing House 1975), p. 99


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RESEARCH METHODOLOGY

This chapter presents the methods used, how the

researchers gathered the needed data and the procedure in

conducting this research.

Method Of Study

In this study, the researchers used the descriptive

method of investigation. Descriptive research according to

C.B. Tan3 is a type of research which answers questions and

satisfies curiosity about certain phenomenon. Moreover,

this method is concerned with existing conditions, its

meaning, and significance and then making adequate and

accurate interpretations of these data with or without the

aid of statistics (Calderon: 1993).

Research Locale

The study was conducted in colleges of nursing of the

Nueva Ecija Colleges (NEC), in Cabanatuan City.

The explanation behind the selection of ND-NEC to be

the locale of the research is because the researchers are

students of the BS Nursing in the said school.

The Respondents

3Tan, Crestita Barrientos, A Research Guide in Nursing Education.

Makati: Visual Print Ent., 2003), p.127


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The respondents of this study were 85 4th year Nursing

students who are formerly or presently assigned under the

supervision of the subject 13 Clinical Instructors to

answer the assessment forms.

Sampling Design

In this design, nursing students who formerly or

presently assigned under the supervision of the subject

clinical instructors were selected. The researchers spent

minimal time, effort and money to cover the whole locale of

research.

Research Instrument

The following are the instruments used to gather data

and information in the conduct of this study:

1. Student Assessment to their Clinical Instructors. The

researchers devised a tool, assessment forms, which were

distributed to the respondents, for the assessment of the

subject clinical instructors, by rating their attitudes,

behavior, characteristics and skills with Always, Almost

Always, Fairly Often, Occasionally and Seldom.

2. Questionnaire. It is the principal tool used in this

study. This is supported by the researchers personal

observations since the respondents could easily be


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associated with, and since they are presently enrolled in

the research locale.

The questionnaire according to Tan4 is a self-directing

instrument structured with questions and directions for the

respondent to react from. It measures information levels,

opinions, attitudes beliefs, ideas, feelings and

perceptions as well as gathers factual information from the

respondents.

Sources of Data

The main sources of data were the fourth year BS

Nursing students of Nueva Ecija Colleges. There are 85

regular fourth year nursing students, all of them were

taken as a respondents. 100% were able to answer the

questionnaire and 100% of the questionnaires were

retrieved. The researchers also made use of books,

magazine, and internet to gather data and information.

Sampling Procedure

The researchers made use of sampling by selecting a

representative portion of the population to represent the

4Tan, Crestita Barrientos, A Research Guide in Nursing Education.

Makati: Visual Print Ent., 2003), p.157


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8Ranking is used to determine the order of decreasing

or increasing magnitude of variables. The largest frequency

is the ranked 1.

Verbal Interpretation (V.I)

Table 1Verbal Interpretation

Level V.I

2.51 3.00 Strongly Agree2.01 2.50 Agree1.51 2.00 Moderately Agree1.0 1.50 Disagree

The questionnaire is divided into five parts, as can

be seen in Table 2 below:

Table 2The Questionnaire

Part I: Professional Attitudes and Actions 5 itemsPart II: Characteristics of Effective Leaders 5 itemsPart III: Communication Skills 5 itemsPart IV: Teaching Abilities and Attitudes 5 itemsPart V: Personal Attitudes 5 items

Table 3Distribution of Questionnaire

RespondentsNumber of Copies

DistributedNumber of Returned

Questionnaire%

Senior BSN(63)

63 Copies 63 Copies 100%

88Tan, Crestita Barrientos, A Research Guide in Nursing Education.Makati: Visual Print Ent., 2003), p.185


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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, gathered data and information is

presented, including the analysis of the information. These

data and information is also interpreted in this chapter.

1. Common Attitudes and Its Effects

Here are the common attitudes or attitudes of clinical

instructors being experience by students and its effects to

the performance of the students:

1.1 Reasonable. Most of the students/respondents said that

most of the times Clinical Instructors show fair and

just judgment to the performance and trait of their

students. This tends to provide more confident to

their students. Although, sometimes, some of the CIs

tend to discriminate and become unfair that make the

students lose confidence from performing their

tasks.

1.2 Manage Clinical Emergencies Well. According to the

respondents, the clinical instructors are showing

well in managing clinical emergencies and problem

solving. This gives the students an assurance for

the support from their CIs.


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1.3 Demonstrating Strategic Skills. The Clinical

Instructors show strategic knowledge and skills that

make them acquire the admiration and trust of the

respondents.

1.4 Undependable Communication Skills. Most often than not,

Clinical Instructors show undependable communication

skills. They often dont choose their words that

sometimes they tend to hurt the feelings of their

students. From this, students lose self-confidence

from performing their tasks.

1.5 Display Professional Behavior. Clinical Instructors

demonstrate and consistently improve their knowledge

skills. They have been identified as being involves

with the students, being clear and organized, having

positive attitude and providing food feedback.

2. Students Assessment about their Clinical Instructors

The 85 respondents assessed the 13 Clinical

Instructors according to their own personal assessments,

using the devised assessment form. (Sample assessment form

is attached in the appendices). The following are the

results of the evaluation per part with their corresponding

degree of assessment (D.A), frequency (f) and percentage

(%):


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Table 4Part I: Professional Attitudes and Actions

Item/Category D.A f % wf WM V.I R

1. demonstrate

self-respect andself-confidenceas professionals

4 29 34.12 116

2.69 StronglyAgree 33 42 49.41 1262 13 15.29 261 1 1.18 1

Total 85 100 269

2. positiveprofessional rolemodels forstudents

4 32 37.65 128

2.70StronglyAgree

23 39 45.88 1172 11 12.94 221 3 3.53 3

Total 85 100 270

3. care about

student learningin the clinicalsetting

4 36 42.35 144

2.73 StronglyAgree 13 32 37.65 962 16 18.82 321 1 1.18 1

Total 85 100 273

4. verbally andactively promotetheir profession

4 24 28.24 96

2.49 Agree 53 36 42.35 1082 20 23.53 401 5 5.88 5

Total 85 100 249

5. assist

students inunderstandingtheirprofessionalresponsibility

4 27 31.76 108

2.59StronglyAgree

43 38 44.71 1142 17 20.00 34

1 3 3.53 3

Total 85 100 259

Table 4 shows the assessment of the respondents to

their clinical instructors professional attitudes and

actions. Item 1 shows that 49.41% of the respondents

strongly agreed that their clinical instructors demonstrate

self-respect and self confidence as professionals. This

item received a rank of 3.


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Item 2 shows that 45.88% or 39 strongly agreed that

their clinical instructors are positive professional role

models. This item is in 2nd rank for part I.

42.35% or 36 of the respondents strongly agreed that

clinical instructors care about the students learning in

the clinical setting, and this made this item in the first

rank.

Having the last or 5th rank is the item 4 which is the

clinical instructors verbally and actively promotion of

profession. Only 36 or 42.35% of the respondents agreed on

this.

With a verbal interpretation of strongly agree, item 5

ranked 4th as 38 or 44.71% of the respondents believed that

their clinical instructors assist students in understanding

their professional responsibilities.

Table 5Part II: Characteristics of Effective Leaders


1. seek outchallengingopportunities

that test theirown skills

4 25 29.41 100

2.56StronglyAgree

43 38 44.71 114

2 20 23.53 40

1 2 2.35 2

Total 85 100 256

2. in control ofsituations

4 32 37.65 128

2.66StronglyAgree

13 34 40.00 1022 17 20.00 341 2 2.35 2

Total 85 100 266


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3. have made theiremploymentpositions bettereach year

4 30 35.29 120

2.59StronglyAgree

23 33 38.82 992 18 21.18 361 4 4.71 4

Total 85 100 259

4. have visions orgoals for theirown professionalgrowth

4 27 31.76 1082.57

StronglyAgree

33 36 42.35 1082 19 22.35 381 3 3.53 3

Total 85 100 257

5. put others'needs beforetheir own needs

4 23 27.06 92

2.46 Agree 53 32 37.65 962 28 32.94 561 2 2.35 2

Total 85 100 246

Table 5, Part II : Characteristics of Effective

Leaders, shows that all items got a verbal interpretation

of strongly agree.

Item 1, ranked 4th, shows that 44.71% or 38 of the

respondents strongly agreed that their clinical instructors

seek out challenging opportunities that test their own

skills.

In the first rank, item 2 received a strongly agree

verbal interpretation as 34 or 40% of the respondents

believed that the clinical instructors are in-control of

the situations.

Ranking 2nd is the item 3 as the respondents, 33 or

38.82% of them, believed that their clinical instructors

have made their employment positions better each year.


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3rd rank is item 4 as the 36 or 42.35% of the

respondents believed that their clinical instructors have

visions or goals for their own professional growth. This

item received a verbal interpretation of strongly agree.

In the last rank, 5th, is item 5, which shows that only

32 or 37.65% of the total respondents agree that their

clinical instructors put others needs before their own

needs.

Table 6

Part III: Communication Skills


1. providefeedback tostudents in atimely manner

4 33 38.82 132

2.58StronglyAgree

43 29 34.12 872 16 18.82 321 7 8.24 7

Total 85 100 258

2. activelypromote clinical

discussion withstudents

4 35 41.18 140

2.66Strongly

Agree

33 27 31.76 81

2 22 25.88 441 1 1.18 1

Total 85 100 266

3. correctstudentstactfully in anappropriatelocation/place

4 24 28.24 96

2.42 Agree 53 32 37.65 96

2 21 24.71 42

1 8 9.41 8

Total 85 100 242

4. deal with

conflict in amature/professionalmanner

4 38 44.71 152

2.73 StronglyAgree

13 29 34.12 872 16 18.82 32

1 2 2.35 2

Total 85 100 273

5. provide a clearorientation

4 39 45.88 1562.69

StronglyAgree

23 24 28.24 722 19 22.35 38


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during first day1 3 3.53 3

Total 85 100 269

It can be seen from table 6, Part III: Communication

Skills, that out of 5 items, four (4) received a verbal

interpretation of strongly and only one (1) received agree

interpretation.

For item 1, there are 33 respondents or 38.82% who

strongly agreed that their clinical instructors provide

feedback to students in a timely manner. This item ranked

4th.

Item 2, rank 3, received 2.66WM or a verbal

interpretation of strongly agree as 35 or 41.18% of the

respondents believed that clinical instructors actively

promote clinical discussions with the students.

Item 3, ranked 5th, shows that 32 or 37.65% of the

respondents agree that clinical instructors correct

students tactfully in an appropriate location or place.

Item 4, shows that 38 or 44.71% of the total

respondents, strongly agree that their clinical instructors

deal with conflict in a mature/professional manner. This

items is in the first rank for part 3.

That last item for part 5, is in 2nd rank as 39 or

45.88% of the total respondents strongly agree that the


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clinical instructors provide a clear orientation during

first day of rotation.

Table 7Part IV: Teaching Abilities and Attitudes


1. providestimulating realscenarios forstudents to learn

4 17 20.00 68

2.03 Agree 53 18 21.18 542 31 36.47 621 19 22.35 19

Total 85 100 203

2. promotecritical thinking

skills in theirteaching to fosterlearning

4 35 41.18 140

2.63StronglyAgree 3

3 26 30.59 78

2 21 24.71 42

1 3 3.53 3

Total 85 100 263

3. combineacademic knowledgewith clinicalpractice

4 39 45.88 156

2.73StronglyAgree

23 26 30.59 782 19 22.35 381 1 1.18 1

Total 85 100 273

4. When teaching

an inexperiencedstudent, CIsdemonstrate aclinical skillfirst, then allowthe student topractice it

4 37 43.53 148

2.61StronglyAgree

4

3 22 25.88 66

2 21 24.71 42

1 5 5.88 5

Total 85 100 261

5. prepare(mental/write

down) a learningexperience/discussion prior to thestudents coming totheir clinicalsetting

4 38 44.71 152

2.78StronglyAgree

13 33 38.82 99

2 13 15.29 26

1 1 1.18 1

Total 85 100 278


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Table 8Part V: Personal Attitudes


1. honest andtrust-worthypersons

4 36 42.35 1442.63

StronglyAgree

33 25 29.41 752 20 23.53 401 4 4.71 4

Total 85 100 263

2. act accordinglyto the professionalcode of ethics andstandards

4 39 45.88 156

2.73StronglyAgree

13 28 32.94 842 15 17.65 301 3 3.53 3

Total 85 100 273

3.

encouragestudents to projecta positiveprofessionaldemeanor to thepublic

4 37 43.53 148

2.65StronglyAgree

23 27 31.76 81

2 15 17.65 30

1 6 7.06 6

Total 85 100 265

4. continually askthemselves if thereis a better way toaccomplish his/her

goal

4 21 24.71 84

2.34 Agree 53 33 38.82 99

2 20 23.53 40

1 11 12.94 11Total 85 100 234

5. use differentmotivationaltechniques fordifferentsituations

4 28 32.94 112

2.45 Agree 43 29 34.12 87

2 18 21.18 36

1 10 11.76 10

Total 85 100 245

3. Implication of this study to the students.


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Zds

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the summary of findings

including the conclusions arrived and the recommendations

made.

Summary

Nursing education is one of the in-demand courses

these days. It is also one of the most valued educations

not only in our country but also internationally as it

gives well compensation and esteemed profession. That is

why a lot of students nowadays are in to taking nursing and

nursing related courses. Let us also give recognition to

the schools that are providing a quality education. Each of

us has significant memories of our nursing school

experiences. The researchers arrived into the idea of

preparing this study while they were exchanging

conversations about their nursing school experiences,

including there would be unprepared to answer our

instructors questions.

This study focused in seeking the answers to what are

the persisting/dominating attitudes of the subject clinical

instructors, including its effects, and the


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evaluation/assessment of the 85 students to their 13

clinical instructors.

Summary of Findings

The common attitudes or attitudes of clinical

instructors being experience by students and its effects to

the performance of the students are being reasonable that

most of the students/respondents said that most of the

times Clinical Instructors show fair and just judgment to

the performance and trait of their students. This tends to

provide more confident to their students. Although,

sometimes, some of the CIs tend to discriminate and become

unfair that make the students lose confidence from

performing their tasks. Another is Managing Clinical

Emergencies Well that according to the respondents, the

clinical instructors are showing well in managing clinical

emergencies and problem solving. This gives the students an

assurance for the support from their CIs. Other are

Demonstrating Strategic Skills, Undependable Communication

Skills and Display Professional Behavior that Clinical

Instructors demonstrate and consistently improve their

knowledge skills. They have been identified as being

involves with the students, being clear and organized,

having positive attitude and providing food feedback.


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Table 4 shows the assessment of the respondents to

their clinical instructors professional attitudes and

actions. Item 1 shows that 49.41% of the respondents

strongly agreed that their clinical instructors demonstrate

self-respect and self confidence as professionals. This

item received a rank of 3. Item 2 shows that 45.88% or 39

strongly agreed that their clinical instructors are

positive professional role models. This item is in 2nd rank

for part I. 42.35% or 36 of the respondents strongly agreed

that clinical instructors care about the students learning

in the clinical setting, and this made this item in the

first rank. Having the last or 5th rank is the item 4 which

is the clinical instructors verbally and actively

promotion of profession. Only 36 or 42.35% of the

respondents agreed on this. With a verbal interpretation of

strongly agree, item 5 ranked 4th as 38 or 44.71% of the

respondents believed that their clinical instructors assist

students in understanding their professional

responsibilities.

Table 5, Part II : Characteristics of Effective

Leaders, shows that all items got a verbal interpretation

of strongly agree. Item 1, ranked 4th, shows that 44.71% or

38 of the respondents strongly agreed that their clinical

instructors seek out challenging opportunities that test


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their own skills. In the first rank, item 2 received a

strongly agree verbal interpretation as 34 or 40% of the

respondents believed that the clinical instructors are in-

control of the situations. Ranking 2nd is the item 3 as the

respondents, 33 or 38.82% of them, believed that their

clinical instructors have made their employment positions

better each year. 3rd rank is item 4 as the 36 or 42.35% of

the respondents believed that their clinical instructors

have visions or goals for their own professional growth.

This item received a verbal interpretation of strongly

agree. In the last rank, 5th, is item 5, which shows that

only 32 or 37.65% of the total respondents agree that their

clinical instructors put others needs before their own

needs.

It can be seen from table 6, Part III: Communication

Skills, that out of 5 items, four (4) received a verbal

interpretation of strongly and only one (1) received agree

interpretation. For item 1, there are 33 respondents or

38.82% who strongly agreed that their clinical instructors

provide feedback to students in a timely manner. This item

ranked 4th. Item 2, rank 3, received 2.66WM or a verbal

interpretation of strongly agree as 35 or 41.18% of the

respondents believed that clinical instructors actively

promote clinical discussions with the students. Item 3,


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ranked 5th, shows that 32 or 37.65% of the respondents agree

that clinical instructors correct students tactfully in an

appropriate location or place. Item 4, shows that 38 or

44.71% of the total respondents, strongly agree that their

clinical instructors deal with conflict in a

mature/professional manner. This items is in the first rank

for part 3. That last item for part 5, is in 2nd rank as 39

or 45.88% of the total respondents strongly agree that the

clinical instructors provide a clear orientation during

first day of rotation.

Conclusions

Based on the findings and analysis of the provided

data, the researchers arrived at the following conclusions:

1. Some qualities and characteristics as perceived by

students were lacking from the Clinical Instructors;

2. The Clinical Instructors have persisting attitudes and

traits, and abilities and skills that can also be

admired by the students;

3. Some persisting characteristics of clinical

instructors negatively affect the performance of the

nursing students;

4. Most of the Clinical Instructors demonstrate self-

respect, act as role model and care about the students


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learning in clinical setting based on the Professional

Attitudes and Actions evaluation;

5. Only few of the clinical instructors demonstrate the

characteristics of being effective leaders;

6. Most of them show very good communication skills and

promotes clinical discussion; and

7. Almost all of the clinical instructors are manifesting

good teaching abilities and attitudes and showing good

personal attributes.

Recommendations

In the light of the above findings and conclusions,

the following recommendations are made:

1. Clinical Instructors be send to seminars and related

trainings to further their education and to make them

more skilled and knowledgeable;

2. To assert to them that students should be treated

respectfully and fairly.

Research Clinical Instructors Revised

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