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Effectiveness of Related Learning Experience in Nursing Students Biostat1
Effectiveness of Related Learning Experience in Nursing Students Biostat1
Effectiveness of Related Learning Experience in Nursing Students Biostat1
Related learning experience (RLE) is a fundamental part of the nursing course. It is also
known as clinical duty or exposure; a curricular requirement in nursing. It is intended to develop
competencies and skills of nursing students in utilization of the nursing processes in varying
health situation. (Babula, Melody G. et. al, 2006)
Although a theoretical and research-based education is essential for nursing, on its own,
is not enough. Learning in the clinical setting provides the real world context where nursing
students develop skills, attitudes and values of a registered nurse. Students have experiences on
RLE that cannot be realistically provided in a classroom or laboratory setting. They
communicate with patients and families, interact with and learn from the health-care team,
practice skills under supervision and learn to deal with.
Also according to a journal The Canadian Nurse; Mar 1, 2003 by BOLAN,
CHRISTINE M. and GRAINGER, PATRICIA: The specializations being developed in Related
Learning Experience are: Hospital Nursing, a field of nursing situated in a medical facility
known as a hospital; Community Health Nursing, a field of nursing that is blend of primary
health care and nursing practice with public health nursing; School Nursing, scope of practice
includes taking care of employees and students' health in schools; Psychiatric Nursing, a
specialized field of nursing that cares for patients with mental illness or mental distress, such as
schizophrenia, bipolar disorder, psychosis, depression or dementia; Private Duty Nursing, a field
of nursing that involves one on one patient care; usually done in the clients home, or an
institution such as a nursing home or home for the elderly; Clinic Nursing, a specialization of
nursing where nurses are responsible in managing patients, schedule, and setting up referrals.
CONCEPTUAL FRAMEWORK
Ensuring that the nursing students receive sufficient practical experience to
develop the full range of skill they need for effective practice has become a focus in nurse
education (DOH, 1999).
The hospital related learning experience is an important learning factoring nursing
education. In the research paradigm students have given the opportunity to utilize the
theory and skills they have learned in the classroom discussion and skills laboratory.
The related learning experience (RLE) duties in the hospital will serves as a tool
to enhance more the knowledge develop the skills, and improve the attitude of the
nursing students.
RESEARCH PARADIGM
INPUT
learned in the
discussion and in the
simulation
laboratory.
PROCESS
Clinical Practice/
RLE Duties
OUTPUT
Effective
Performance:
-Enhanced Knowledge
-Developed Skills
-Improved Attitude
Figure1. A paradigm shows the relationship of the input, process and output of the study.
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1. To identify how the student rate their clinical performance as their knowledge, skills and
attitude.
2. To know the importance of clinical activities in the area.
3. To determine the results of their performance in their hospital duty hours.
4. To compare the NCM101-RLE and the NCM102-RLE performance of the nursing
student during their hospital duty hours.
Where the researchers as faculty members are working could use the finding as input for
enhancing their administrative and supervisory skills for the improvement of the nursing
program on Related Nursing Experience.
The Nursing Students
The output of the study may help the nursing students to comprehend the different skills
and technique of the procedure in the hospital.
The Faculty Members handling NCM-RLE
The positive result of the study may help them to understand the effectiveness of the
nursing students to faculty members handling NCM-RLE. On the other hand, they will learn on
the responses of the respondents so that they could teach in a different approach to further
enhance the learning of their students.
The Future Researchers
The result can be utilized as a basis for further study on the different perceptions of
nursing students regarding on the lecture made by the faculty members.
DEFINITION OF TERMS
Affective Domain. Refer to the area on attitude, feelings and/or emotions of an
individual.
Affiliated Hospital. Refers to the clinical placement of nursing students or any healthrelated course with an opportunity to use the theory and skills they have learned in the classroom
and laboratory settings.
Cognitive Domain. Refer to the area of knowledge.
Clinical Instructors. Refer to the person who supervises, guide and teaches students
during the clinical practice in the hospital.
Clinical Practice. Refer to the related learning experience of the students in the hospital.
Nursing. It is a profession that utilizes a body of knowledge interpreting physiological
and biophysical sciences. It is a practice discipline using a holistic, caring approach across
health-illness continuum.
Nursing Education. It is a systemic, dynamic process through which the learner acquires
knowledge of the science and art of nursing. This process is accomplished through the transfer of
theory to practice through meaningful clinical experience in a variety of settings.
The Nursing Curriculum. It is a built upon and uniquely integrated with the humanities,
arts and sciences.
Psychomotor. Refer to an area of skills, talent or abilities of a person.
RESEARCH METHODOLOGY
This chapter presents the type of method used in the research, the respondents and
sampling method and the research instruments that have been used. It also show the type of
statistical treatment that applied in order to analyze and interpret the data gathered information.
RESEARCH DESIGN
The research design that was used for this study was called Survey Design. This was
conducted through a paper-pen questionnaire. It also provides sufficient knowledge about the
nature of an objects and person. It also helped this study to provide instrument for the
measurements like survey form and interviewing. Here, we used a questionnaire and photocopies
of the RLE record book of the students for measuring instrument in collecting data and to
determine their RLE performance of the selected 3rd year nursing students.
The respondents of the study were the 30 BSN 3 students of RLE on the 1st semester of the
S.Y. June 2013-October 2013.
Where:
n = sample sized
N = Total Population
e = marginal error (0.05)
Percentage. This formula was used to determine the profile of the respondents such as age,
gender, and marital status.
P = n x 100%
N
Where:
P = percentage
n = sample size
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N = Total Population
Weighted mean. This formula was used to determine the problems encountered by the
respondents.
WM = F(w)
N
Where:
F = frequency
WM = weighted mean
w = weighted factor
LIKERT SCALE
Likert scale is used to indicate the extent to which the respondents agree or disagree with
each statement by checking members from 1 to 5 where 5 is the highest corresponds to strongly
agree and 1 is the lowest corresponds to strongly disagree. A person being tested would be asked
to respond to each statement in the list by checking on of the following categories.
Mean Range
4.20-5.00
3.30-4.19
2.60-3.29
1.80-2.59
1.00-1.79
Qualitative Interpretation
Excellent
Very Satisfactory
Satisfactory
Fair
Poor
Point Scale
4
Mean Range
3.30-4.00
Qualitative Interpretation
Excellent
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3
2
1
2.60-3.29
1.80-2.59
1.00-1.79
Very Satisfactory
Satisfactory
Fair
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