TEACHING COMPETENCY OF NURSING EDUCATORS AND CARING

ATTITUDE OF NURSING STUDENTS IN A PHILIPPINE UNIVERSITY

An Undergraduate Thesis

Presented to

The Faculty of the College of Nursing

University of Perpetual Help System-DALTA, Molino Campus

Molino, Bacoor, Cavite

In Partial Fulfilment

Of the Requirements for the Degree

Bachelor of Science in Nursing

BALLON, JAINE E. NICOLLE E.

MARCH 2019
 ii

APPROVAL SHEET

This thesis entitled

“Teaching Competency of Nursing Educators and Caring Attitude of Nursing
Students in a Philippine University”
Prepared and submitted by Jaine Nicolle E. Ballon in partial fulfilment of the requirements
for the degree of Bachelor of Science in Nursing is recommended for acceptance and
approval for ORAL EXAMINATION.

LERMA B. MALUBAG
ADVISER

Approved by the Committee on Oral Examination Committee with a grade of ______ on

March 2019.

_____________________________

_____________________________ _______________________________

Accepted in partial fulfilment of the requirements of the degree of Bachelor of Science in

Nursing.

LERMA B. MALUBAG
Dean, College of Nursing
 iii

ACKNOWLEDGEMENT

With boundless love and appreciation, the researcher would like to extend her heartfelt

gratitude and appreciation to the people who helped bring this study into reality. The

researcher would like to extend her profound gratitude to the following:

First and foremost, to the LORD ALMIGHTY, for the wisdom and renewed supply of

strength He has given the researcher throughout the fulfilment of the study.

LERMA B. MALUBAG, RN, MAN, the dean of college of nursing and the thesis

adviser for giving her guidance, directions, and insights for the completion of this study.

MARY GRACE S. PROWEL, RN, MSN, for her ideas, suggestions, and

constructive criticism on my questionnaire tool and as a member of panel.

JENNIFER O. LEDESMA, RN, MAN, for her ideas, suggestions, and constructive

criticism as member of the panel.

MS. JOCELYN SANTOS, for allowing the researcher to gather data and information

and for contributing her ideas and expertise in the betterment of this study as the head of

the Research and Development Center.

MR. ELISEO TALLA, for his expertise on statistical treatment of data.

MY PARENTS AND FAMILY, for their unconditional love and undying support

during the course of the study, for without their financial provision and passionate

encouragement, this academic achievement would not be accomplished.

 vi
i

TABLE OF CONTENTS

TITLE PAGE

APPROVAL SHEET …………………………….………………………………… ii

ACKNOWLEDGEMENT ………………….……...…………………………….... iii

ABSTRACT …………………………………..……...……………………………. iv

TABLE OF CONTENTS ……………………………....………………………… vii

LIST OF TABLES ………………………………………………………………. ix

LIST OF FIGURES …………………………………………..……….…………. x

CHAPTER 1: THE PROBLEM AND REVIEW OF RELATED LITERATURE AND

STUDIES ……………………………………………….…….…………… 1.1

Introduction ………………………………………………………..………………. 1

Review of Related Literature and studies ………………………..………………… 3

Synthesis ……………………………………………………….…………………... 8

Theoretical Framework and Conceptual Framework ………….…………………... 8

Research paradigm ………….…………………………………………………….. 11

Hypothesis …………………..…………………………………………………….. 11

Significance of the study .…………………………………………………………. 12

Scope and delimitation ……………………………………………………………. 13

Definition of terms ……………………………………………………………….. 13

CHAPTER 2: METHODOLOGY

Research design ……………………………………………………………….…. 14

Population sampling ……………………………………………………………... 15

Respondents of the study …………………………………………………………. 15

Research instrument ……………………………………………………………… 15

Data gathering procedure ………………………………………………………… 16

Statistical treatment of data ………………………………………………………. 16

CHAPTER 3: RESULTS AND DISCUSSION ………………………………... 20

CHAPTER 4: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary …………………………………………………………………………. 35

Conclusion ……………………………………………………………………….. 38

Recommendations ……………………………………………………………...... 41

REFERENCES …………………………………………………………………. 47

APPENDICES

RESEARCH INSTRUMENT

SAMPLE COMPUTATION

CERTIFICATION

LETTER OF REQUEST

ACCORD

LIBRARY REQUEST

CURRICULUM VITAE
 ix

LIST OF TABLES

1. Table 1 …………………………………………………………………… 35

2. Table 2 …………………………………………………………………… 37

3. Table 3 …………………………………………………………………… 40

4. Table 4 …………………………………………………………………… 41

5. Table 5 …………………………………………………………………… 42

6. Table 6 …………………………………………………………………… 43

7. Table 7 …………………………………………………………………… 44

8. Table 8 …………………………………………………………………… 45

9. Table 9 …………………………………………………………………… 46
 x

LIST OF FIGURES

1. Figure 1 ……………………………………………………………………… 19

2. Figure 2 ……………………………………………………………………… 29

3. Figure 3 ……………………………………………………………………… 31

4. Figure 4 ……………………………………………………………………… 32
 1

CHAPTER 1

THE PROBLEM AND RELATED LITERATURE

INTRODUCTION

A competent health workforce is central to achieving universal health coverage (WHO,

2006). Quality education is the foundation for developing competent health workers who are

equipped with the knowledge, attitudes and skills necessary to deliver quality care. Globally

there is an urgent requirement for more skilled nurses. Equally, there is a need to provide a

system to educate teachers. Interventions in nursing education need to be carefully assessed

and strategically planned and coordinated. Improving and maintaining the qualities and

competencies of nurse educators requires keeping pace with shifting health-care expectations,

evolving practice requirements, new information technologies, and rapidly expanding

evidence-based health services. These challenges call for reformed approaches on the part of

health professionals and educators alike. The development of nurse educators can facilitate the

transference of competencies to new nursing generations and contribute to maintaining and

enhancing the quality of health services. The competencies of nurse educators reflect a need

for clinical competence; sound teaching and assessment skills reflective of an adult learning

approach; and organizational and communication skills. In addition, values and ethics,

personalities, and personal qualities, such as having a leadership role in the profession and

acting as a change agent and a role model for students, are important for nurse

educators. Socialization of students into clinical practice was stressed as an important aspect

of the role of nurse educators. Continuous improvement and ongoing professional development

are expected for all nurses. It is important to recognize that nurse educators’ function at

different levels within a school, however, the development of basic or core competencies,
common to all teachers of health practitioners, is an essential prerequisite to attaining high

standards in nursing practice.

The Philippine Universities, College of Nursing is envisioned to be a premiere college

of nursing in Region IV, which shall produce nurses who are able to render safe care to people

and lead a well-balanced life in a trans-cultural society. The curriculum is arranged to promote

integration and application of knowledge and essential skills, such as writing, assessment, and

critical thinking. It is formulated to help students develop understanding of self and others,

stimulate intellectual curiosity for lifelong learning, and to develop an ability to work with an

interprofessional team for the promotion, maintenance, and restoration of health and quality of

life of individuals, families, and communities. The College of Nursing is dedicated to

excellence in nursing education through warm and competent care of individuals, families,

groups, and communities and lifelong pursuit of learning, growth, and innovation. We are

committed to prepare students to assume pivotal roles in nursing clinical practice, health care

systems management, health policy, and health care research and development.

The college’s faculty is composed of highly qualified and extensively experienced

educators and clinicians devoted to excellence in the holistic development of students as

compassionate, caring, and competent nurses.

 3

REVIEW OF RELATED LITERATURE

This section includes relevant data and carefully sought information that are of big

importance in the better understanding of the study.

In the Philippines, an attached agency to the Office of the President for administrative

purposes which is known as Commission on Higher Education (CHED) covers both public and

private higher education institutions as well as degree-granting programs in all post-secondary

educational institutions in the country. Patricia Tanya – Velasco cited The Primer on the New

K – 12 Educational System on March 6, 2012: At present, the Philippines is the only country

in Asia and among the three remaining countries in the world that uses a 10-year basic

education cycle (Montebon, 2014). President Benigno Simeon Aquino III signed into law on

May 15, 2013 The Enhanced Basic Education Act of 2013 or the K-to-12 (Calderon, 2014).

This new curriculum started last school year of 2012 – 2013. Thus, some of the universities in

the Philippines stopped accepting new enrollees in the year of 2016 – 2017. The CHED was

established on May 18, 1994 through Republic Act No. 7722 or the Higher Education Act of

1994 which was authored by Senator Francisco Tatad. In accordance with pertinent provisions

of RA 7722 and pursuant to Commission en Banc Resolution No. 170, dated April 19, 2009,

and for the purpose of rationalizing Nursing Education in the country to provide relevant and

quality health services locally and internationally, CHED Memorandum Order (CMO) No. 14,

Series of 2009, was issued with the following policies and standards for Bachelor of Science

in Nursing (BSN) Program are hereby adopted and promulgated by the Commission. The CMO

No. 14 also includes the Faculty Qualifications needed in the Nursing Education.

The World Health Organization (WHO) has developed these Nurse Educator Core

Competencies to enable educators to effectively contribute to the attainment of high-quality

education, and the production of effective, efficient and skilled nurses who are able to respond
to the health needs of the populations they serve. The competencies have been prepared based

on the acknowledgment that nursing education and practice are changing. Entrants to the

nursing profession must practice, lead and adapt to new evidence, increasingly diverse

populations and changing needs. Education is an important starting point for change.

Following the validation process, the Nurse Educator Core Competencies were further

categorized within cognitive (knowledge), affective (attitudes and behaviours) and

psychomotor (skills) domains of learning. It is expected that integrating the competency

domains and core competencies within the domains of learning will help facilitate the

development of comprehensive educational programmes, better assessment methods and

reduce repetition of learning outcomes within curricula. To acquire the title of qualified nurse

educator, they should have nursing education nursing qualification, clinical nursing

experience and a educational training.

Globally there is an urgent requirement for more skilled nurses. Equally, there is a

need to provide a system to educate teachers. Interventions in nursing education need to be

carefully assessed and strategically planned and coordinated. Improving and maintaining the

qualities and competencies of nurse educators requires keeping pace with shifting health-care

expectations, evolving practice requirements, new information technologies, and rapidly

expanding evidence-based health services. These challenges call for reformed approaches on

the part of health professionals and educators alike. The development of nurse educators can

facilitate the transference of competencies to new nursing generations and contribute to

maintaining and enhancing the quality of health services.

The nursing curriculum prepares the student to carry out clinical skills competently

and confidently in the clinical settings (Panduran, Abdullah Hassana, & Mat, 2014). Most of

the time theory with lecture demonstration enables the students to acquire the skills and to
work confidently when giving care to the patients. Hagbaghery et al. and Panduran et al.

(2004, 2014), have pointed out that competence and self-confidence are the most important

factors in allowing students to make appropriate decision in patient care. Copeland (2015)

considered confidence as an important aspect of rendering nursing care and that nursing

education should foster the development of confidence of the student nurse. Additionally,

Aston and Molassiotis (2015) mentioned that nursing students are more confident and less

stressed up when working with senior mentor, indicating that nursing students can perform

better when working with someone who is more experienced.

Caring as the essence of nursing is widely viewed as a feminine activity. Nightingale

defines the effects of energetic healing environment; placed touch application was firmly in

the center of nursing practice. Rogers, Watson and the other nursing theorists mentioned that

energy studies represent a good example for professional approach to spiritual health nursing.

Nurses use non-conventional energy therapies like therapeutic touch further anymore in many

countries. Therapeutic touch is a supplementary technique which is used for a specific

purpose and intent of the universal energy and affection that helps patient finding the balance

and attaining health. Nurses can reduce the occurrence of emotions like fear and anxiety,

providing strong therapeutic effects in patients by using effective contact. It is an incomplete

form of communication if nurses touch the patients just for daily planned interventions,

patient-nurse relationship will approach will strengthen more by using, the level-professional

friendship that include acceptance, interest and support posts.

The World Health Organization has developed these Nurse Educator Core

Competencies to enable educators to effectively contribute to the attainment of high-quality

education, and the production of effective, efficient and skilled nurses who are able to respond

to the health needs of the populations they serve. The competencies have been prepared based
on the acknowledgment that nursing education and practice are changing. Entrants to the

nursing profession must practice, lead and adapt to new evidence, increasingly diverse

populations and changing needs. Education is an important starting point for change. The

utility of the proposed competencies will determine their ability to bring about the desired

changes. Appropriate use of technology can help to expedite such changes. Much effort has

gone into the preparation of the Nurse Educator Core Competencies. It is the aim of the World

Health Organization that they will facilitate nurse educators to attain increased proficiency in

assisting student nurses to acquire all the knowledge, skills and attitudes necessary to practice

nursing effectively in the 21st century.

The National League for Nursing has also their references and guide for

Competencies for Academic Nurse Educators. These competencies promote excellence in the

advanced specialty role of the academic nurse educator. They establish nursing education as

a specialty area of practice and create a means for faculty to more fully demonstrate the

richness and complexity of the faculty role.

Nurses’ competence is based on the knowledge and skill taught to them. Nursing

training is a combination of theoretical and practical learning experiences that enable nursing

students to acquire the knowledge, skills, and attitudes for providing nursing care (Nahid, et

al., 2016). A large part of nursing education is carried out in clinical environments. Nursing

education is a transformational experience for the student. Training nurses, both as students

and in practice, is a complex process and as a result, the role of the nurse educator is

multifaceted, going beyond simply bestowing knowledge on the learner. The nurse educator

is a facilitator of learning and growth (Ludlow, 2016).

Caring is a value-based concept in the nursing field and in education (Salehiam, et

al., 2017). It is a central focus of nursing and it is integral to maintain the ethical and
 7

philosophical roots of the profession (Watson 0018; Lusk and Fater, 2013; Potter et al., 2016).

According to Watson, caring is the essence of nursing and so, caring science is the main

concept in nursing education. The aim of a caring science-centered curriculum is to give

nursing students an overall view of caring science, so that they will be able to care individual's

health as professional nurses (Zamanzades, et al., 2014).

SYNTHESIS

Central to this study is to determine the teaching competency of nurse educator and

caring attitude of student nurses of University of Perpetual Help System – DALTA.

The teaching competency of nurse educators has a greatest effect in increasing the

caring attitude of student nurses. Caring is the focus of nursing and it is integral to maintain

the ethical and philosophical roots of the profession. It is the main concept in nursing

education. Nurse educator is a facilitator of learning and growth of the student nurses.

THEORETICAL FRAMEWORK

This study is grounded on the following theoretical models: Jean Piaget’s Theory of

Constructivism and Jean Watson’s Theory of Human Caring.

Jean Piaget was a philosopher from Switzerland. He was also a natural scientist that

was famous for the work that he did studying cognitive development and learning theories

encompassed in his view of "genetic epistemology". At the young age of eleven he attended

high school at Switzerland Latin wherein one of his short pieces was the start of his scientific

career.

Piaget's theory of constructivism impacts the learning curriculum because educators

have to make a curriculum plan which enhances their students' logical and conceptual growth.

Teacher must put emphasis on the significant role that experiences or connections with the
adjoining atmosphere play in student education. For example, teachers must bear in mind the

role those fundamental concepts, such as the permanence of objects, plays when it comes to

establishing cognitive structures.

Piaget's theory of constructivism argues that people produce knowledge and form

meaning based upon their experiences. Piaget's theory covered learning theories, teaching

methods, and education reform. Two of the key components which create the construction of

an individual's new knowledge are accommodation and assimilation. Assimilating causes an

individual to incorporate new experiences into the old experiences. This causes the individual

to develop new outlooks, rethink what were once misunderstandings, and evaluate what is

important, ultimately altering their perceptions. Accommodation, on the other hand, is

reframing the world and new experiences into the mental capacity already present.

Individuals conceive a particular fashion in which the world operates. When things do not

operate within that context, they must accommodate and reframing the expectations with the

outcomes.

Apart from learning theories, Piaget's theory of constructivism addresses how

learning actually occurs, not focusing on what influences learning. The role of teachers is

very important. Instead of giving a lecture the teachers in this theory function as facilitators

whose role is to aid the student when it comes to their own understanding. This takes away

focus from the teacher and lecture and puts it upon the student and their learning. The

resources and lesson plans that must be initiated for this learning theory take a very different

approach toward traditional learning as well. Instead of telling, the teacher must begin asking.

Instead of answering questions that only align with their curriculum, the facilitator in this

case must make it so that the student comes to the conclusions on their own instead of being
told. Also, teachers are continually in conversation with the students, creating the learning

experience that is open to new directions depending upon the needs of the student as the

learning progresses. Teachers following Piaget's theory of constructivism must challenge the

student by making them effective critical thinkers and not being merely a "teacher" but also

a mentor, a consultant, and a coach.

Some strategies for teacher include having students working together and aiding to

answer one another's questions. Another strategy includes designating one student as the

"expert" on a subject and having them teach the class. Finally, allowing students to work in

groups or pairs and research controversial topics which they must then present to the class.

In the theory of human caring, nursing is defined by caring. Caring Science helps us to

embrace the positive energy that flows from an integrated mind, body and spirit and is

mutually rewarding to both the patient and the nurse. Jean Watson contends that caring

regenerates life energies and potentiates our capabilities. The benefits are immeasurable and

promote self-actualization on both a personal and professional level. Caring is a mutually

beneficial experience for both the patient and the nurse, as well as between all health team

members. In addition, it is important to remember that Watson emphasizes that we must care

for ourselves to be able to care for others; self-healing is a necessary process for rejuvenating

our energy reserves and replenishing our spiritual bank.

According to Watson (1997), the core of the Theory of Caring is that “humans cannot

be treated as objects and that humans cannot be separated from self, other, nature, and the

larger workforce.” Her theory encompasses the whole world of nursing; with the emphasis

placed on the interpersonal process between the care giver and care recipient. The theory is

focused on “the centrality of human caring and on the caring-to-caring transpersonal

 10

relationship and its healing potential for both the one who is caring and the one who is being

cared for” (Watson, 1996).

In her book Quality Caring in Nursing, Duffy (2009) informed nursing “that

professional caring may be best learned through the caring relationships and role modeling

that faculty enact during the educational process” (p. 135). Duffy points out that nursing

education is more than imparting and sharing information, “it is also about openness,

connection, and creativity” (p. 135). Caring relationships are mutually beneficial and offer a

connection that enhances authentic learning and a positive environment. Nursing educators

are reminded that it is ethical and responsible to bring forth caring in the education

environment. Abundant research supports the incorporation of caring into nursing

curriculum. Researchers, such as Watson (1988, 2002, 2003), Clark (2008), Clark and

Springer (2007), and Gillespie (2005) suggest that incorporation of caring into nursing

curricula will enhance the nursing profession and improve nursing practice.

RESEARCH PARADIGM

Caring Attitude of Student

Perception of Competency Nurses of Philippine University
of Nursing Educators

Intervening Variables
 Age
 Gender
 Year Level

Figure 1 The Variable and their Relationships

As shown in the Figure 1, the first box shows the level of nursing educators as an

independent variable. The relationship between the level of competency of nursing educators
 and the caring attitude of nursing student of Philippine University as the dependent variable

and the intervening variable are the age, gender and the year level.

STATEMENT OF THE PROBLEM

This study sought to determine the teaching competency of nursing educators in

developing caring attitude among nursing students of Philippine University.

1. What is the profile of the student nurses in a Philippine University when grouped

according to age, gender, and year level?

2. What is the perception of teaching competency of the nurse educators in a Philippine

University as perceived by the students?

3. What is the level of the caring attitude of student nurses in a Philippine University?

4. Is there a significant difference on the teaching competency of nurse educators of

University of Perpetual Help System DALTA in a Philippine University as perceived by

the student nurse when they were grouped according to age, gender and year level?

5. Is there a significant difference on the level of caring attitude of student nurses in a

Philippine University when they were grouped according to age, gender and year level?

6. Is there a significant relationship between the teaching competency of nurse educators

and the level of caring attitude of student nurses in a Philippine University?

HYPOTHESIS OF THE STUDY

The following hypothesis were tested in this study:

1. There is no significant difference on the teaching competency of nurse educators in a

Philippine University as perceived by the student nurse when they were grouped according

to age, gender and year level.

2. There is no significant difference on the level of caring attitude of student nurses in a

Philippine University when they were grouped according to age, gender and year level.
 12

3. There is no a significant relationship between the teaching competency of nurse educators

and the level of caring attitude of student nurses in a Philippine University.

SIGNIFICANCE OF THE STUDY

The result of the study would be beneficial to the following:

Administrators of the College of Nursing: The findings of this study could serve as basis

for curriculum and instruction implementation not only on nursing students, medical related

courses which will enhance and strengthen learner’s mastery.

Student Nurses: The findings of this study will redound to the benefit of student nurses

considering that care is the core and basic foundation for nursing practice. Thus, teaching

competency of nursing educators can be specified, and results can identify how to improve

nursing care attitudes of students.

Nurse Educators: This study will be able to penetrate the development of nurse educators to

facilitate the transference of competencies to new nursing generations and contribute in

maintaining and enhancing the quality of health services.

Future Researches: This study will benefit future researchers who might have the same

interest to study the teaching competency of nurse educators and caring attitude of nursing

college students. It will serve as a reference and guide for them to carry out their research.

SCOPE AND DELIMITATION OF THE STUDY

This research covered the student nurses of the three Philippine Universities. A total of

50 student nurses was chosen to be the respondent for the research, whereas 17 respondents

from school 1; 7 respondents from school 2; and 26 respondents from school 3. The quantity

of the respondents was attained by means of purposive sampling technique.

 13

The researcher focused on how the nurse educators teaching competency affect the

caring attitude of student nurses in a Philippine University as a basis of competencies of nurse

educators.

DEFINITION OF TERMS

The following terms have been defined as used in the study:

Age: This refers to the length of person’s existence in the world. This is categorized as 15 –

20 years old ; 21 to 25 year old; 26 – 30 year old and 36 – 40 year old.

Gender - This refers to the concept of socially constructed views of feminine and masculine

behavior in individual social groups. It is classified as male or female.

Care – This refers as excellence capability of one person.

Year Level of the student – This refers as the educational count of year of the student. It is

classified as level 3 and level 4.

Teaching Competency - The ability, knowledge, skills and attitudes required of a nurse in

performing a range of expected roles in professional nursing practice as perceived by the

nurse educators of UPHSD – Molino.

Caring Attitude – This refers as how nurses handle patient needs.

CHAPTER 2

METHODOLOGY

This chapter describes the research design and a method used in the study and is

presented in the following order: research design, population sampling, instruments, and data

gathering process, data analysis, and methodological limitations.

RESEARCH DESIGN

The research design used to this study was quantitative descriptive research design.

Quantitative nursing research is the study of nursing phenomena that offers precise
 measurement and quantification (Potter, Perry, Stockert & Hall, 2016). Quantitative research

methods emphasize measurement, testing of hypotheses, and statistical analysis data.

Descriptive designs gather information about conditions, attitudes, or characteristics of

individuals or group of individuals. The purpose of descriptive research is to describe the

meaning of existing phenomena (Fain, 2017).

Using this of research design, the researcher was able to know the relationship between

the intervening variables: age, gender and year level and answered a certain phenomenon.

POPULATION SAMPLING

The samples of this study are from the three (3) school of nursing the researcher include

all the students from 3rd and 4th year. This sampling technique is called total enumeration.

Including all possible participants of the 3 campuses are necessary for them to evaluate the

topic discusses.

RESPONDENTS OF THE STUDY

The respondents of the study are the student nurses of a Philippine University in the

year 2016 – 2017 from 3nd year or 4th year college. The researcher identified a total of 50

student nurses as the total number of participants of the chosen year level. The following are

the number of respondents of chosen year level: (1) 17 respondents from school 1; (2) 7

respondents from school 2; and (3) 26 respondents from school 3.

RESEARCH INSTRUMENT

The researcher formulated an adapted questionnaire with revisions. It is composed of

three parts: Part 1 was the letter or consent asking permission from the respondents to answer

the tool, Part 2 was the demographic profile of the respondents in terms of their age, gender,

and year level. Lastly, Part 3 was the actual questioning in evaluating the teaching

competency of nursing educators, and the Part 4 was about on how the caring attitude of
nursing students is applied. The instrument used was Likert scale to measure the level of the

teaching competency of nurse educators and caring attitude of student nurses.

VALIDATION OF INSTRUMENT

The instrument used has undergone content and face validation. The researcher has

submitted the questionnaire to three experts in the field of teaching and in nursing. The

remarks and the comments were applied to improve the contents of the tool given by the

validators.

The questionnaire had gone through a pilot testing to determine its feasibility and

reliability despite being validated by the experts. Pilot testing refers to the so-called feasibility

that is trial run or small-scale versions, which are done in preparations for the major study

(Suresh, 2014). The reason why pilot testing is done before gathering data is to check if the

questionnaire made was valid to use for the study. The pilot testing was then conducted in

the College of St. Jude in Salawag, Dasmariñas with 10 respondents on November 11, 2017,

then reliability and validity testing was done at the R&DC office, after passing the reliability

test the questionnaire to use was accepted as a valid tool for data gathering. All questions are

consistently measures what it’s supposed to measure and eight items from the caring attitude

tool was removed.

DATA GATHERING PROCEDURE

The process by which the researcher gathered data was divided into two parts:

Part 1: Preparation

The researcher made a letter of request to approved to conduct the study in the 3

Philippine University to the School Director through the Research & Development Center

(R&DC). The letters were signed by the research adviser and noted by the dean of the College

of Nursing.
Part 2: Data Gathering

After the letter of permission was approved, the researcher scheduled a suitable day for

student nurses of Philippine University, to gather data. The researcher started gathering data

on October 19, 2017 at school 1, November 14, 2017 at school 2 and February 9, 2018 at

school 3.

STATISTICAL TREATMENT OF DATA

The researcher used the following statistical treatments to test the hypothesis of the

study.

Frequency Distribution. A frequency distribution is an organized tabulation of the

number of individuals located in each category on the scale measurement (Gravetter &

Wallnau, 2009).

Formula Σ f = N

Where f= the number of times each category occurs

N= the number of respondents

The frequency distribution was used to determine the profile of the respondents in

terms of age, gender and year level.

Percentage Distribution. This shows the percentage of the sample subjects in a

sample which scores fall into a specific group and the number scores in that group, (Tan,

2011).

Formula %= F/N x 100

Where F= is the frequency of responses

N= is the total number of respondents

100= is the constant in order to get the percentage

 This was used to identify the profile of the respondents when they are grouped

according to age, gender, and year level.

Mean. It is the sum of all scores divided by the number of scores, (Myers, J., Well,

A., Lorch, R., 2013).

Formula (x) = Σx

Where x= the mean value of the group scores

Σ= the individual scores in the group of scores

X= the individual scores in the group scores

N= the total number

Mean was used to determine the level of teaching competency of nurse educator and

the caring attitude of student nurses of Philippine University.

T-Test. It compares the responses of two respondent groups in the study

on the phenomenon under investigation. This is used to test for significant differences

between two samples (Tan, 2011).

Formula

Where: x1=Mean of first set of values

x2= Mean of second set of values

S1 = Standard deviation of first set of values

S2 = Standard deviation of second set of values

n1 = Total number of values in first set

n2 = Total number of values in second set.

 T – test was used to determine the level of teaching competency of nurse educators and

caring attitude of student nurses of Philippine University when group according to age, gender

and year level.

F-test ANOVA (analysis of variance) can test the differences between two means

which can be used to examine data from two or more groups, (Tan, 2011). F-test is simply

a ratio of two variances. ANOVA uses the F-test to statistically test the equality of means.

Formula: F= MSbetween

MSwithin

F – test ANOVA was used to determine the significant difference in the level of

teaching competency of nurse educators and caring attitude of student nurses of Philippinr

University when group according to age, gender, and year level.

Pearson Correlation. It measures quantitatively the extent to which two variables are

correlated (Sharma, 2012). It is a number (r=correlation coefficient) that describes the strength

of the relationship between two variables (Tan, 2011).

Formula r= N Σxy- (Σx)( Σy)

√ [N Σx2- (Σx)2] [N Σy2- (Σy)2]

Where: N= number of pair of scores

Σxy= sum of the products of paired scores

Σx= sum of x scores

Σy= sum of y scores

Σx2= sum of x squared scores

Σy2= sum of squared y scores

 20

Chapter 3

RESULTS AND DISCUSSIONS

This chapter deals with the results of the gathered data and its corresponding discussion

in relation to the teaching competency of nursing educators and the caring attitude of nursing

students of Philippine University.

Problem 1. What is the profile of student nurses of Philippine University when they

were grouped according to age, gender, and year level?

Profile of Student Nurses of Philippine University in terms of Age

Frequency and percentage distribution were used to determine the profile of the

respondents according to age. This is categorized as 16 – 20 years old, 21 – 25 years old, 26

– 30 years old, 31 – 35 years old and 36 – 40 years old.

Figure 2. Profile of Student Nurses of Philippine University in terms of Age

Figure shows the percentage distribution of the profile of student nurses of Philippine

University when they were group in terms of age. It shows that out of 50 students, majority

of them were under the age group 16 – 20-year-old having a total of 74% share in the

population distribution. Further, it shows that student nurses under the age group 21 – 25-
 year-old and 26 – 30-year-old have an equal share of 8% each group. Lastly, it shows that

students under 31 – 35-year-old and 36 – 40-year-old have 6% and 4% share, respectively.

This implies that majority of the respondents were at age of 16 – 20 years of age. This

result was aligned to the age group set by Department of Education (2011), in the Philippines

offered education through formal and non-formal systems. Formal education typically spans

14 years and is structured in a 6+4+4 system: 6 years of primary school education, 4 years

of secondary school education, and 4 years of higher education, leading to a bachelor’s

degree. Most of the bachelor’s degrees are for four years. Students are usually from 16 to 20

years old.

Profile of Student Nurses of Philippine University in terms of Gender

Frequency and percentage distribution were used to determine the profile of the

respondents according to gender. This is categorized as male and female.

Figure 3. Profile of Student Nurses of Philippine University in terms of Gender

Figure shows the percentage distribution of the profile of student nurses of Philippine

University when they were grouped in terms of gender. It shows that out of 50 students,

majority of them were female students with 82% share in the distribution. On the contrary

there were few or 18% of them who were male students.

 This implies that majority of the respondents are female. This result was true since

back on culture nurses should be the female. This is aligned with the observation made by

Pham (2015), men do not choose nursing course because of the reason that they think that

this career suit only for female unless it was a decision made by parents or support from group

of friends.

Profile of Student Nurses of Philippine University in terms of Year Level

Frequency and percentage distribution were used to determine the profile of the

respondents according to year level. This is categorized as 3rd year and 4th year.

Figure 4. Profile of Student Nurses of Philippine University in terms of Year Level

Figure shows the percentage distribution of the profile of student nurses of Philippine

University when they were grouped in terms of year level. It shows that out of 50 students,

more than half or 52% of them were in their 4th year. On the other hand, there were 48% of

them who were in their 3rd year.

This implies that majority of the respondents are 4th year. The respondents were 3rd and

4th Year College. Since during the study there were no 1st and 2nd year student due to adjustment

of the Philippine educational system to K-12 program. This is supported by Department of

Education or DepEd (2011) circular that the Basic Education System of the Philippines was

updated to K-12 Curriculum from the olds K-10 Curriculum.

Problem 2. What is the teaching competency of nurse educators of Philippine

University as perceived by the student nurses?

Teaching Competency of Nurse Educators of Philippine University as perceived by the

Student Nurses

Mean was utilized to determine the teaching competency of nurse educators of

UPHSD. The following verbal interpretation was used: 4.20 – 5.00 = Highly Competent; 3.40

– 4.19 = Competent; 2.60 – 3.39 = Moderately Competent; 1.80 – 2.59 = Somewhat

Competent; and 1.00 – 1.79 = Not Competent.

 24

Table 1.

Teaching Competency of Nurse Educators of Philippine University as perceived by the

Student Nurses
Teaching Competency of Nurse Educators Mean Interpretation

Teaching Skills 4.26 Highly Competent

1. Shows mastery of the subject/course to be discussed 4.12 Competent
2. Explains the lessons clearly. 4.26 Highly Competent
3. Uses examples or illustrations for the better understanding of the students 4.14 Competent
4. Uses knowledge gained through clinical practice to maintain and improve nursing
4.26 Highly Competent
curricula.
5. Relates lessons to reality, and on clinical settings for the students understanding. 4.18 Competent
6. Uses technology or teaching aids/devices to excite and sustain students interest. 4.34 Highly Competent
7. Makes use of different strategies to develop the daily lessons. 4.32 Highly Competent
8. Gives follow-up work and further learning activities through assignments, reading,
4.32 Highly Competent
library work, projects and researches.
9. Plans appropriate learning experiences for the students. 4.34 Highly Competent
10. Enacts best practices for the students learning. 4.30 Highly Competent
Communication Skills 4.31 Highly Competent
11. Allows the students participate in the discussion of activities. 4.36 Highly Competent
12. Encourages students to ask questions f seek clarifications about the subject matter. 4.32 Highly Competent
13. Entertains and answer convincingly questions from students. 4.24 Highly Competent
14. Communicates effectively. 4.28 Highly Competent
15. Helps learners interpret and apply research in nursing practices. 4.34 Highly Competent
Management of Student Welfare 4.34 Highly Competent
16. Employs advising and counseling strategies that helps the learner to meet learning
4.26 Highly Competent
objectives/goals.
17. Evaluates students’ performance through tests and other means of assessments. 4.38 Highly Competent
18. Provides students with opportunities to think critically, creativity and reflectively. 4.40 Highly Competent
19. Ensure safe and appropriate physical learning environments in classroom conditions
4.30 Highly Competent
such as space, light, temperature, desk arrangement and number of students.
Teaching and Learning in the Clinical Area 4.33 Highly Competent
20. Facilitates a safe learning environment in the clinical setting. 4.32 Highly Competent
21. Fosters individualized experiential learning. 4.34 Highly Competent
22. Facilitates clinical reasoning among diverse learners who may have different
4.32 Highly Competent
learning styles and unique leaning needs.
Leadership and Advocacy 4.35 Highly Competent
23. Advocates for education and practice environments that have the organizational
and human support systems and the resource allocations necessary for safe, 4.34 Highly Competent
competent
24. Uses a variety of advocacy strategies to promote nursing education and practice
4.34 Highly Competent
including professional, community, human rights, and structural advocacy.
25. Integrates advocacy strategies into the curriculum. 4.40 Highly Competent
26. Identify opportunities for positive change and effectively manage the change
4.34 Highly Competent
process both at individual and organizational levels
27. Demonstrate leadership to improve nursing education and practice. 4.34 Highly Competent
Overall 4.31 Highly Competent
 Table shows the overall computed mean teaching competency of nurse educators of

Philippine University. It shows that among the identified aspects of teaching, leadership and

advocacy gained the highest computed mean of 4.35 which is verbally interpreted as highly

competent, followed by management of student welfare with 4.34, teaching and learning in

the clinical area with 4.33 and communication skills with 4.31 which are all interpreted as

highly competent. Conversely, teaching skills though still interpreted as highly competent

yield the lowest competed mean of 4.26.

Generally, the overall computed teaching competence of the nurse educators was 4.31

which are interpreted as highly competent. These results mean that the nurse educators of

Philippine University are highly competent in teaching.

This means that the teaching competency of nurse educators in the Philippine

University are highly competent in teaching according to the student nurses.

This result is positive feedback for the teachers and for the school in general. The

highly competent nurse educators is supported by World Health Organization (WHO, 2016),

observation that the College of Nursing is dedicated to excellence in nursing education

through warm and competent care of individuals, families, groups, and communities and

lifelong pursuit of learning, growth, and innovation. The university educators are composed

of highly qualified and extensively experienced educators and clinicians devoted to

excellence in the holistic development of students as compassionate, caring, and competent

nurses.
 26

Problem 3. What is the level of caring attitude of student nurses of Philippine

University?

Level of Caring Attitude of Student Nurses of Philippine University

Mean was utilized to determine the level of caring attitude of student nurses of UPHSD.

Table 2.

Level of Caring Attitude of Student Nurses of Philippine University

Caring Attitude of Nurses Students Mean Interpretation

1. Attentively listen to my patient. 4.68 Highly Caring

2. Give instructions and health teaching to my patient. 4.34 Highly Caring

3. Treat my patient as a unique individual. 4.46 Highly Caring

4. Spend time with my patient to ensure trust. 4.34 Highly Caring

5. Use therapeutic touch to my patient to convey caring. 3.92 Caring

6. Give hope to my patient. 4.12 Caring

7. Give my patient pertinent information so that he/she can make decision

4.24 Highly Caring
clearly.

8. Provide support for my patient. 4.26 Highly Caring

9. Call my patient in his/her preferred name. 4.40 Highly Caring

10. Am always honest to my patient. 4.28 Highly Caring

11. Am empathetic on my patient. 4.28 Highly Caring

12. Use soft, gentle voice to my patient. 4.70 Highly Caring

13. Professionally demonstrate my knowledge and skills. 4.50 Highly Caring

14. Am cheerful to my patient. 4.42 Highly Caring

15. Allow my patient to express feelings about his/her disease and

4.44 Highly Caring
treatments.

16. Encourage my patient to participate in his/her plan of care. 4.54 Highly Caring

17. Treat my patient’s information confidentially. 4.72 Highly Caring

18. Talk to my patient. 4.54 Highly Caring

19. Encourage my patient to call if there are problems. 4.52 Highly Caring

Overall 4.41 Highly Caring

 Item number 5 is the lowest which states that student nurses least to use therapeutic

touch to patient to convey caring and item number 17 is the highest which states that the

student nurses treat their patients’ information confidentially.

The overall computed mean value for the level of caring attitude of the student nurses

of Philippine University as 4.41 which is interpreted as highly caring.

This means that the student nurses of Philippine University are highly caring.

The use of therapeutic touch and giving of hope to patient as caring behaviour is

expected from a nursing student. This is supported by Tulay et al. (2017), nursing care is one

major health care services that contribute significantly to the patient healing process.

Assessing and addressing the individual needs is fundamental to the nursing role.

Problem 4. Is there a significant difference on the teaching competency of nurse

educators of Philippine University as perceived by the student nurse when they were grouped

according to age, gender and year level?

Hypothesis: There is no significant difference on the teaching competency of nurse

educators of Philippine University as perceived by the student nurse when they were grouped

according to age, gender, and year level.

Teaching Competency of Nurse Educators of Philippine University as perceived by the

Student Nurses in terms of Age

F-test was used to determine the significant difference according to age. Age was

further categorized as 16 – 20 years old, 21 – 25 years old, 26 – 30 years old, 31 – 35 years

old and 36 – 40 years old.

Table 3.

Teaching Competency of Nurse Educators of Philippine University as perceived by the

Student Nurses in terms of Age

Source of Sum of Mean

df F - value Significance
Variation Squares Square

Between Groups 0.987 4 0.247

0.825 0.516
Within Groups 13.453 45 0.299

Total 14.440 49

A one-way ANOVA was conducted to determine the significant difference of teaching

competency when grouped according to age. Table shows that there is no significant

influenced on the teaching competency on age at 0.05 level of significance [ f (4, 45) = 0.825,

p = 0.516].

This is related to the fact that there is no wide gap between age of the respondents.

Since they are 3rd year and 4th year they can more or less experience the same hardship and

joy while taking all those major subjects and may have the same perception. This result was

negated by the study of Chidiebere et at. 2016, that over the years, discrepancies in the

performance of nursing students have observed, although students may be of comparable

abilities, learn in the same environment and follow the same syllabus, their academic

performance still vary.

Teaching Competency of Nurse Educators of Philippine University as perceived by the

Student Nurses in terms of Gender

T-test was used to determine the significant difference according to gender. Gender

was further categorized as male and female.

 29

Table 4.

Teaching Competency of Nurse Educators of Philippine University as perceived by the

Student Nurses in terms of Gender

Gender N Mean SD df t - value Significance

Male 9 4.548 0.405

48 1.506 0.139
Female 41 4.251 0.558

An independent sample t – test was conducted to determine the teaching competency

when grouped according to gender. There are no significant differences in the mean for male

(M = 4.54, SD = 0.405) and female (M = 4.25, SD = 0.55; t (48) = 1.506, p = 0.139). Theses

suggest that gender do not affect the student’s perception about their teachers’ competency.

This result is similar to the suggestion of James et al., 2011; Chan et al., 2014, who

stated that the regardless of the teaching format and academic performance, males and females

were found to have similar perception of peer assessment, problem-based learning and

traditional lecture.

Teaching Competency of Nurse Educators of Philippine University as perceived by the

Student Nurses in terms of Year Level

T-test was used to determine the significant difference according to year level. Gender

was further categorized as 3rd year and 4th year.

Table 5.

Teaching Competency of Nurse Educators of Philippine University as perceived by the

Student Nurses in terms of Year Level

Year Level N Mean SD df t - value Significance

3rd Year 24 4.530 0.571

48 3.057 0.004
4th Year 26 4.096 0.429

On this table an independent sample t – test was conducted to determine the precepting

students on the teaching competency of nurse educator when grouped according to year level.

There were a significant differences in the education of 3rd year (M = 4.53, SD = 0.571) with

that of 4th year (M = 4.096, SD – 0.429); t (48) = 3.087, p = 0.0004.

The result suggests that 3rd year has a higher level of evaluation than of 4 th year. In

other words, 3rd year students put high regards on their teachers.

This result is supported by Niederriter et al. (2017) that the clinical instructor plays a

central role in student development by helping to create a conducive learning environment.

Problem 5. Is there a significant difference on the level of caring attitude of student

nurses of Philippine University when they were grouped according to age, gender and year

level?

Hypothesis: There is no significant difference on the level of caring attitude of student

nurses of Philippine University when they were grouped according to age, gender and year

level.

Level of Caring Attitude of Student Nurses of Philippine University in terms of Age

F-test was used to determine the significant difference according to age. Age

categorizes as 16-20-year-old, 21 – 25 years old, 26 – 30 years old, 31 – 35 years old and 36

– 40 years old.
Table 6.

Level of Caring Attitude of Student Nurses of Philippine University in terms of Age

Source of Sum of Mean
df F – Value Significance
Variation Squares Square
Between
0.345 4 0.086
Groups
0.591 0.671
Within
6.562 45 0.146
Groups
Total 6.906 49
The table shows the output of the ANOVA analysis and whether there is a statistically

significance between mean of age group. It can be seen that [ F = (4, 45) = 0.591] the

significance value is 0.671 which is above 0.05 and therefore there is no significant differences

in the mean of age.

In other words, students can see their caring attitude on the same level regardless of

age. This result is congruent to the study of Zamanzadeh et al. (2014), he indicates in his

study, the 3rd and 4th year students had large perceptual similarities toward the importance of

caring behaviors.

Level of Caring Attitude of Student Nurses of Philippine University in terms of Gender

Table 7. Level of Caring Attitude of Student Nurses of Philippine University in terms of

Gender

Gender N Mean SD df t – value Significance

Male 9 4.416 0.496

48 0.085 0.932
Female 41 4.404 0.351

The table shows the output of the t – test analysis and determine whether there is a

significant difference between mean of male and female. It can be seen that there is no

significant difference in the perception of male (M = 4.416, SD = 0.496) and female (M =

4.404, SD = 0.351); t (48) = 0.085, p = 0.932. The result shows that gender do not create any

variation on their perception of their caring attitude.

This result was supported by Chan et al. 2014, stated that both genders performed

similarly in different aspects.

Level of Caring Attitude of Student Nurses of Philippine University in terms of Year

Level

Table 8. Level of Caring Attitude of Student Nurses of Philippine University in terms of

Year Level

Year Level N Mean SD df t - value Significance

3rd Year 24 4.515 0.435

48 2.039 0.047
4th Year 26 4.305 0.283

The above table shows the result of t – test analysis in determining the significant

differences on the level of caring attitude among nursing students when grouped according

to year level. The result shows that there is significant difference between the evaluation of

3rd year (M = 4.515, SD = 0.435) and 4th year (M = 4.305, SD = 0.283); its t – value (2.039),

p = 0.047.

The result suggests that the 3rd year has a higher level of caring attitude than 4th year.

This result id congruent to the observation of Cohen's (20616), stated that only the existence

of differences in the perceptions of nurse caring behaviors between the third and fourth-year

students would suggest that changes have occurred between them and these changes are as

the results of the professional socialization process.

Problem 6. Is there a significant relationship between the teaching competency of

nurse educators and the level of caring attitude of student nurses of Philippine University?
 Hypothesis: There is no a significant relationship between the teaching competency of

nurse educators and the level of caring attitude of student nurses of Philippine University.

Relationship between the Teaching Competency of Nurse Educators and Level of

Caring Attitude of Student Nurses of Philippine University

Pearson R was used to determine the significant relationship between the teaching

competency of nurse educators and level of caring attitude of student nurses of Philippine

University.

Table 9.

Relationship between the Teaching Competency of Nurse Educators and Level of

Caring Attitude of Student Nurses of Philippine University

Pearson r
Aspect Mean Interpretation P - value Remarks
– value

Teaching

Competency
4.31
of Nurse

Educators Moderate
0.54 0.000052 Significant
Caring Correlation

Attitude of
4.41
Nursing

Students

A pearson - r product moment correlation coefficient was computed to assess the

relationship between the teaching competency of nurse educator and the caring attitude of

nursing students. These was a positive correlation between the two variables, r = 0.54, p =

0.000052.
 36

The result suggests that an increase in the teacher’s competencies it is most likely that

the caring attitude of nursing students will also increase.

The result was supported by the study of Niederriter, Eyth, and Thoman (2017), which

the clinical instructors play an important role in preparing the student nurse in becoming a

competent nurse in the practice setting.

Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with the summary, findings and conclusions as well as the

recommendations that the proponent of this paper deemed necessary in relation to the results

of the gathered data concerning the relationship between the teaching competency of nurse

educators and student nurses’ caring attitude of Philippine University.

SUMMARY

This study sought to determine the level of competency of nurse educators and caring

attitude of student nurses in the Philippine University. Specially, it aimed to answer the

following questions:

1. What is the profile of the student nurses in a Philippine University when grouped

according to age, gender, and year level?

2. What is the perception of teaching competency of the nurse educators of Philippine

University as perceived by the students?

3. What is the level of the caring attitude of student nurses of Philippine University?

4. Is there a significant difference on the teaching competency of nurse educators of

Philippine University as perceived by the student nurse when they were grouped
 according to age, gender, and year level?

5. Is there a significant difference on the level of caring attitude of student nurses of

Philippine University when they were grouped according to age, gender, and year level?

6. Is there a significant relationship between the teaching competency of nurse educators

and the level of caring attitude of student nurses of Philippine University?

The study used quanlitative descriptive correlational research design to determine the

(a) perception of teaching competency of the nurse educators of Philippine University

as perceived by the students, (b) level of the caring attitude of student nurses of

Philippine University, (c) relationship between the teaching competency of nurse

educators and the level of caring attitude of student nurses of Philippine University.

Purposive sampling was used to choose the 50 respondents from the different campuses

of Philippine University.

The following are the statistical tool that is used by the researcher for this study

to answer the specific problems and in testing the hypothesis: Frequency Distribution,

Percentage Distribution, Mean, T – test, F – test ANOVA and Pearson Correlation.

The frequency distribution was used to determine the profile of the respondents

when group according to age, gender, and year level. Percentage distribution was used

to compare the percentage of the data based on the result being tallied such as age,

gender and year level of the student nurses.

Mean was used to determine the perception of teaching competency of nurse

educators and the caring attitude of student nurses in the Philippine University.

T – test was used to find out the significant difference on the teaching

competency of nurse educators of Philippine University as perceived by the student

nurse when they were grouped according to gender, and year level.
 F – test was used to determine the significant difference on the level of teaching

competency of nurse educators and the caring attitude of student nurses of Philippine

University when they were grouped according to age.

Pearson Correlation was used to measure the strength and direction of

association that exist between the perception of teaching competency of nurse

educators and the caring attitude of student nurses of Philippine University.

FINDINGS

Based on the gathered data, the following findings were revealed:

1. It was found out that the profile of student nurses of Philippine University were as follows:

they were from the age group 16 – 20-year-old with 74%, female with 82% and on their

fourth-year status with 52%.

2. The overall computed teaching competence of the nurse educators was 4.31 which is

interpreted as highly competent. These results mean that the nurse educators of Philippine

University are highly competent in teaching.

3. The overall computed mean value for the level of caring attitude of the student nurses of

Philippine University as 4.41 which is interpreted as highly caring. It means that the student

nurses of Philippine University are highly caring.

4. The null hypothesis that there is no significant difference on the teaching competency of

nurse educators of Philippine University as perceived by the student nurse when they were

grouped according to age is accepted as shown in the overall computed F – value as 0.825

with 0.516 significant level which is greater than the 0.05 level of significance.

5. The null hypothesis that there is no significant difference on the teaching competency of

nurse educators of Philippine University as perceived by the student nurse when they were
 grouped according to gender is accepted as shown in the overall computed t – value as

1.506 with 0.139 significant level which is greater than the 0.05 level of significance.

6. The null hypothesis that there is no significant difference on the teaching competency of

nurse educators of Philippine University as perceived by the student nurse when they were

grouped according to year level is rejected as shown in the overall computed t – value as

3.057 with 0.004 significant level which is less than the 0.05 level of significance.

7. The null hypothesis that there is no significant difference on the level of caring attitude of

student nurses of Philippine University when they were grouped according to age is

accepted as shown in the overall computed F – value as 0.591 with 0.671 significant level

which is greater than the 0.05 level of significance.

8. The null hypothesis that there is no significant difference on the level of caring attitude of

student nurses of Philippine University when they were grouped according to gender is

accepted as shown in the overall computed t – value as 0.085 with 0.932 significant level

which is greater than the 0.05 level of significance.

9. The null hypothesis that there is no significant difference on the level of caring attitude of

student nurses of Philippine University when they were grouped according to year level is

rejected as shown in the overall computed t – value as 2.039 with 0.047 significant level

which is less than the 0.05 level of significance.

10. The overall computed Pearson r – value as 0.54 which verbally interpreted as moderate

correlation. This means that there exist a moderate relationship between the teaching

competency of nurse educators and the caring attitude of student nurses of Philippine

University. The null hypothesis that there is no a significant relationship between the

teaching competency of nurse educators and the level of caring attitude of student nurses
 of Philippine University is rejected as shown in the computed P – value is 0.000052 which

is less than the 0.05 level of significance

CONCLUSIONS

Based on the findings, the following conclusions were drawn:

1. It was concluded that the profile of student nurses of Philippine University who were

present during the conduct of this study were as follows; they were from the age group 16

– 20-year-old, female and currently fourth year students.

2. The nurse educators of Philippine University are highly competent in teaching.

3. The student nurses of Philippine University are highly caring.

4. There was no significant difference on the teaching competency of nurse educators of

Philippine University as perceived by the student nurse when they were grouped according

to age and gender. However, significant was obtained when they were grouped in terms of

year level.

5. There was no significant difference on the level of caring attitude of student nurses of

Philippine University when they were grouped according to age and gender. However,

significant was obtained when they were grouped in terms of year level.

6. There was a significant relationship between the teaching competency of nurse educators

and the level of caring attitude of student nurses of Philippine University.

RECOMMENDATIONS

The following recommendations are proposed by the researcher:

Student Nurses. The researcher recommends for the student nurses to take advantage

of the capabilities of their nurse educators to attain the optimum level of education they can

get from their teachers that can be use for their future profession. It is suggested for the student

nurse to attend seminars, trainings, and some conference regarding caring attitude.
 Dean and Faculty. The researcher recommends the Dean and Faculty to continue their

excellent work and to continually raise the standard of the college of nursing. It is also

recommended to the instructors to attend seminars, and conference and if it is possible,

continue their education by taking masters degree.

Future Researchers. The researcher recommends the future researcher to continue

conducting research and get a bigger scope and add questions regarding contributing factors

that can affect the teaching competency of teaching educators and the caring attitude of

student nurses.
 42

REFERENCES:

Alligood, M. R. (n.d.). Nursing theory: Utilization & application (4th ed.). . Maryland

Heights, Mo.: Mosby Elsevier.

Alligood, M. R. (2014). Nursing Theorists and Their Work. Elsevier Health Sciences.

Boslaugh, S. (2012). Statistics in a Nutshell: A Desktop Quick Reference. "O'Reilly Media,

Inc.".

Campbell, J. (2015). NURSE EDUCATOR CORE COMPETENCIES. Geneva, Switzerland:

WHO Document Production Services. Retrieved from

http://who.int/hrh/nursing_midwifery/nurse_educator050416.pdf

CHED MEMORANDUM ORDER (CMO) . (2009). Retrieved from Republic of the

Philippines Office if the President Commission of Higher Education :

http://www.ched.gov.ph/wp-content/uploads/2013/07/CMO-No.14-s2009.pdf

Dr. Joanne R. Duffy, P. R. (2008). Quality Caring in Nursing: Applying Theory to Clinical

Practice, Education, and Leadership. In P. R. Dr. Joanne R. Duffy, Quality Caring in

Nursing: Applying Theory to Clinical Practice, Education, and Leadership. Springer

Publishing Company, 2008 .

Fain, J. A. (2017). Reading, Understanding, and Applying Nursing Research. F.A. Davis.

Retrieved from https://books.google.com.ph/books?id=Z-

ATDgAAQBAJ&source=gbs_navlinks_s

Ferdinand C. Mukumbang, L. M. (2017, Febuary 23). Student nurse-educators' construction

of teacher identity from a self-evaluation perspective: A quantitative case study.

 Retrieved from Wiley Online Library:

http://onlinelibrary.wiley.com/doi/10.1002/nop2.75/full#nop275-bib-0008

Hopkins, W. G. (n.d.). Retrieved July 2008, from

http://www.sportsci.org/jour/0001/wghdesign.html

Ibrahim, S. A., & Qalawa, S. A. (2016). Relationship between faculty staff professionalism

and. Journal of Nursing Education and Practice.

Jean Watson PhD, RN, AHN-BC, FAAN. (2008). Assessing and Measuring Caring in

Nursing and Health Science: Second Edition. Springer Publishing Company.

Retrieved from https://books.google.com.ph/books?id=7eAKbr-TqgEC

Jim Campbell. (2016). World Health Organization. Retrieved from Nurse Educator Core

Competencies:

http://www.who.int/hrh/nursing_midwifery/nurse_educator050416.pdf

JUDITH E. HERTZ, PHD, RN. (2015). MODELING AND ROLE-MODELING (MRM)

THEORY AND PARADIGM. Retrieved from

http://www.mrmnursingtheory.org/index.html#

Ludlow, J. (2016). My Teaching Philosophy. Retrieved from

https://jocelynludlowrn.net/teaching-philosophy-2/

Patricia A. Potter, Anne Griffin Perry, Patricia Stockert, Amy Hall. (2016). Fundamentals of

Nursing. Elsevier Health Sciences. Retrieved from

https://books.google.com.ph/books?id=eCKKCwAAQBAJ
Polit, D., & Beck, C. (2006). Essentials of Nursing Research. Philadelphia, PA: Lippincott,

Williams, and Wilkins.

Rhodes, M., Morris, A., & Lazenby, R. (2011). Nursing at its Best: Competent and Caring.

OJIN: The Online Journal of Issues in Nursing Vol. 16 No. 2.

Roach, M. S. (n.d.). Caring: The Human Mode of Being, Implications for Nursing. Ottawa:

The Canadian Hospital Association Press. ISBN 0-7727-3740-1.

Sagun, C. G. (2016). The teaching competencies of clinical instructors: Basis for in-service

training modules. International Journal of Educational Policy Research and Review

Vol. 3, 56-63.

Salehian, M., Heydari, A., Moonaghi, H. K., & Aghebati, N. (2017, May 25). Developing the

concept of caring in nursing education. doi:10.19082/4425

Sharma, J. (2012). Business Statistics (2nd ed.). Uttar Pradesh, India: Pearson Education.

Tan, C. B. (Ed.). (2011). A Research Guide in Nursing Education (Vol. 1). 2810 Alcaver

Street, Barangay San Roque Pasay City 1303: Visprint Inc.

Tan, C. B. (Ed.). (2011). A Research Guide in Nursing Education (Vol. 1). 2810 Alcaver

Street, Barangay San Roque Pasay City 1303: Visprint Inc.

The Association for Educational Communications and Technology. (2001, August 3).

Retrieved from http://www.aect.org/edtech/ed1/default.htm

The Handbook of Research Education for Communications and Technology. (2001).

Retrieved August 03, 2001, from

http://www.aect.org:80/Intranet/Publications/index.html

Yelkin ALP, F., & Yucel, S. C. (2016). The importance of therapeutic touch in nursing.

ScopeMed. doi:10.5455/spatula.20160513053916

Education in the Philippines. Retrieved from February 17, 2019, from

https://www.studycountry.com/guide/PH-education.htm.

Philippine - Educational System – an Overview. Retrieved from February 17, 2019, from

http://education.stateuniversity.com/pages/1199/Philippines-EDUCATIONAL-

SYSTEM-AN-OVERVIEW.html.

Ozdemir A., Akansel N., & Tunk GC (2008). Gender and Career: Female and Male Nursing

Students’ Perceptions on Male Nursing Role in Turkey, from

http://www.hsj.gr/medicine/gender-and-career-female-and-male-nursing-students-

perceptions-of-male-nursing-role-in-turkey.pdf.

Montebon, Darryl Roy T. K12 Science Program in the Philippines: Student Perception on its

Implementation, December 2014. International Journal of Education and Research.

Retrieved from http://ijern.com/journal/2014/December-2014/15.pdf

Calderon, Maria Teresa (2014). A Critique of K-12 Philippine Education System: Arellano

University, Manila, Philippines. International Journal of Education and Research.

Retrieved from http://www.ijern.com/journal/2014/October-2014/42.pdf

Panduragan, S. L., Abdullah, N., Hassana, H., & Mat, S. (2014). Level of Confidence among
Nursing Students in the Clinical Setting. ELSEVIER .
Zamanzades, V., Valizadeh, L., Azimzadeh, R., Aminaie, N., & Yousefzadeh, S. (2014,
June). First and Fourth-Year Student's Perceptions about Importance of Nursing Care
Behaviors: Socialization toward Caring. NCBI .

Copeland, L. (2015). Developing student confidence: The post clinical conference, Nurse
Educator.

Aston & Molassiotis, (2015). Supervising and supporting student nurses in clinical
placements: the peer support initiative. Nurse Education Today.

Niederriter, J. E., Eyth, D., & Thoman, J. (2017). Nursing Students’ Perceptions on
Characteristics of an Effective Clinical Instructor. SAGE Open Nursing.
https://doi.org/10.1177/2377960816685571
 47

APPENDICES

A. LETTER OF PERMISSION
 50

B. PROOFS OF VALIDATION OF INSTRUMENT

 53

Detailed Computations

Teaching Competency of Nurse Educators

ANOVA

Competency

Sum of df Mean F Sig.

Squares Square

Between
.987 4 .247 .825 .516
Groups

Within Groups 13.453 45 .299

Total 14.440 49

Competency

Duncan

Age N Subset for

alpha = 0.05

16 - 20 year old 37 4.2241

26 - 30 year old 4 4.4450

31 - 35 year old 3 4.4933

21 - 25 year old 4 4.6000

36 - 40 year old 2 4.6300

Sig. .379
 Means for groups in homogeneous subsets are

displayed.

a. Uses Harmonic Mean Sample Size = 3.675.

b. The group sizes are unequal. The harmonic

mean of the group sizes is used. Type I error

levels are not guaranteed.

Group Statistics

Gender N Mean Std. Std. Error

Deviation Mean

Male 9 4.5478 .40524 .13508

TCNE
Female 41 4.2507 .55846 .08722
 Independent Samples Test

Levene's Test t-test for Equality of Means

for Equality

of Variances

F Sig. t df Sig. Mean Std. 95%

(2- Differe Error Confidence

taile nce Differenc Interval of the

d) e Difference

Lower Upp

er

Equa

varia .693
.610 .439 1.506 48 .139 .29705 .19729 -.09964
nces 73

assu

med
TCN
Equa
E
l

varia
.638
nces 1.847 15.521 .084 .29705 .16079 -.04467
76
not

assu

med
 Group Statistics

Year N Mean Std. Deviation Std. Error

Mean

3rd Year 24 4.5300 .57090 .11654

TCNE
4th Year 26 4.0958 .42851 .08404

Independent Samples Test

Levene's t-test for Equality of Means

Test for

Equality

of

Variances

F Sig t df Sig. Mean Std. 95%

. (2- Differenc Error Confidence

tailed e Differenc Interval of

) e the

Difference

Lowe Uppe

r r
 Equal

variance 3.62 .06 3.05 .7198 .7198

48 .004 .43423 .14205
s 8 3 7 3 3

TCN assumed

E Equal

variance 3.02 42.55 .7240 7240

.004 .43423 .14368
s not 2 4 7 7

assumed

Caring Attitude of Nursing Students

ANOVA

Caring

Sum of df Mean Square F Sig.

Squares

Between Groups .345 4 .086 .591 .671

Within Groups 6.562 45 .146

Total 6.906 49
 Caring

Duncan

Age N Subset for alpha = 0.05

21 - 25 year old 4 4.2775

16 - 20 year old 37 4.3814

31 - 35 year old 3 4.4933

26 - 30 year old 4 4.5675

36 - 40 year old 2 4.6600

Sig. .235

Means for groups in homogeneous subsets are displayed.

a. Uses Harmonic Mean Sample Size = 3.675.

b. The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error

levels are not guaranteed.

Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

Male 9 4.4156 .49589 .16530

Caring
Female 41 4.4037 .35136 .05487
 Independent Samples Test

Levene's Test t-test for Equality of Means

for Equality of

Variances

F Sig. t df Sig. (2- Mean Std. Error 95% Confidence

tailed) Difference Difference Interval of the

Difference

Lower Upper

Equal

variances 2.257 .140 .085 48 .932 .01190 .13962 -.26883 .29262

assumed

Caring Equal

variances
.068 9.837 .947 .01190 .17417 -.37704 .40084
not

assumed
 Group Statistics

Std. Std. Error

Year N Mean
Deviation Mean

3rd Year 24 4.5150 .43477 .08875

Caring
4th Year 26 4.3050 .28344 .05559

Independent Samples Test

Levene's Test for t-test for Equality of Means

Equality of

Variances

F Sig. t df Sig. Mean Std. 95% Confidence

(2- Difference Error Interval of the

taile Differen Difference

d) ce Lower Upper

Equal

variances 5.546 .023 2.039 48 .047 .21000 .10301 .00289 .41711

assumed

Caring Equal

variances
2.005 39.056 .052 .21000 .10472 -.00180 .42180
not

assumed
 61

CURRICULUM VITAE

PERSONAL DATA
Name : BALLON, Jaine Nicolle E.
Address : Paliparan 2, Dasmariñas Cavite
Genger : Female
Date of Birth : June 17, 1998
Place of Birth : San Narciso, Zambales
Civil Status : Single
Religion : Roman Catholic
Present Position : BSN IV Student
Office Address : UPHSD, City of Bacoor
E-mail Address : ballonjne@yahoo.com
EDUCATIONAL BACKGROUND
Elementary : Binabalian, Candelarie, Zambales
Secondary : Saint Vincent Academy
Tertiary : University of Perpetual Help System – DALTA
Molino Campus
Bachelor of Science in Nursing 2019