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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
3.3.3. Time Spent to Get First Employment after
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.
1.1.3. Civil Status;
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
1.3.1. Number of Graduates Employed;
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.
1.3.2. Position in Current Employment;
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
1.3.3. Time Spent to Get First Employment after
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:
2.1. 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
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
3.1. Personal Attributes vs. Curricular Evaluation
3.1.1. Age vs. Curricular Evaluation
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.
3.1.2. Gender vs. Curricular Evaluation
. 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.
3.1.3. Civil Status vs. Curricular Evaluation
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
Provisions and Conditions Experienced in College; and
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
Provisions and Conditions Experienced in College; and
-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
hypothesis is Not Rejected.
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3.3. Employability vs. Curricular Evaluation
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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3.3.2. Position in Current Employment vs. Curricular
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.
3.3.3. Time Spent to Get First Employment after
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
10 Comparative Analysis on UPHSD-LP BSN Curricular 45Evaluation of Respondents When Grouped
According to Gender
11 Comparative Analysis on UPHSD-LP BSN Curricular 47Evaluation of Respondents When Grouped
According to Civil Status
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LIST OF TABLES
TABLE PAGE
12 Comparative Analysis on UPHSD-LP BSN Curricular 49Evaluation of Respondents When Grouped
According to PNLE Rating
13 Comparative Analysis on UPHSD-LP BSN Curricular 52Evaluation of Respondents When Grouped
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
1.1.3. Civil Status;
1.2. PNLE Rating
1.3. Employability
1.3.1. Number of Graduates Employed;
1.3.2. Position in Current Employment;
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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
3.3. Employability vs. Curricular Evaluation
3.3.1. Number of Graduates Employed vs. Curricular
Evaluation
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3.3.2. Position in Current Employment vs. Curricular
Evaluation
3.3.3. Time Spent to Get First Employment after
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/#b88/22/2019 Ma. Elizabeth n. Daos
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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.
A study entitled A Tracer Study of Batch 2006 Graduates of the College
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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A study entitled A Tracer Study of Batch 2006 Graduates of the College
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
3.1.1. Age 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
t -value 1.517 1.984 Not Significant Ho: Not Rejected
STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE
20 29 3.60
30 ABOVE 3.40
t -value 1.451 1.984 Not Significant Ho: Not Rejected
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
hypothesis is Not Rejected.
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).
3.1.2. Gender vs. Curricular Evaluation
Table 10
Comparative Analysis on UPHSD LP BSN Curricular Evaluation of
Respondents When Grouped According to Gender
ASPECT MEAN COMPUTED CRITICAL* INTERTPRETATION DECISION
RLE
MALE 3.56
FEMALE 3.70
t -value -1.232 1.984 Not Significant Ho: Not Rejected
MAJOR NURSING SUBJECTS
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
t -value -0.940 1.984 Not Significant Ho: Not Rejected
APPLICATION OF THE COURSE AFTER GRADUATION
MALE 3.29
FEMALE 3.31
t -value -0.160 1.984 Not Significant Ho: Not Rejected
* = 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.
3.1.3. Civil Status vs. Curricular Evaluation
Table 11
Comparative Analysis on UPHSDLP BSN Curricular Evaluation of
Respondents When Grouped According to Civil Status
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ASPECT MEAN COMPUTED CRITICAL* INTERTPRETATION DECISION
RLE
SINGLE 3.71
MARRIED 3.42
t -value 2.106 1.984 Significant Ho: Not Rejected
MAJOR NURSING SUBJECTS
SINGLE 3.69
MARRIED 3.47
t -value 1.600 1.984 Not Significant Ho: Not Rejected
STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE
SINGLE 3.60
MARRIED 3.36
t -value 1.657 1.984 Not Significant Ho: Not Rejected
APPLICATION OF THE COURSE AFTER GRADUATION
SINGLE 3.29
MARRIED 3.40
t -value -0.610 1.984 Not Significant Ho: Not Rejected
* = 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
ASPECT MEAN COMPUTED CRITICAL* INTERTPRETATION DECISION
RLE
75 -79 3.62
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t -value -1.357 1.984 Not Significant Ho: Not Rejected
MAJOR NURSING SUBJECTS
75 -79 3.58
80 ABOVE 3.91
t -value -2.688 1.984 Significant Ho: Rejected
STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE
75 -79 3.48
80 ABOVE 3.85
t -value -2.869 1.984 Significant Ho: Rejected
APPLICATION OF THE COURSE AFTER GRADUATION
75 -79 3.21
80 ABOVE 3.65
t -value -2.764 1.984 Significant Ho: Rejected
* = 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
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