Level of Proficiency of Nursing Instructors

LEVEL OF PROFICIENCY …
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CHAPTER I
Level of Proficiency in Teaching of Instructors of Selected Nursing School in Cavite
One of the nursing competencies includes ethic and moral responsibility. Ethics
must analyze situation between good and bad. With ethics comes conscience. There is a
fine line between conscience and ethics; it is the morality concern. A person may be
ethical in ways, but may not be morally conscious. All profession must be guided with
the moral responsibility to instill conscious ethics specifically teaching profession.
Teaching is a way of shaping, molding and feeding a mind that will change a behavior
may be on preferences, belief, views and reactions.
In nursing courses, all angles in information must be detailed to enable the
security that a student will not create a chain of unnecessary skills, knowledge and
attitude that will greatly affect the nursing profession.
Clinical instructor positions can be found in many medical areas of higher
education. Their positions become available after a person achieves their own degree in a
chosen field. No matter what the field is, clinical instructors are necessary and an
important part of education. In that regard, basic practice job duties for clinical
instructors will be the same but the actual teaching of each field will differ by profession.
The role of a clinical instructor is to help students learn. Clinical instructors must
use effective teaching methods to train students in the roles of their chosen field.
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A clinical instructor is a very gratifying position in that the instructor will be able
to teach others the field in which they have worked and enjoyed and to make sure that the
students from the class will enjoy the same rewards.
An ideal clinical instructor should be of fine mastery of the fundamentals of
nursing including the nursing theories and principles. There is a substantial trust from
the students to their teacher that they will acquire the correct procedures, skills and
information that will be carried on as they pursue a career of their own. Dependency
from the knowledge of the clinical instructor will affect the future customs in nursing
practice because of the mentorship that a clinical instructor offered. There is no
difference from a mother instilling values or practices to a clueless child from a nurse-
teacher that molds a student to oblige and comply
The researchers had various experiences wherein the ideal practices in nursing
were not observed. During one of the exposures the researcher went into, there were
nurses that failed to follow the aseptic technique while feeding the patient through the
nasogastric tube. According to the nursing books, all skills in nursing must be of fine
obligation to keep the patient free from infection. These instances observed during
rotations must be well explained by the clinical instructors to avoid confusion over
defective practices that may affect the students’ learning.
On the other hand, the researcher often observes the way the clinical instructors
teach because they cannot acquire the suitable learning they wish to have. Sometimes
they comment on how the clinical instructor acts in front of the class, may be on their
physical and professional aspects. One situation that took place while inside the campus
was when a clinical instructors, instead of spending time inside the classroom, opted to
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send his student in the library and do a paper work about cancer. It was suppose to be
explained and discussed that day. The researcher commented that it would be better if the
topic be explained to them rather than to search for it in the library. They wished that they
could have been more understood and appreciated if cancer was explained and discussed
so that they could ask questions.
For effective teaching to take place, a good method must be adopted by a teacher.
A teacher has many options when choosing a style by which to teach. The teacher may
write lesson plans of their own, borrow plans from other teachers, or search online or
within books for lesson plans. When deciding what teaching method to use, a teacher
needs to consider students' background knowledge, environment, and learning goals.
Teachers are aware that students learn in different ways, but almost all children will
respond well to praise. Students have different ways of absorbing information and of
demonstrating their knowledge. Teachers often use techniques which cater to multiple
learning styles to help students retain information and strengthen understanding. A
variety of strategies and methods are used to ensure that all students have equal
opportunities to learn. A lesson plan may be carried out in several ways: questioning,
explaining, modeling, collaborating, and demonstrating. (Lieberman, Teacher
Leadership. California: Jossey-Bass, 2004)
The researcher decided to pursue this study to benefit all of the nursing
individuals that includes students, educators, administrators, future researchers, parents
and patients that would be handled by the students who wishes to assess the capability in
teaching. It is a primary concern especially in nursing to have a correct and accurate
adaptation of skills and knowledge because the profession may deal in lives of patients.
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BACKGROUND OF THE STUDY
The selected nursing school, is a dynamic and proactive institution upholding the
highest standards of excellence in community service, education and research towards the
attainment of a better quality of life, is the chosen backdrop of the study. In 2003, an
educational institution was founded beside the hospital. It was envisioned to fill the need
for quality education in arts and sciences in the CALABARZON area. It straddles an area
that serves as the gateway to major cities through its three access roads; the coastal road
in the north leads to Metro Manila; Zapote road in the east leads in Alabang; Las Pinas
and Muntinlupa and Laguna; and E. Aguinaldo Highway in the south leads to Cavite
City, Tagaytay and Batangas areas.
The school, in partnership with the hospital, provides quality education in the
Sciences, Information Technology, Liberal Arts and Teacher Education. The commitment
for quality education to help meet the needs of the government, business and industry
remains strong. This commitment is embodied in its educational philosophy for holistic
development and lifelong learning.
The study will take place on the school’s nursing office specifically at the nursing
faculty on the first semester of the academic year 2010-2011. Alternative areas will be
conducted during RLE hours. The study will be conducted through an appointed time of
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the respondents for convenience and discretion. Each respondent will have an 9 b-page
survey/questionnaire tool that should be answerable within 30 minutes. This is to validate
the authenticity and honesty in the data.
STATEMENT OF THE PROBLEM
The researcher aims to describe the respondents’ level of proficiency in teaching
of instructor in a nursing school in Cavite
1. What is the demographic profile of the respondents? In terms of:
1.1 Age
1.2 Gender
1.3 Civil Status
1.4 Socio economic status
1.5 Educational status
1.6 Religion
1.7 Years of teaching knowledge post licensure
1.8 Years of clinical knowledge post licensure
2. What is the respondents’ proficiency in teaching in terms of academic
knowledge when grouped as to:
1.1 Age
1.2 Gender
1.3 Civil Status
1.4 Socio Economic Status
1.5 Educational Status
1.6 Religion
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3. What is the respondents’ proficiency in teaching in terms of clinical
knowledge when
Grouped as to:
1.1 Age
1.2 Gender
1.3 Civil Status
1.4 Socio Economic Status
1.5 Educational Status
1.6 Religion
4. Is there a significant relationship between the respondent’s level of
proficiency in teaching as to clinical and academic knowledge?
Null Hypothesis
H.0. There is no significant relationship between the respondent’s level of
proficiency in teaching as to clinical and academic knowledge.
SIGNIFICANCE OF THE STUDY

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The researchers intend to find out the respondents’ level of proficiency in
teaching of the instructors from a nursing school in Cavite. Particularly, this study will
benefit the following:
To the School Administration:
It will help the administration to evaluate more intensely on the level of expertise
that is very vital in leading the students into the nursing and medical fields. Also, the
study will help the administration to decide on improving and adding more affiliation on
hospital that can further increase the proficiency of the instructors and the students as
well.
To the Nursing Students:
The study will help the student to be empowered in learning and improvement.
The result of the study will make them more competent and confident to pursue the
course. It will show them the importance of appreciating the course.
To the Parents:
The study will guide parents to gauge in decision making in the credibility of the
school. The teaching proficiency of a clinical instructor may give them assurance of the
education their children acquire is acceptable.
To the Instructors:
This study will mirror the actual setting and set up of the clinical instructors
nowadays and will identified the custom and norms in teaching that may be strength or a
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weakness. The study is an evaluation of the performance and will serve as a reminder to
further the proficiency. The study will serve as their guidelines and an information basis
in their work and will serve as an inspiration.
To the Future Researchers:
The study will serve as a reference for other researcher to do future investigations
and studies on areas where researchers have not made focus. It will help point out the
degrees of flaws, drawbacks and the level of proficiency that will guide other researcher
on their future arguments.
Patients:
The study will help the patient identify the school by which the proficiency of the
educators’ are measured. It will create an impression over the performances of the
students and the hospitals they are into as well.
SCOPE AND LIMITATIONS
This study aims to determine the respondent’s level of proficiency in teaching
from a nursing school in Cavite. It is adapted from Patricia Benner’s Level of
Competency that is comprised from novice to expert. The researcher only included to
assess the respondents’ level of proficiency in teaching through their demographic
profiles, clinical and academic knowledge and their teaching methodologies, behavior
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and judgment. The conceptual framework is comprised of three variables-the independent
variables (demographic profiles), process (teaching) and the dependent variable (level of
proficiency).
This study is only limited from the practice of the instructors from a nursing
school from Cavite and not to the point of view of other nursing faculty staffs and
students. It will only focus on the teaching strategies, behavior, personality and flexibility
of the instructors regardless of their current positions and tenure. It will include the
respondents’ demographic data and knowledge in clinical and academic areas. The study
will limit on the proficiency in teaching and not to the proficiency as a registered nurse
and not necessarily attempt to measure the proficiency in other nursing key areas of
responsibilities such as record and research; management of resources, quality of care
and legal responsibilities of the faculty member.
It will be conducted at a selected nursing school from Cavite with the total
nursing faculty population of 54 full time and part time instructors. The respondents are
those instructors from the first level up to the fourth level currently employed and are
exposed to both clinical and academic areas.
The researcher considers the place of the study and the convenience in location as
strength in conducting the research. However, the availability to conduct the surveys in
shorter schedule is considered as the research’s weakness.
DEFINITION OF TERMS
The following was defined according to the context of this study and will also
serve as a guide for the understanding of the researcher.

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Academic Proficiency. An individual level or degree of knowledge in scholarly
and academic setting through theories and practical understanding.
Advance beginner. Has enough experience to take hold of aspects of and recurrent
meaningful components of the situation. Demonstrates marginally acceptable
performance.
Behavior and Flexibility. The behavior of people falls within a range with some
behavior being common, some unusual, some acceptable, and some outside
acceptable limits; the ability of an instructor to extend understanding and
adaptation to a certain situation.
Clinical Knowledge. Awareness or familiarity gained by experience of a fact in a
clinical setup; degree or level of the application of theories in the clinical set up.
Competent. Can differentiate dilemma and solution but needs guidance and
advices from superiors. Have at least 3-4 years of exposure in selected areas in
nursing.
Content. Academic and clinical structure of composition of basic and
comprehensive nursing information
Examination. Evaluating students’ performance on knowledge, skills and attitude
whether on academic and clinical setting.
Expert. This refers to clinical instructor who no longer relies on analytic
problems. Have the expertise to decide according to self experience and know
how to separate personal to professional criticism.

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Judgment and Decision making. The ability to distinguish current situation and
apply the appropriate response to create a rational and acceptable reaction during
academic and clinical situations.
Novice. Refers to an instructor who needs approval on superiors before deciding.
no background understanding of situation exists
Proficient. Able to focus on the accurate area of the problem of the situation
because judgment is based on understanding of paradigms.
Strategy. Refers to a plan of action designed to achieve a particular goal. Use to
disseminate information effectively.
CHAPTER II
REVIEW OF RELATED LITERATURES
This chapter presents significant information to the study. The researchers
gathered the data on articles, books, journal and website and documented accordingly.
The National Competency Based Teacher Standard (NCBTS)
Philippine Association for Teachers of Educational Foundations National Convention
The Philippine Association for Teachers of Educational Foundations (PATEF) opens
today its Sixth National Convention. The theme of the three-day gathering of
professionals is “National Competency-Based Teacher Standards (NCBTS): Implications
to Curricular Reforms in Teacher Education.’’The convention seeks to provide for a more
thorough understanding of the NCBTS and discuss issues on curricular reforms,

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especially the proposed five-year program in teacher education. It will also endeavor to
determine new competencies and implement schemes for the Elementary and Secondary
Education Curriculum. Participants, including teacher educators, curriculum planners,
and researchers, will be updated on the NCBTS and its efforts for curricular reforms.
There will be a discussion on the Licensure Examination for Teachers (LET) and other
issues related to the New Teacher Education Curriculum in Philippine Education. It is
hoped that the conference will help narrow down “the growing gap between the needs
and expectations of learners, and the knowledge and skill-levels of both new and
currently practicing teachers’’ and enable teachers and educators to hurdle the challenges
of an increasingly technology-based world. It is likewise hoped that the competency-
based standards for the teaching profession, a key element in the country’s teacher
education and development initiatives, will mutually benefit the teachers and the students
and strengthen educational institutions in our country.We congratulate the Officers and
Members of the Philippine Association for Teachers of Educational Foundations headed
by its President Dr. Carmelina Escobar Barrera on the occasion of their Sixth National
Convention and wish them success in all their endeavors. (2009)
Age:
The Relation between Age and Learning Ability
Relation between Age and learning ability is not always inversely proportional. Learning
can be halted at any age, but anyone who keeps learning stays young. There must be a
limit for learning ability but a saga that some memory loss occurs when someone is
getting older is an exaggerated fact. Age can't be a hindrance for people to learn new
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methods and techniques. A widespread ambiance held in number of organizations around
the world is that older employees are resistant to change, inflexible, unwilling to adopt
any new method and defiant to be trained as compared to their younger corresponding
persons. But according to a research point of view, this perception is more than wrong.
It is evident, that older workers (50 and above) are forced to be less confident about their
learning abilities due to certain social stress. It seems that older workers are somewhat
less efficient in taking challenges, average on acquiring complex and demanding skills
and much slower in sorting out problems and giving solutions. That is why they need
more time to be trained. But once they are trained they prove to be a better asset than
their counterparts for the company as they are proficient in transferring their experience
and knowledge to the job.
Wisdom is defined as accumulated learning; knowledge, better insight and better
judgment capability are qualities that can be gained well through experience with time.
Age actually develops some rational abilities such as outlines for better solutions and
expert knowledge. Being old does not always mean to be wiser or have a better degree of
insight, but a person must have accumulation of certain qualities that can be gained only
through experience of living and learning. This ability to acquire knowledge, skills and
capability to perform up to a certain mark is called "Trainability". A number of individual
characteristics such as less motivation and low ability to cope up with challenging
environment have been found to hamper learning and its further conclusions. However,
age has not been found a cause to influence these outcomes. In fact, older age brings
more experience. Still, the stereotypes exist. (King, 2009)

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Aging and decision-making competence: an analysis of comprehension and consistency

skills in older versus younger adults considering health-plan options
Older adults need to maintain strong decision-making capabilities as they age. However,
we know little about how age-related physical and psychological changes affect older
adults' judgment and decision processes. This paper reports the results of research
comparing older versus younger adults' performance on evaluation and choice tasks about
health-plan options. In particular, comprehension and consistency in judgments (across
separate versus joint evaluation contexts) were examined. Results indicated that
increasing age was related to greater comprehension errors and inconsistent preferences,
even when covariates (education, income, gender, self-perceived skill and health,
decision style, and attitude toward delegation) were taken into account. Discussion of the
results emphasizes difficulties in interpreting the meaning of age differences in
performance on decision tasks and the need for research that ascertains the seriousness of
the consequences of age differences in real-life tasks. The implications for providing
decision-aiding interventions for older adults are highlighted.(Finucane,2002)
Generations X & Y: Motivating and Engaging Young Employees
Young employees fall into two groups: Generation X, and Generation Y, born between
1980-94. Each generation has a distinct set of values, view of authority and sense of
loyalty and must be motivated as well as managed differently. Since most of today’s
managers are Veterans and Boomers (yes, two different, older generations), there can be
a communication gap that feels as wide as the Grand Canyon Young employees will stay
if they feel valued and see room for advancement as well as opportunities to reach their
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personal goals. When high expectations are set for them, they deliver. When expectations
are unclear, they flounder. ( Dean , 2005)
OFW deployment faces decline as workers age
The deployment of overseas Filipino workers will face enormous pressure in the next 10
years unless government and concerned stakeholders address the challenges posed by the
graying of the OFW population workforce, the recruitment sector warned Sunday. At the
same time, the industry said the continuing drop in the pool of new and qualified workers
could result in the decline of manpower sources for work overseas in the next decade.
This ageing of OFW workforce is a cause for concern, and so is the lack of qualified
skilled manpower. In the future, it is apparent that we will just be deploying rehires
abroad because we are not producing qualified new hires. Citing data from the Philippine
Overseas Employment Administration (POEA), Soriano said the number of rehires has
gradually increased since 2005, with the highest increase recorded in 2008 at 20 percent
or 597,426 compared to 497,810 in 2007.
In 2009, the number of rehires was still high at 666,158 as compared to 559,809 in 2008.
(MAMANGLU, 2010)
Gender
The Male vs. the Female Brain
While it's not completely clear how the structural differences in male and female brains
affect their function, scientists theorize that the most likely impact is upon the way men
and women process information. One difference between men and women's brains is
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size. Men's brains on average are 10 percent bigger than women's and have 4 percent
more cells. But before all you men claim superiority for having a bigger brain, you'll need
to know that women's brains contain more nerve cells and cellular connections, which
allows their smaller, more compact brains to be more efficient and effective. Men's brains
tend to perform tasks predominantly with the left-side, which is the logical/rational side
of the brain. Women, on the other hand, use both sides of their brains because a woman's
brain has a larger corpus callosum, which means women can transfer data between the
right and left hemispheres faster than men. While this does not mean that women are
more likely to be in their "right mind," it does illuminate why Martians tend to approach
communication more often with a task-oriented "let's fix the problem" state of mind,
while Venusians tend to be more creative and aware of feelings in their communication
style. (Gray, 2010)
Do girls work better with female or male mentors?
This is a highly intriguing topic and quite frankly, it is a very tricky discussion. But I
must say the benefits of having a male mentor out-weigh that of a female mentor. Though
a female mentor may be able to establish a "common ground" with her pupil better than a
male could, there are more subtle benefits to having a male mentor. And I shall try to
explain these benefits to the best of my capabilities. 1. Women are spurred on to be
successful when they hear of the derogatory remarks aimed at women. 2. The possibility
of a physical attraction between the female pupil and the male mentor may serve as fuel
for the women to continue to progress. 3. The experience may help the young female
pupil to learn how to deal with males especially in the business world. Unfortunately,
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most of us are aware that we live in a society that is full of people who look down on
women. The media is full of false propaganda that kills the self-esteem of many women,
and acts as poison to all those who believe in such malarkey. However, this causes some
women to work extra hard to "prove" their abilities to their mentors. The result being that
they not only surprise their mentor, but even themselves. Another reason women seem to
excel in life when they have a male mentor is due to a physical attraction to their male
mentor. Some may argue that a physical attraction will serve as a distraction. However, I
have observed that most women use this as an incentive to progress; pushing them harder
to succeed. Some may even lead themselves to believe that their mentor will develop an
attraction for them, once considerable improvements are made. This then turns into even
more motivation to succeed and surpass any expectations their mentor may have set for
them. Finally, having a male mentor may help the female pupil learn how to deal with
males in general. This skill can prove to be very useful especially when attempting to
break into the business world. When a woman has exceptional "people skills," she will
find herself in a better position to be hired. And if she works for a large company and is
trained in a growing career, she will be up for promotions rather quickly. So then, despite
the world's prejudice against women, they can build and live happy successful lives. And
I believe that having a male mentor gives them the "upper hand" or a greater advantage,
which allows them to excel and succeed even with people pressuring them to fail.
( Burns, 2008)
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Men are more intelligent than women, claims new study
The study - carried out by a man - concluded that men's IQs are almost four points higher
than women's. British-born researcher John Philippe Rushton, who previously created a
furor by suggesting intelligence is influenced by race, says the finding could explain why
so few women make it to the top in the workplace. He claims the 'glass ceiling'
phenomenon is probably due to inferior intelligence, rather than discrimination or lack of
opportunity. The University of Western Ontario psychologist reached his conclusion after
scrutinizing the results of university aptitude tests taken by 100,000 students aged 17 and
18 of both sexes. A focus on factors such as the ability to quickly grasp a complex
concept, verbal reasoning skills and creativity - some of they key ingredients of
intelligence - revealed the male teenagers had IQs that were an average of 3.63 points
higher. The average person has an IQ of around 100. The findings, which held true for all
classes and levels of parental education, overturn a 100 year consensus that men and
women average the same in general mental ability. They also conflict with evidence that
girls do better in school exams than boys. Although experts have accepted that men and
women differ mentally, with males averaging higher on tests of 'spatial ability' and
females higher on verbal tests, it was assumed the differences averaged out, leaving no
difference in overall intelligence. 'Some people have suggested it evolved because
women prefer men who are more intelligent than they are for husbands,' said the
professor. Prof Rushton, who four years ago triggered a scientific row by claiming
intelligence and behavior are influenced by race, with blacks being more likely to be
involved in crime and Asians having a greater chance of high IQs, however, stands by his
results. (Clerkin ,2006)

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A few good men
Male nurses defy stereotypes and discrimination to find satisfaction in a female-
dominated profession. Mark Buike, RN, feels at ease and confident as a male nurse.
Buike, a Nurse II in the pediatrics ICU at Jackson Memorial Hospital in Miami, said that
any door he has wanted to walk through has been open to him. The perception that men
are stymied in nursing today is overblown, Nursing faculty needs to be aware of potential
problems, especially when patients might feel uncomfortable about having a male nurse.
Male nurses can overcome negative perceptions by addressing them. By encountering
gender-based reservations and winning patients' and nurses' confidence despite their
initial unease, you win friends for life, (Hilton 2007)
Men a minority in the teaching profession--DepEd chief
MANILA -- Will Miss Tapia ever find a partner? Chances are she won't.
The stereotype of the stern, bespectacled teacher who terrorizes her pupils has no
masculine equivalent in local schools -- and for good reason. Male Filipino teachers are a
vanishing breed, according to the Department of Education, which says that men account
for only a miniscule portion of the entire teacher population in the country today. “Only
about seven percent of DepEd teachers are male,” said Education Secretary Jesli Lapus,
who spoke at a press conference in Makati. Based on that estimate, there could be fewer
than 30,000 men out of the 400,000 in DepEd’s pool of teachers. The education secretary
said the teaching profession has been attracting fewer and fewer male high school
graduates over the years, as evidenced by the shortage of male teachers. (The Manila
Times, 2008)
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Men in nursing: Addressing the nursing workforce shortage and our history
Males are now attracted to the competitive field of nursing, due to its high status and high
pay. Male nurses are now working in competitive areas such as: Intensive Care Unit,
Emergency Room, and Flight Nurse. Today, the average male nurse is higher educated
and higher paid than female nurses. This is a reflection of other inequalities in our
society, but it also reflects a genuine contribution to the quality of care from the men in
nursing. The salvation of nursing and of quality patient care lies in eliminating gender
bias and discrimination in nursing, and increasing our diverse population, especially men,
in the workforce. What can nurse do to accelerate this trend? Suggestions include: 1. Our
nurse educators must cease teaching an ethnocentric history of our profession, for
example, referring to Linda Richards as the first "trained" nurse without mentioning the
Alexian Brothers nursing school which opened in 1866 for men; 2. We should all
eliminate use of the term "male nurse" and just refer to all nurses as nurses; 3. Identify
and eliminatereferences to the stereotype of nursing as a feminine profession in our daily
practice, and protest when it is done in the media; 4. Schools and professional
associations should focus on recruiting men intothe profession; and 5. Fight the isolation
of men that comes with being a minority by supporting peer groups and mentoring for
our male nursing students and nurses. Some actions to promote equity and diversity in
nursing and healthcare in our communities, including advocacy for men as professional
nurses, are actions that an individual nurse must take, such as recognizing references to
the stereotype of the female nurse at the workplace, and objecting when we hear a
comment such as, "Male nurses are good because they can lift patients." Other actions
require us to work together as an authoritative group, for example, by joining

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organizations such as ANA and the Maryland Nurses Association (MNA). This is the
way that individual nurses can contribute to actions such as working with representatives
of the media to promote a nondiscriminatory image of nursing, or with the Maryland
legislature to support workforce diversity. The MNA Center for Ethics and Human
Rights is an example of a Maryland group that is ideally located to address the nursing
workforce shortage while they promote equality and human rights. (Bonair, 2009)
Male Nursing stereotypes and discrimination
Boughn said that she now recognizes that male nurses have a "strong call to care. It’s
very strong. It’s as strong, I think, as the female nursing students’ need to care," she said.
"I liked and was encouraged that they felt no hesitation or shame about saying right up
front, ‘I expect and deserve to get a good salary and good working conditions.’ I thought
that was healthy. The women nursing students were much more hesitant to say that."
Both men and women were interested in power and empowerment within nursing,
Boughn also found. The variable was that while female nurses were interested in power
for themselves and their patients, males were interested in not only self- and patient
empowerment but also empowerment of the nursing profession. "If we had all nursing
students concerned up front about their basic human labor rights and empowering not
only themselves and their patients but also the profession, that’s a good place for students
to be. I think if we had a long history of that, we would not be where we are today with
the nursing shortage," Boughn said. "The men who go into nursing have to realize that
it’s a profession dominated by women, so if they don’t get along with women well, it’s
not a good profession for them. A lot of men in the past have not been able to deal with
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situations in which women are supervisors over them," Bullough said. ( Hilton, 2001)
Men now need literacy more than women, say experts
The country may have to focus on improving the literacy of its male population, as the
Aquino administration proceeds to reform public education. Ramon Bacani, director of
the Southeast Asian Ministers of Education Organization Regional Center for
Educational Innovation and Technology (Seameo Innotech), said women have
outmatched men in literacy accomplishments, making men one of today’s disadvantaged
sectors in the fight to erase illiteracy. The world still classifies women among the
disadvantaged because they are unable or are barred by their respective cultures from
accessing education, Bacani said. The United Nations reported that 20 percent of the
world’s adults remain illiterate, and two-thirds of this population is women. But the
Philippine experience reveals that more Filipino women are functionally literate
compared to Filipino men, “so in the Philippines, there is a reverse,” said Bacani, a
former education undersecretary, at a national literacy conference at Teachers’ Camp
here. “Men are [in] the disadvantaged sector,” he said. He said the Philippines remains on
target in its national goal of eradicating illiteracy by 50 percent in 2015. He said the
country also has good mechanisms for tracking down the literacy rate in the provinces,
although government should also include municipal and barangay surveys to help guide
policymakers. He said adult education may be crucial to meeting many of the country’s
literacy targets because world educators now advocate a “literacy continuum,” a principle
espoused in Brazil, which puts value to both formal and informal education. (Cabreza,
Inquirer Northern Luzon 2010)

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Women rule Philippine workforce
Women rule the workforce, at least in the Philippines where, the Department of Labor
and Employment (DoLE) said Thursday, females have been steadily outnumbering males
in executive positions over the last five years. This said Labor Secretary Arturo Brion,
citing an international survey of several countries, made the Philippines “globally
remarkable.”
Citing data from the DoLE’s Bureau of Labor and Employment Statistics (BLES), Brion
said that in 2002, the ratio was 1.86 million women to 1.4 million men holding
supervisory and executive positions. By 2004, the ratio was 2.162 million female
supervisors to 1.613 million males. In 2006, there were 2.257 million female managers to
1.629 million males. Citing Grant Thornton International Business Report, Brion said 97
percent of businesses in the Philippines have women in senior management positions, the
highest among 32 countries surveyed and also significantly higher than the global
average of 59 percent. This survey, released early this year, also showed a 13-percent
increase in the number of Philippine businesses with women managers from the 2004
figures. Following the Philippines in the rankings were China, with 91 percent; Malaysia,
85 percent; Brazil, 83 percent; Hong Kong, 83 percent; Thailand, 81 percent; Taiwan, 80
percent; South Africa, 77 percent; Botswana, 74 percent and Russia, 73 percent.
At the bottom of the list was Japan, where only 25 percent of businesses had women in
top positions. Also ranked low were The Netherlands, 27 percent; Luxembourg, 37
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percent; Germany, 41 percent; and Italy, 42 percent. Brion attributed the rise in the
number of women supervisors and managers to education. He said that the same BLES
data showed that one out of three employed women, or 32.8 percent of the total 12.8
million in 2006, had reached college. In contrast, only one out of five men, or 22.5
percent of the total 20.156 million employed, had reached college. More employed
women -- one out of five -- had also completed college last year, compared to one out of
10 men. The higher educational attainment gave women better changes of bagging higher
and better paying positions, Brion said. In 2006, women also dominated men in various
occupations: professionals (7.7 percent versus 2.2 percent), technicians and associate
professional (3.6 percent versus 2.2 percent), clerks (7.7 percent versus 2.7 percent),
service workers and shop and markets sales workers (12.5 percent versus 7.6 percent),
and laborers and unskilled workers (36.1 percent versus 28.8 percent).In new first, more
women in US get PhDs than men—study ( Uy, Inquirer, 2007)
Gender Challenges
The enrollment of more men in nursing programs is having a significant impact
on educational challenges. As demonstrated in work by Tannen (2001), men and women
tend to have significantly different communication styles. Nursing, as a largely female-
dominated practice discipline, has developed an emphasis on building and maintaining
interpersonal relationships. Men entering the field often come with a more task-oriented
instrumental approach to the work. Men and women from differing cultural, ethnic, and
religious traditions also come to the business of caring with distinct role expectations and
gender norms. In addition, diverse patients, families, and communities have specific
gender expectations with regard to caregivers. For example, in some cultures, men prefer
| 25
male caregivers whereas women prefer female caregivers. There is tremendous within-
group variation, however, and even in the mainstream American culture, men and women
may have strong preferences about the gender of their nurses. The fact that more than
91% of nursing faculty members are women (U.S. Bureau of Labor Statistics, 2008)
creates additional challenges with the expanding group of male nursing students.(
http://www.ncbi.nlm.nih.gov, 2008)
Nursing News: Some Pinoy nurses in Austria willing to retire in RP
In the early 1970s, the regular influx of Pinoy nurses to Austria was a normal
phenomenon since Austria asked the Philippine government to send professional
healthcare workers to the country.
In the late 80s, however, the Austrian government stopped the flow of nurses from the
Philippines after some European borders opened up, resulting in the influx of healthcare
workers from neighboring countries. At present, those Filipino nurses who went to
Austria at the height of the deployment program are nearing retirement age. ABS-CBN
Europe News Bureau was able to talk to some of them about their choice of either staying
in Austria or retiring in the Philippines. Elisabeth S." was one of the pioneer nurses who
came to Austria in 1975 after finishing the GN course in Manila. Together with 10 other
fresh Pinoy nursing graduates, they were given the chance to study the German language
and after some basic German course. “Needless to say I have been working as a nurse
here in Austria since 1976 and I have been working in a county-owned hospital as a civil
service RN, therefore as a government employee I have been eligible to retire next year.
Well, I have already planned to enjoy my retirement in the Philippines. There's no place
| 26
like home... yes, life can be so good here in Austria but the best things in life are free and
they're in the Philippines! Money can't buy them,” she said.
Alfred and Carmina Santos, both nurses, meanwhile, thought at first about retiring in the
Philippines. However, they decided to stay in Austria. “My wife and I contemplated of
retiring in the Philippines but after careful considerations we decided that we will be
staying in Austria for the rest of our lives. Our two grown kids are both Austrian-born
and most of our relatives live here. Whenever I go back to my hometown I know very
few people there now because most of the people I knew when I was growing up have
also moved abroad,” said Alfred. Rosel Villanueva, on the other hand, thinks otherwise.
“Still the Philippines is very close to my heart. I have working here in Austria for the last
30 years. I am very much convinced that I will be spending the rest of my life in the
Philippines. I will just be visiting Austria once or twice a year after I take my retirement
from the government-owned hospital where I currently work. In the Philippines, I plan to
establish a small business to keep myself busy, keep my skills current and of course earn
extra pesos so that I can afford to fly back and forth to Austria in order to visit my
children and apo’s here.” Rosel will be enjoying her pension starting May next year.
Nida Resch is also waiting for the approval of her early retirement, after serving in a
private hospital in Vienna. She is very eager to spend her retirement in the Philippines,
together with her Austrian husband Gustav. The couple decided to invest in real estate in
the Philippines. “Surely, we will still get homesick now and then, most especially my
husband. Though, we will surely be visiting Austria. If we are in the Philippines, we will
try our best to contribute in our small and humble way to the economy of the country.”
( ABS-CBN Pascua, 2008)

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Civil Status
More Emotional, for Better or Sometimes Worse
We’ve been researching remarkable women leaders for the past five years. Indeed, we’ve
now interviewed well over 100 women and a few good men. We’ve also developed a
research survey that almost 2,000 men and women have responded to from around the
world. In a word, women have an edge over men in terms of what we call centered
leadership. Women tend to look for meaning more than men at work (no surprise, men go
for pay and status more often). Women are natural relationship builders, but in general
they take fewer risks than men. Women also bring emotion to the workplace, and when
those emotions are positive — that is quite powerful. Psychologists tell us that women
experience emotions more at the extremes than men.
That’s why many women do replay negative events over and over. But female optimists
are a different story. Whereas many men rush off in any direction when adversity strikes,
optimist women diagnose the situation; make a plan and then act. Are pessimists doomed
to the cycle of spiraling down? Not at all. Positive psychologists teach learned optimism,
and we can all take a lesson there. Then there is connecting. Women are natural
relationship-builders. But the debate rages as to whether men or women are better at
networking. Our own work suggests women hold back, more reluctant to use reciprocity
to build “transactional” relationships. That said, the research shows women are more
inclusive and build consensus to reach decisions — something that may be increasingly
important for large, complex and changing companies today. When it comes to engaging,
men are risk-takers. The women who have made their way to the top have also taken risk
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— it is the best way to develop at an accelerated pace. In general, we have found that
many women don’t. We wait until we have all the necessary skills or the full answer. Our
model ends on energizing, because most women still do more of the household work.
Energizing is critical for leaders — both to sustain one’s own path and also to infuse
energy into the organization. One area where women can improve is to stop (yes)
multitasking when our full attention is required. When you attempt to facilitate a phone
conference while doing email, your brain switches between tasks, and you lose focus and
energy. When men and women assessed their own centered leadership practices, it
turned out that women scored higher on almost all factors by a marginal amount. We
haven’t got enough data to validate that finding, but there’s room for thought. Are these
the right attributes to gauge leadership? We believe they are even more important in
today’s marketplace ( Barsh, 2009)
Marital status and productivity: evidence from personnel data
The results indicate that to-be-married men perform slightly better than currently single
men who will not eventually marry. However, of greater importance, currently married
men perform much better than currently single men who will not marry. The net result is
that to-be-married men perform considerably worse than currently married men. The
difference favors currently married men by 6.5 points for line personnel and 3.5 points
for staff personnel. This result differs sharply with Cornwell and Rupert, who find that
current wages. (SEJ, 2005)
Socio Economic Status

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More licensed Pinoy nurses ending up jobless
MANILA, Philippines - The Philippine Nurses Association (PNA) reported that there are
now close to 200,000 jobless nurses in the country and the number is expected to rise
further with the measly budget allocated for public hospitals next year. “There are 37,679
nurses who passed the licensure examination last July and these board passers will
compete for jobs with an estimated 160,000 unemployed nurses in the country,” PNA
executive director Maristela Abenojar said. Due to the continuing rise in the number of
jobless nurses, Abenojar said many nurses are forced to work and receive only
“certificate of volunteerism” and “training experience” as payment.
While the number of unemployed nurses on the rise, Abenojar said an average of 8,000 to
10,000 health professionals leave the country to work overseas. “What aggravates this
situation is that the proposed health budget for 2011 has allotted a decreased budget for
public hospitals and subsidy for indigents,” Abenojar said. To avert further growth in the
number of jobless nurses and improve the dismal working conditions of those employed
in local hospitals, the PNA is now closely working with British parliamentarian David
Amess. Amess went to the country for a 10-day visit during which he met with concerned
government officials and discussed plans to provide more and better employment for
licensed Filipino nurses. In his meeting with Health Secretary Enrique Ona, Amess
recommended the allocation of additional budget for primary and secondary hospitals and
create more positions in public health services, particularly in rural areas. (Jaymalin,
2010)
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Angara calls for Higher Salary Grade for Teachers
Senator Edgardo J. Angara, chair of the Senate Committee on Finance, has proposed to
raise the salary grade of teachers to SG13, which will increase teachers salary to
Php21,293 - up by 77% from the current salary level. Angara said this will be key to
making the country's educational system competitive. "By failing to provide attractive
compensation, we are unable to recruit qualified, competent teachers. Often, we lose
those already in service. This degrades the quality of education we offer our youth. We
have to pull the plug on mediocrity in our bureaucracy, starting with our education
system," said Angara, Chair of the Senate Committee on Finance. He added, "Its impact
in education is even greater and far-reaching. Our education is only as good as our
teachers. In public schools, we see unqualified teachers repeat formulas and equations
from textbooks to perplexed, if not disinterested students. This lack of credentials in
many public school teachers has led to a decreasing quality of education in our schools,
and as a consequence, the waning competitiveness of our students." A 2006 study
conducted by the Civil Service Commission revealed a huge gap in the salaries of public
sector employees and their counterparts in the private sector. Government professional
and technical personnel earn 40% less than those employed in the private sector; this
disparity is even greater at the senior manager level, where the difference is as high as
74%. Angara added that in contrast Filipino teachers who migrate abroad receive ten
times the salary they get in the country. "This has led to the exodus of our best teachers to
greener pastures abroad, and those left to teach our children are often inexperienced and
unqualified," said Angara. Angara, former President of the University of the Philippines,
has been at the forefront of education reform in the country, authoring laws like the Free
| 31
High School Act, Government Assistance to Students and Teachers in Private Education
(GASTPE), and the laws creating the Commission on Higher Education (CHED) and the
Technical Education and Skills Development Authority (TESDA). (June 17, 2010 Senate
of the Phils 15th congress)
Teacher Salaries and Benefits
No topic in education is more liable to cause heated debate than the compensation paid to
our nation's public school teachers. On one side are the teachers and their labor unions,
who argue that they are being asked to provide more and more services without a
corresponding increase in pay. The problems of modern America - broken homes, drug
use, child abuse, teenage pregnancy - all have an impact on the learning environment.
Every day, teachers and other school staff take on responsibilities that in past years would
have been undertaken by parents and guardians. Why this is so, and whether it is a good
or bad thing, is well beyond the realm of this study. However, teachers feel they are being
asked to do more than just teach, and so should be paid accordingly.
Teachers also feel that higher salaries and benefits would reflect a larger measure of
public respect for their profession. Teachers' union officials often say that teachers should
receive respect comparable to that afforded doctors, lawyers, accountants and other
professionals. Indeed, Sandra Feldman, president of the American Federation of
Teachers, has been quoted as saying that beginning teaches should earn wages
comparable to those afforded beginning doctors and lawyers. On the other side of the
debate are those who argue that teachers are overpaid for the results they achieve. The
newspapers are filled with horror stories of high school seniors who can't find Mexico on
| 32
a map, who have no idea in which half-century the Civil War was fought, and who are
unable to decipher a bus schedule. Who are we to blame for this state of affairs, these
critics argue, besides the teachers? A number of politicians and public policy
organizations are seeking ways to tie compensation to student performance. Kentucky
instituted a system of bonuses for improved test scores (with controversial results). There
is a major push for accountability at all levels of public education. Along with this push,
there are various movements to provide vouchers to public school students, which they
could then use to attend the school of their choice, including private schools. (Philippine
Journal of Education , 2003)
Educational Status
Master in Nursing Degree Online Education – Excel in your Profession
Master in nursing degree online education is the highest and most valuable online
nursing degree. This degree is very well recognized, all over the health care industry, as
most online schools offer accredited courses.
The students are trained perfectly to take up this competitive profession. It is
important to have a bachelor’s degree before pursuing a master’s degree course. Online
master’s degree can also be attained in a large number of other subjects like Business
Administration, accounting, Information technology, health care management,
psychology, web designing etc. ( Jain, 2008)
Meeting The Demand For Nurses

| 33
With online nursing schools, these days it is possible to achieve master in nursing
degree online education, complete with the required practical training, in a very short
span This prepares the students for competitive employment market. Online nursing
degree makes it possible to meet the ever-increasing demand for health professionals and
medical assistants in health care industry. With the fast changing expertise and
specialized health services, there is a need for superior teaching in all spheres of medical
and health care industry. Therefore, the students with master in nursing degree online
education; will forever remain in demand. Various courses help you to stand out in this
vibrant profession. These courses are prepared to give best online nursing continuing
education to the students. Master in nursing degree online education helps to meet the
employers’ requirement for nurses having modern qualifications, to perk up the
organizational competence and excellence in health care. Some specialized nursing fields,
requiring qualified professionals are antenatal, labor, delivery and neo-natal care
divisions; emergency units and operation theatre specialists, critical disease units and
clinical nurse specialists. A great number of students take up master in nursing degree
online education to advance in their career. The online nursing courses, which are
reputable, provide useful coaching, which is well received among the students, and the
medical professionals. The course is altered for individual students, keeping in view, their
preferences and career objectives. The students undertaking the nursing course at online
nursing schools are introduced to the theories of nursing. They are also given hands-on
practice to train them for the challenges and duties involved with the job of a nurse.
Master in nursing degree online education also prepares the students to undertake
organizational and supervisory duties of a nurse. The team of teachers at online nursing
| 34
courses is very able and extremely capable and therefore, adds extra value to the degree.
They also possess realistic nursing experience along with their knowledge on the subject.
This is all about the nursing course and its applications. The best advantage of an online
nursing course over a traditional course is the ease and comfort it offers, at a much lower
cost. (http://www.learningplaying.com 2008)
In new first, more women in US get PhDs than men—study
WASHINGTON—For the first time ever, women are earning the majority of PhDs
awarded in the United States, narrowly edging out men from their last stronghold in US
academic achievement, a study shows. "While women have long earned the majority of
master's degrees awarded in the US, the 2008-09 academic year was the first year ever
that women earned the majority (50.4 percent) of doctorates as well," an annual report
released Tuesday by the Council of Graduate Schools says. Women also earned about
two-thirds of the graduate certificates awarded in 2008-09, and 60 percent of the master's
degrees, said the report, which was based on surveys sent to more than 800 US colleges
and universities. At the doctoral level, education accounted for the largest number of
degrees awarded in 2008-09, with 14.4 percent of the total. Women earned more than
two-thirds of the PhDs awarded in education. Women also earned a majority of
doctorates in the health sciences (70 percent), in public administration (61.5 percent),
social and behavioral sciences (60 percent), arts and humanities (53 percent) and
biological and agricultural sciences (51 percent). But men continue to dominate in fields
seen as traditionally male, such as engineering, which awarded the second largest number
of PhDs in the United States after education. More than three-quarters of recipients of
engineering doctorates last year were men. Other fields in which men are holding the fort
| 35
are mathematics and computer sciences, in which 73 percent of doctorates awarded in the
United States went to men; physical and earth sciences (66 percent male PhDs) and
business (61 percent). US Census Bureau data released in April showed that women
overtook men in terms of holding advanced degrees -- both master's degrees and PhDs
lumped together -- in 2000. Earlier this month, a report by a New York-based strategy
and research firm, Reach Advisors, found that young, single, urban-dwelling American
women without children are for the first time earning more than their male peers. A key
reason for young women's greater earning potential is the fact that they are "going to
college in droves," and going further than men in their education, the report said. Men
now need literacy more than women, say experts ( Inquirer.net 2010)
Critical thinking as an outcome of a Master’s degree in Nursing programme
Graduates had statistically significantly higher critical thinking scores than commencing
graduates. Graduates from Master’s in nursing programmes also had similar critical
thinking scores to nurses at undergraduate and postgraduate levels in the United States of
America. However, scores were lower than those of occupational and academic groups in
education and medicine. Graduates from a Master’s degree in Nursing make statistically
significant gains in critical thinking scores when compared to students commencing the
programme. However, the gains were relatively modest and call into question the
effectiveness of pedagogical methods used to facilitate the development of critical
thinking at Master’s level. (Drennan, 2010)

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Religion
How teachers' spirituality and religion influence their work as educators
This interpretive qualitative study explores the role of religion and/or spirituality in the
work of secular educators. The experience of 18 K-12 and university educators--none of
whom teach religion or work in religious institutions, all of whom claim their religion
and/or spirituality influence their work--forms the data base for this study. I analyzed the
data by first looking at how the participants conceptualized their sense of religion and
spirituality, and then examined how they incorporated those concepts central to them into
their teaching. I looked for common themes and foci, as well as differences, in terms of
what a person emphasized, and the language each person used. My goal was to
understand how each person made meaning of these phenomena and this interconnection.
The research subjects come from a wide variety of faith traditions and approaches to
spirituality. Some identify with institutionalized, organized religion; some do not. While
they all claim their religion/spirituality is foundational to their teaching, they all make
clear they do not see it as their role to preach, proselytize, or even make known to their
students the sources they draw on in their work. My research yielded these findings.
These educators experience their religion or spirituality as: (1) Providing the very base,
foundation, source, and guide for all they do (it is not one among a number of equally
important sources they drawn upon); (2) Informing their sense of self and other; leading
them to regard each student, e.g., as having: (a) divinely endowed dignity and sanctity,
and b) divinely endowed agency and omnipresent potential; (3) Informing their
conceptualization of knowledge, knowing and learning: (a) knowledge is complex,
paradoxical and impermanent, (b) knowing requires noticing, being present and
| 37
questioning, and (c) knowing integrates logos and mythos ; (4) Informing their overall
purposes and responsibilities. These include seeking to: (a) nurture the dignity, agency
and potential of each student, (b) develop skills to construct knowledge and the
commensurate knowing and learning capacities, (c) incorporate into their own work this
concept of knowledge and knowing processes, (d) honor everyone's (not just the
students') dignity and agency, including their own, (e) consistently model these values,
and (f) extend them beyond school; (5) Providing the source of their stamina and
resilience. With these findings, and their discussion, my aim is to provide a broader and
deeper understanding of the influence a secular educator's spirituality or religion can have
on his or her work. My study makes no effort to assess how rare or widespread is the
phenomenon of secular educators identifying that their religion/spirituality is important to
their teaching. However, it was notable that, in seeking subjects for this study by word-
of-mouth, I was inundated with many more volunteers than I could accommodate.
(Blanusa, 2009)
A teacher's guide to education law- religion
Teacher’s who wish to practice their religion, wear religious garb, or otherwise manifest
their religious beliefs at school create a difficult constitutional problem. To permit
publicly paid teachers in religious clothing to teach a captive audience of impressionable
children runs the risk of violating the Establishment Clause’s prohibition against
government promotion of religion. Yet, to prohibit teachers from wearing such clothes or
| 38
taking other actions that are a requirement of their belief’s runs the risk of violating their
religion right to the free exercise of religion.
In Cooper v. Eugene School District No. 4J, the court upheld, the constitutionality of a
state law prohibiting public school teachers from wearing “religious dress while engaged
in the performance of duties as a teacher,” and the revocation of the teaching certificate
of teachers who violate the rule. The rule was challenged by a middle school teacher
punished for wearing a white turban as a part of her practice of the Sikh religion. The
teacher claimed that the rule violated her free exercise rights, but, the court felt that the
rule was a legitimate way for schools to maintain religious neutrality. The Cooper court
was careful to point out that it would not be permissible to fire a teacher for wearing
religious clothes. Only when a teacher’s overt and repeated display of religious garb or
symbols might convey the message of school approval or endorsement does the court
authorize dismissal. Nevertheless, one might still question whether the case was correctly
decided. (Imber 2002)
Teachers' spirituality in the workplace
Teachers as spiritual beings long to experience connectedness and a sense of personal
wholeness and meaning in their lives, including their vocational lives. Teachers who
incorporate the spiritual dimension in their work are more inclined towards self-
reflection; they are attentive to the relationship with their inner self, with others and with
a power greater than the self. Their decisions tend to be influenced by virtues such as
empathy, humility and love where love is viewed through the lens of Peck's (2000:148)
definition as "the will to extend oneself for the purpose of nurturing one's own or
| 39
another's spiritual growth." They are more apt truly to listen to others and to create spaces
that release others' creativity and potential. Teachers' inner spiritual quest for
connectedness, meaning and transcendence often leads to a reaching out to others, to an
acceptance of and regard for their human dignity and to the forming of meaningful
relationships (Luttig, 2008)
Spirituality in Education: Ethics at Work
This presentation will address spiritual dimensions of education and then move on to how
the ethical dimensions of education flow from these spiritual dimensions and are at work.
Here, they are alive. Teaching and learning are critical to our individual and collective
survival and to the quality of our lives.1 when we come to embody in our teaching and
learning the sacred, we truly come to understand the preciousness of otherness. The
fundamental theme of this presentation is otherness. Teachers with the capacity for
connectedness make connections among themselves, their subjects and their students so
that students can learn themselves.2 these connections are not held in their techniques but
in their hearts, the place where intellect, emotion, spirit and will converge in the human
self.3 the teacher within is the voice of identity and integrity. It speaks not of what ought
to be but what is real for me. It speaks of who I am and who I am not, what gives life and
what takes away. It is the fundamental ground upon which connectedness is found.
Identity is a moving intersection of the inner and outer forces that make me who I am,
converging in the irreducible mystery of being human. Integrity is the wholeness within
the pattern of my life. It requires that I discern what is integral to my selfhood, what fits
| 40
and what does not-and that I choose life-giving ways of relating to that which converges
within me and to others. Technique is what teachers use until the real teacher arrives.4
True teachers connect students with the subject being studied and with each other. This
expresses the capacity for connectedness at the heart of spirituality of education,
cultivating the inner ground from which community grows. Community emerges from
that inner ground into the classroom and the larger world. Community is an outward and
visible sign of an inward and invisible grace, the flowing of personal identity and
integrity into the world of relationships.5 It is the continuity of connectedness. ( Kidd,
2005)
Exploring Spirituality and Culture in Adult and Higher

Education
Tisdell’s work shows that spirituality, as an idea, or rather as a potentially transformative
force in adult and higher education, is an idea or force whose time has come. What’s
persuasive about her approach is that she keeps within the bounds of individual life
stories to make her points and at times discloses her own personal experience. She never
strays too far from life itself, grounded as it always is within a specific socio-cultural
context. The stories are drawn from thirty-one participants (twenty-two women and nine
men) who are educators working in higher and adult education and who have to deal with
cultural issues in their classes. What distinguishes them from other educators is that they
each see spirituality, although they each define it differently, as a foundational influence
in their personal lives and work, to such an extent, that it is integral to their self-identity
and authenticity. (Keating, 2004)
Strategies
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Mentoring Nurse Faculty
In order to recruit and retain qualified nurse educators, the
National League for Nursing advocates the use of mentoring as a
primary strategy to establish healthful work environments and
facilitate the ongoing career development of nurse faculty. Mentoring
is relevant across the entire career continuum of an educator, and
encompasses orientation to the faculty role; socialization to the
academic community; development of teaching, research, and service
skills; and facilitation of the growth of future leaders in nursing and
nursing education. Effective mentoring relationships reflect a variety of
models, thereby enabling all members of the academic nursing
community to establish and maintain healthful work environments, and
expecting each to fulfill this role. (Board of Governors, 2006)
Clinical expertise and research findings understanding the fit
Understanding how to identify evaluate, and utilize clinical expertise is never an easy or
straightforward process. Defined, clinical expertise is having the requisite knowledge and
experience to make the correct decision in a specific clinical situation at the right time.
This column explores the notion of clinical expertise and its role in making decisions,
specifically when no research supports a judgment. It often is assumed that older, more
experienced, and wiser individuals possess the requisite knowledge to always make the
correct decision. For children, parents and other adults often assist in the decision-making
process. One common approach to making decisions occurs when parents and teachers
| 42
make rules or guidelines to ensure certain behaviors or practices. For example, most
adolescents are subject to a curfew. Most children and adolescents respect these adult
decisions and judgments, and conflict rarely arises until adolescents demonstrate more
confidence in their own decision-making skills and the need to assert their views.(Beyea,
2010)
The Nurse Educator
Nurse educators combine clinical expertise and a passion for teaching into rich and
rewarding careers. These professionals, who work in the classroom and the practice
setting, are responsible for preparing and mentoring current and future generations of
nurses. Nurse educators play a pivotal role in strengthening the nursing workforce,
serving as role models and providing the leadership needed to implement evidence-based
practice. Nurse educators are responsible for designing, implementing, evaluating and
revising academic and continuing education programs for nurses. These include formal
academic programs that lead to a degree or certificate, or more informal continuing
education programs designed to meet individual learning needs. Nurse educators are
critical players in assuring quality educational experiences that prepare the nursing
workforce for a diverse, ever-changing health care environment. They are the leaders
who document the outcomes of educational programs and guide students through the
learning process. Nurse educators are prepared at the master's or doctoral level and
practice as faculty in colleges, universities, hospital-based schools of nursing or technical
schools, or as staff development educators in health care facilities. They work with recent
high school graduates studying nursing for the first time, nurses pursuing advanced
| 43
degrees and practicing nurses interested in expanding their knowledge and skills related
to care of individuals, families and communities. Nurse educators often express a high
degree of satisfaction with their work. They typically cite interaction with students and
watching future nurses grow in confidence and skill as the most rewarding aspects of
their jobs. Other benefits of careers in nursing education include access to cutting-edge
knowledge and research, opportunities to collaborate with health professionals, an
intellectually stimulating workplace and flexible work scheduling. Given the growing
shortage of nurse educators, the career outlook is strong for nurses interested in teaching
careers. Nursing schools nationwide are struggling to find new faculty to accommodate
the rising interest in nursing among new students. The shortage of nurse educators may
actually enhance career prospects since it affords a high level of job security and provides
opportunities for nurses to maintain dual roles as educators and direct patient care
providers.
Roles: A nurse educator is a registered nurse who has advanced education, including
advanced clinical training in a health care specialty. Nurse educators serve in a variety of
roles that range from adjunct (part-time) clinical faculty to dean of a college of nursing.
Professional titles include Instructional or Administrative Nurse Faculty, Clinical Nurse
Educator, Staff Development Officer and Continuing Education Specialist among others.
Nurse educators combine their clinical abilities with responsibilities related to- Designing
curricula, Developing courses/programs of study, Teaching and guiding learners,
Evaluating learning, Documenting the outcomes of the educational process. Nurse
educators also help students and practicing nurses identify their learning needs, strengths
| 44
and limitations, and they select learning opportunities that will build on strengths and
overcome limitations. In addition to teaching, nurse educators who work in academic
settings have responsibilities consistent with faculty in other disciplines, including:
Advising students, Engaging in scholarly work (e.g., research) , Participating in
professional associations, Speaking/presenting at nursing conferences, Contributing to the
academic community through leadership roles, Engaging in peer review, Maintaining
clinical competence, Writing grant proposals. A growing number of nurse educators
teach part-time while working in a clinical setting. This gives them the opportunity to
maintain a high degree of clinical competence while sharing their expertise with novice
nurses. Nurse educators who work in practice settings assess the abilities of nurses in
practice and collaborate with them and their nurse managers to design learning
experiences that will continually strengthen those abilities.
Specialties: In most instances, nurse educators teach clinical courses that correspond with
their area(s) of clinical expertise and the concentration area of their graduate nursing
education program. Those considering a teaching career may choose from dozens of
specialty areas, including acute care, cardiology, family health, oncology, pediatrics and
psychiatric/mental health. In addition, nurse educators teach in areas that have evolved as
"specialties" through personal experience or personal study, such as leadership or
assessment. The true specialty of a nurse educator is his or her expertise in
teaching/learning, outcomes assessment, curriculum development and
advisement/guidance of the learner.
Qualifications: Nurse educators need to have excellent communication skills, be creative,
have a solid clinical background, be flexible and possess excellent critical thinking skills.
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They also need to have a substantive knowledge base in their area(s) of instruction and
have the skills to convey that knowledge in a variety of ways to those who are less expert.
Nurse educators need to display a commitment to lifelong learning, exercise leadership
and be concerned with the scholarly development of the discipline. They should have a
strong knowledge base in theories of teaching, learning and evaluation; be able to design
curricula and programs that reflect sound educational principles; be able to assess learner
needs; be innovative; and enjoy teaching. Those who practice in academic settings also
need to be future-oriented so they can anticipate the role of the nurse in the future and
adapt curriculum and teaching methods in response to innovations in nursing science and
ongoing changes in the practice environment. They need advisement and counseling
skills, research and other scholarly skills, and an ability to collaborate with other
disciplines to plan and deliver a sound educational program. Nurse educators who
practice in clinical settings need to anticipate changes and expectations so they can
design programs to prepare nurses to meet those challenges. They need to be able to plan
educational programs for staff with various levels of ability, develop and manage
budgets, and argue for resources and support in an environment where education is not
the primary mission.
Practice Settings: While nurses who care for patients in any setting engage in patient
teaching, nurse educators typically practice in Senior colleges and universities, Junior or
community colleges, Hospital-based schools of nursing, Technical colleges, Hospitals,
Community health agencies, Home care agencies, Long-term care facilities, Online using
distance learning technology. Within the school setting, there are as many options as
there are schools. Educators may teach on a rural, suburban or urban campus; at a major
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private university or local community college; as part of a certificate program in a
teaching hospital; or as a research coordinator in a doctoral program.
Education: At a minimum, nurse educators who work in academic settings must hold a
master's degree. In order to be promoted to the upper academic ranks (e.g., associate
professor and professor) and to be granted tenure, academic faculty typically must hold
an earned doctoral degree. Nurse educators who work in clinical settings must hold the
minimum of a baccalaureate degree in nursing, but more and more institutions are
requiring the master's degree for such appointments. Many master's degree and post-
graduate certificate programs are available to prepare nurses specifically for the educator
role. These programs, which are sometimes offered online, focus on the skills needed to
prepare advanced practice nurses to teach, including instruction on the learning process,
curriculum development, student counseling, program evaluation, and the principles of
adult education. Dozens of baccalaureate-to-PhD programs also are available for nurses
prepared with a bachelor of science in nursing degree looking to pursue doctoral
preparation. These programs, which include intense clinical experiences, attempt to move
students through graduate level study at an accelerated pace. Many federal and private
sources of funding exist to assist students looking to pursue graduate nursing education.
The recently passed Nurse Reinvestment Act includes a student loan repayment program
for nurses who agree to serve in faculty roles after graduation. Similar programs also are
available through the National Health Service Corps and the Bureau of Health
Professions. (American Association of Colleges of Nursing, 2009)
Examinations:
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Evaluation is an important component of the preceptor/NP student relationship. The
preceptor needs to be familiar with the university curriculum, the university's goals and
objectives for the specific clinical experience, and the evaluation tool that is required by
the school at the conclusion of the placement. Having a good sense of what knowledge
base the student is expected to have will be helpful. In addition to the expectations of the
university and the preceptor, it is helpful to address the student's personal goals for the
clinical experience. Realistic goals are best met if they are written down and discussed
early in the experience as well as periodically throughout the rotation. An evaluation
session midway through the term and at the end of the rotation is essential. The student
should be encouraged to self-evaluate as well as to receive evaluative information from
the preceptor. Of course, the preceptor's evaluation also needs to be shared with the
faculty person who is responsible for grading the student's performance. ( 2005)
Decision Making
The Role of Teacher Attitudes and Judgment in Decision-making
The thinking and decision making of expert and novice teachers were compared before,
during, and after teaching. The novices were five student teachers, and the experts were
their five cooperating teachers in a suburban elementary school. Audiotape planning
interviews, videotapes of lessons, stimulated recall interviews, post-teaching interviews,
delayed self-reports, and relevant printed materials were analyzed using the constant
comparative method. The expert teachers thought about learning from the perspective of
the student and performed a cognitive analysis of each learning task during planning,
which they adapted to the needs of students during teaching. In contrast, novices used
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specific lesson objectives to form structured lesson plans that they did not adapt to meet
student needs during teaching. Models for expert and novice teacher decision making are
proposed, as well as implications for teacher education. ( Bonvin, 2007)
Nursing Today
In June 2009, the Nursing Licensure Exam (NLE) passing rate was 41.87%. The
recent board exam has the lowest passing rate among the past 5 licensure examinations.
Out of 94,462 examinees, only 37, 527 passed the exam. This examination cycle also has
highest number of examinees. If these numbers are to represent the quality of nursing
education in our country, it wouldn’t take a genius to see where the future of the nursing
profession is heading. The NLE measures only the minimum competencies of a nursing
student. A license can make a nurse but it won’t make a good one. If our nursing
instructors and professors can’t help their students pass the NLE that only measures the
students’ basic skills and knowledge, how can we expect these nursing schools to
produce competent nurses? The licensure exam is hard but it shouldn’t get the results that
it got for the past examination seasons. The topics covered in the examination are topics
that have been and should have been discussed fully in nursing schools by their clinical
instructors. It’s easy to point fingers on people or institutions that should be held
responsible for the failure of many students on the board exam. Most people would
blame the incompetent nursing schools and instructors, some would blame the ineffective
review centers, still others would point the blame to students who did not study hard and
prepared well for the exam. Learning starts from school. If a clinical instructor can’t
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give their students with quality education, these students will find it hard to pass the
NLE. (Asuncion, 2010)
Nursing Course as a Business
Nursing is profitable not only for nurses but for the business industry. Because
there are so many nursing students, nursing schools sprouted like mushrooms. There are
too many nursing schools, but very few are competent to teach nursing. Learning starts
from school. If a school can’t give their students with quality education, these students
will find it hard to pass the NLE. Today, there are no strict regulations when it comes to
evaluating nursing schools. There have been talks about closing down non-performing
nursing schools. It had been said that when a nursing school consecutively fails (3
consecutive examinations) to meet the cut-off passing rate, which I think is 40% , it will
be shut down by CHED. I don’t know if this has ever been done or if it will ever be done
but CHED has a serious problem in their midst. If these non-performing schools will
continue to operate, they will continue to produce nursing graduates that are not equipped
with the necessary skills and knowledge to become a nurse, not even to at least pass the
NLE. (Apples Daily Feb, 2010)
CHED warns 152 nursing schools for low performance
Commission on Higher Education (CHED) chair Dr. Emmanuel Angeles on
Tuesday warns 152 nursing schools to "shape up or be phased out after their passing rates
in licensure exams were found way below the standards set by the Professional
Regulatory Commission (PRC) for the past five years. “This is a wake-up call for our
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nursing schools to shape-up or phase out. CHED will not hesitate to enforce the
regulation if they still failed to heed our calls,” Angeles said. “With this move, we are
helping not only the parents and students to carefully choose the nursing schools they go
to, but we are helping our economy my minimizing frustrations and wastage among our
nursing graduates when they take the licensure tests and make sure that they only get
quality education,” he said. Angeles said an initial warning from CHED would be issued
individual schools to improve their nursing program through their graduates’
performance in the succeeding nursing licensure exams. He said CHED had the legal
authority to order the closure or phasing out of degree programs that failed to meet the
standard in licensure test. CHED Resolution No. 378-2009 provides that: “For this school
year, higher education institutions (HEI) whose performance in licensure examinations in
the last three consecutive years is greater than 50 percent but lower than the national
passing rate shall be given an initial warning to improve their performance.” For schools
whose passing percentage is zero percent for the last three years, CHED said they would
be phased out while those whose performance in licensure tests were above 50 percent
but less than the national average should have their recognized programs downgraded to
permit status. He said CHED identified the low performing nursing schools through a
series of validation. Angeles also said 15 schools had voluntarily phased out or closed
down their nursing programs. (Talete, et al, Nov 2009)
Filipino nurses told: Improve clinical skills
Aside from good English skills, Filipino nurses need to improve their clinical
skills to be globally-competitive, a nursing review center official said yesterday.

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Filipino nurses no longer have the competitive advantage because nurses from
other countries have improved their skills in the English language, said Jerome
Mansibang, academic director of Edgeworth Review and Educational Center.
Mansibang, a registered nurse, said Filipino nurses need to improve their clinical skills to
be globally competitive. He said clinical skills refer to basic skills in interpreting
electrocardiogram (ECG), reading of X-ray results and getting blood pressure among
others. He cited cases of Filipino nurses in Australia and Saudi Arabia who were sent
back to the Philippines because of their inability to perform basic clinical procedures.
“We are improving our clinical skills to defeat China which is rapidly producing nurses
five times the number of our graduates (and board passers),” he said. Mansibang also
said the health care profession in the country deteriorated which is evident in the 2006
Nursing Licensure Examination (NLE) leakage and low percentage of passing. Data from
the Professional Regulatory Commission showed the passing rate in the NLE declined to
52 percent in 2005 from 61 percent in 1994. It also went as low as 45 percent in 2002.
In the December 2007 NLE, only 43 percent or 28,810 board takers passed, out of the
67,000 board takers. Mansibang, who graduated from the University of Philippines-
Manila, said some nursing schools have become mere diploma mills contributing largely
to the number of incompetent nurses in the country. Mansibang said more opportunities
are open for Filipino nurses in Europe especially after the United Kingdom cut its budget
on health care education by 30 percent. “Where will they get their manpower? In Asia.
Where in Asia? Hopefully, the Philippines,” he said. Mansibang said review centers play
a crucial role in “patching up the result of decaying educational system in the health care
profession.” (Lato, Nov 2008)

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Similarities between teaching and nursing
I am a former nurse, and I have been dong my best to immerse myself in the
world of education, and I am home schooling. So although I am not a credentialed I think
I have enough background to draw some lines of interesting similarities between the
two.1. Teaching and Nursing are both traditionally “womens” roles, and still today men
are regarded with suspicion. 2. Teaching and Nursing have difficulty defining what level
of education is required. 3. Teaching and Nursing struggle to be respected as a
profession. 4. Both nurses and teachers have the potential to make a difference. 5. Nurse
and Teachers are underpaid and underappreciated. (Philipes, 2009)
Clinical Instructor Resume
Nursing is one of the most critical professions in the medical field and expects a
candidate to possess solid ground information and introductory exposure to the work.
These job qualities are developed in the candidates during their nursing education and
clinical instructor is the person who performs this task. As stated in the above lines, a
clinical instructor provides training to the nursing students. The very first requirement for
this job is that the instructor must be a registered nurse and must hold the required license
issued by a state or the federal authority. The next important job quality is passion for
this work profile. Nursing itself is a profession that demands tremendous patience and
organized work. Hence, a clinical instructor must have these qualities and should
encourage his/her students to acquire them.( Evans 2009)

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Student self-evaluation in clinical education
Several authors agree that clinical evaluation is difficult and complex. Student
performance is comprised of many factors and instructors' assessments must include the
cognitive, psychomotor and affective domains. Developing an evaluation tool that
accurately measures all of these areas is a daunting task. Quickly developed tools may
not be reliable and valid. In addition, students often are intimidated by these evaluations
and find their roles in the process to be that of receivers and users of information rather
than active participants in the process. Instructors often are faced with students who
disagree with the evaluation or view it as a personal conflict with the instructor. One
component of a comprehensive clinical evaluation system is student self-evaluation. The
aim of self-evaluation is to allow students a more active role in their assessment and to
improve the evaluation process. This involvement allows students to assess their own
performance in the clinical education setting. The ultimate outcome of self-evaluation is
to have students become more independent and able to accurately identify their own
strengths and weaknesses. Many students are poor evaluators of their own performance
and most students are more critical of their own performance than are clinical instructors.
Some students are opposed to self-evaluation because they do not feel qualified to judge
their own performance. For example, a poor student may not realize that his or her
performance is below the standard and therefore judge it positively. One of the aims of
self-evaluation is to assist students in learning to evaluate their own performance
accurately, which will be an asset in the clinical and work environments. Self-assessment
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instruments should be tested for reliability and validity to ensure that they accurately
measure student progress. It is also important when using student self-evaluation to
determine if students' self ratings are similar to those of clinical instructors. When
students' scores are similar to clinical instructors' scores, this establishes that students are
aware of their own performance and the level that is expected for mastery of those skills.
Often, students' satisfaction with an evaluation process is not examined. Because
evaluation can be a stressful process, it could be useful to determine students' satisfaction
to help create a more positive learning environment. Abbott et al conducted a study to
identify strengths and weaknesses of self-evaluation as determined by students and
clinical instructors. The results showed that clinical instructors identified assessment of
clinical performance as the most important aspect of self-evaluation. Students stated that
the communication fostered between the clinical instructor and the student was the most
important aspect. The major disadvantage cited by clinical instructors was the amount of
time involved in the evaluation. Students believed that the main disadvantage was the
anxiety produced by having to assess their own performance. Both groups indicated that
the positive aspects of self-evaluation outweighed the negatives. Personal interaction
between the clinical instructor and the students should be emphasized during self-
evaluation. The assessment interview should not be intimidating for the students, but
instead friendly and open. For the process to be successful, the students must not feel
threatened. The self-evaluation should identify student strengths and weaknesses and
give the students some goals for improvement. Clinical instructors must examine their
interpersonal skills when providing feedback to students. Clinical instructors are not
always formally trained as educators and, therefore, may not possess the necessary skills
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for communicating with students. Effective communication between the instructor and
students provides students with a no intimidating environment that facilitates student
learning. By allowing students to make judgments on their performance and provide
support for their judgments, students feel like active participants in the evaluation.
Instructors and students can compare specific examples related to the objectives to make
an accurate evaluation. ( Carwile, et al, 2001)
Transitioning From Nursing Practice to a Teaching Role
The national dialogue about the expanding nurse faculty shortage has piqued the
interest of many nurses in practice and motivated them to pursue a teaching role.
Thought eager to share their clinical expertise as nurse educators, many of them have
questions about what is required to transition from the clinical practice setting to the
academic environment, even on a part-time basis. This article provides practical advice
on how to find teaching opportunities in higher education and make the role transition
successfully. The authors address types of faculty appointments, educational
qualifications needed for teaching, considerations in taking a faculty position, beginning
a faculty position and learning about the academic work environment, and faculty
development opportunities. They conclude by paying special attention to the essential
skills needed to become a nurse educator and flourish in a teaching role. The concepts of
appointment and tenure may be foreign for those outside of academia. Gaining a firm
understanding about a particular school’s appointment system early on will help guide
potential faculty members toward a professionally satisfying and sustainable career in
teaching. It is important to note that the appointment system likely will differ according
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to the type of teaching institution. For example, academic positions offered by large
academic health centers are different from those offered by smaller teaching and service-
oriented institutions. The school’s mission influences the expectations regarding the
scope of the educator role and the additional faculty responsibilities. Academic title or
rank is determined by the “track” to which one is appointed, and the criteria for a specific
track. Faculty may be appointed to tenure versus non-tenure-track and part-time versus
full-time positions. Tenure can be described as a permanent job contract within the
academic institution. The tenure-track is geared toward those with a doctoral degree who
are expected to perform all aspects of the faculty role including teaching,
scholarship/research, service to the university and community and often nursing practice.
Educators hired into a tenure-track position are considered tenure-probationary until they
consistently demonstrate excellence, are promoted to senior ranks, and granted tenure.
These faculties become eligible to formally apply for tenure at a designated time after
employment, typically around six or seven years. Criteria for tenure are specified by the
school, and typically include academic preparation, teaching ability, publication record,
departmental service, leadership, and research. Tenure-track faculty typically is full-time
employees who hold titles such as Professor, Associate Professor, and Assistant
Professor. The number of tenure-track positions is considerably limited compared to the
various non-tenure-track positions available. Some schools are eliminating tenure
altogether and instead contract with all faculty for designated periods of employment.
Faculty may choose to pursue non-tenure-track positions because they either do not have
the requisite credentials or do not want the multiple responsibilities associated with the
tenure track. Generally speaking, full-time, non-tenure-track faculty spend more time
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teaching, less time in University, departmental, professional, and/or community service,
and even less time in research than a tenure-track faculty member. In many institutions,
non-tenure-track faculty has titles such as Clinical Professor, Clinical Associate
Professor, Clinical Assistant Professor, and Clinical Instructor. Although clinical-track
faculties are primarily responsible for the clinical education and supervision of students
in the clinical arena, they often are expected to teach in the classroom as well.
Maintaining clinical proficiency is critical since these faculty members are expected to
serve as clinical experts and professional role models. Nurses who are doctorally
prepared but who prefer a career in research within an academic institution may also be
offered a non-tenure-track faculty appointment as a research scientist. The primary
responsibility of these faculties is generating and disseminating new knowledge.
Additionally, most schools of nursing offer part-time or “adjunct” faculty positions for
clinical and classroom instruction. This type of appointment is given to someone whose
primary employment is outside the school of nursing but whose skills and knowledge are
particularly desired by the school. Part-time academic ranks and titles vary according to
qualifications and responsibilities, such as lecturer or clinical instructor, depending on
whether the adjunct faculty member teaches a classroom course, supervises students in
the clinical setting, or works with students on projects or research. This type of
employment may be a good option for professional nurses seeking flexibility due to
family or other personal responsibilities that do not allow for full-time employment. A
part-time clinical teaching appointment is an excellent way to enter the faculty ranks.
Like clinical career ladders, nursing faculty also have academic career choices. They may
start in a full-time, tenure-track position; or start in a part-time appointment and work

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their way up in academic rank and tenure; or remain in a clinical track or a part-time
position for many years. (Penn, B., 2005)
The preparation of Clinical Instructors
Actually, as well as, proportionately, there are fewer prepared persons to teach a
nd direct the student nurses than there were before. One of the problems then is to
prepare as rapidly as possible, a group of clinical instructors in some reasonable
preparation to the expansion of the student nurses. ( Reiter, 2001)
Learning Styles Can Become Learning Strategies
In the last 30 or 40 years, a number of educators have proposed that teaching
would be more effective if faculty members took account of differences in students'
learning styles. A number of different conceptions of learning styles have been proposed,
each with some plausibility. Regardless of their validity, any of these methods may have
heuristic value for faculty development by drawing attention to the fact that learners
differ and that we need to take account of these differences in teaching. Too many
teachers think of students as a featureless mass; too many rarely vary their teaching
methods, thinking that the method by which they were taught is best for everyone. A
method appropriate for most students may be ineffective for other students who could
learn more easily with a different approach. Methods of teaching (e.g., graphic or verbal),
ways of representing information, personality characteristics of teachers all affect
learning and affect different learners differently. Thinking about learning styles can lead
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a teacher to think about different ways of teaching, and that is good. An effective teacher
needs to vary techniques and to have an armamentarium of teaching methods and
learning activities that can be drawn upon from moment to moment or from week to
week to facilitate maximum learning for as many students as possible. Nonetheless, as in
most things, there are potential undesirable side effects from the use of learning style
concepts. Probably the most serious is that styles are often taken to be fixed, inherited
characteristics that limit students' ability to learn in ways that do not fit their styles. Thus,
some teachers draw the implication that they must match their teaching to the student's
particular style, and some students who have been labeled as having a particular style feel
that they can only learn from a certain kind of teaching. Learning about learning styles
may be helpful to teachers who have not previously thought seriously about differences
among students. Where they go awry is when teachers become so committed to a
particular set of learning style categories that they miss individual differences and
changes over time. Similarly, students who believe they have a particular style that
cannot be changed are likely to give up when taught by a teacher whose method doesn't
match their style. Having classified the students into particular learning styles, a teacher
often feels that the problem of learner differences has been solved. Some teachers
become devotees of one or another learning style system. However, the "styles" or
"types" identified by learning style inventories are not little boxes, neatly. (W. J.
McKeachie, 2002)
Error-prone conditions that lead to student nurse-related errors
If your organization provides a site for clinical rotations of student nurses, you are
probably aware that students can be involved in medication errors despite close
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supervision by their clinical instructors. When analyzing errors involving student nurses
reported to the USP-ISMP Medication Errors Reporting Program and the PA Patient
Safety Reporting System, it appears that many of the errors arise from a distinct set of
error-prone conditions or medications. Some student-related errors are similar in origin to
those that seasoned licensed healthcare professionals make, such as misinterpreting an
abbreviation, misidentifying drugs due to look-alike labels and packages, mis
programming a pump due to a pump design flaw, or simply making a mental slip when
distracted. Other errors stem from system problems and practice issues that are rather
unique to environments where students and hospital staff are caring together for patients.
The duality of patient assignments is a prime example. Patients who are assigned to
student nurses are also assigned to staff nurses. While dual assignments are necessary,
communication breakdowns regarding who will administer the prescribed medications to
patients, what medications have been administered, and which medications should be
held, have resulted in dose omissions and the administration of extra doses. Thus, the
communication between students, nursing instructors, and staff needs to be planned
carefully to ensure a model that considers the safety issues associated with dual
assignments. Data from the reporting programs also show that insulin is among the most
frequent drugs involved in student nurse-related errors, particularly with omitting
prescribed doses, selecting the wrong type of insulin, administering the wrong sliding-
scale insulin coverage, and administering insulin to the wrong patient. Student nurses
may not make proportionately more errors with insulin than staff nurses. However, like
staff nurses, students and nursing instructors must treat insulin as a high-alert medication
and observe the robust safeguards in place to prevent errors. This should include an
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independent double-check of all insulin doses by a staff nurse before administration.
Additionally, organizations should share their list of high-alert drugs and associated
error-reduction strategies with nursing instructors to ensure the same level of attention to
safe systems and practices occurs when students administer these drugs. (Carl, 2007 )
Educating the Future Health Professional Nurse
Nursing is at the cusp of a truly revolutionary time in its history with the
emergence of electronic health (eHealth) technologies to support client care. However,
technology itself will not transform healthcare without skilled practitioners who have the
informatics background to practice in this new paradigm of client care. Nurse educators
have been slow to react to the matter of the necessary knowledge, skills, and practice
competencies required for nurses to function as Health practitioners. Specifically,
undergraduate nursing education must take a proactive stance towards curriculum
development in the areas of Health and informatics. The purpose of this paper, therefore,
is to propose recommendations about the review and redesign of nursing curricula in
relation to nursing informatics. Recommendations include increased information literacy
education, interdisciplinary collaboration, and client-centered technologies.
Recommendations for faculty development in nursing informatics are also provided. (R.
Booth, 2005)
Cultural competence among nursing students and faculty
Healthcare consumers are entitled to culturally competent care. Therefore, nursing
curricula need to include cultural content and student nurses and faculty members need to
be culturally competent. The purpose of the study was to describe cultural competence of
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students and faculty at a college of nursing and to discuss the implications for nursing
curricula related to cultural competence. It was used to measure levels of self-reported
cultural competence. A convenience sample of 88 first year, 121 fourth year
baccalaureate students and 51 faculty members at a college of nursing was studied.
Analysis of variance revealed a statistically significant difference (F = 43.915, df = 259,
p < .0001) between the three groups. A positive correlation was found between IAPCC
scores and several demographic variables. Findings suggest that cultural competence can
be increased by including structured cultural content in nursing curricula. (Sargent. Et.al,
2005)
Comparing the teaching effectiveness of part-time & full-time clinical nurse faculty
Clinical instruction in nursing provides a real-life laboratory in which students
integrate theoretical concepts learned from prerequisite science courses, courses in the
humanities, and nursing lectures into the skills and behaviors required for successful
practice. Effective clinical instruction helps students develop the problem-solving and
decision-making skills essential for a professional nurse. The increased reliance on part-
time faculty to provide clinical instruction that has resulted from the current nurse faculty
shortage leads to concern about teaching effectiveness Results of other studies
demonstrate that the role of expert is an important one for clinical nurse faculty. Jacobson
determined that the faculty member's professional competence, teaching methods, and
evaluation are all related to effective instruction. O'Shea and Parsons , in a study of
nursing students' and faculty members' perceptions, identified three categories of
effective clinical instruction: instructive/assistive behaviors that the faculty member

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employs to help students with motor skills or problem-solving skills, personal
characteristics, or subjective views, about faculty behaviors, and evaluative behaviors,
such as providing positive feedback. Teaching ability encompasses the skills required to
transmit knowledge, skills, and attitudes from the teacher to the student, including the
ability to develop an atmosphere that encourages student learning. Studies have found
that factors related to teaching ability account for large percentages of the variance in
teaching effectiveness and teacher evaluation . Professional competence is defined as a
knowledge base in the subject matter being taught. In disciplines that require a laboratory
or clinical component, professional competence includes the ability to perform the skills
(Jones, Et.Al, 2004)
The selected Nursing School from Cavite
The selected nursing school, is a dynamic and proactive institution upholding the
highest standards of excellence in community service, education and research towards the
attainment of a better quality of life, is the chosen backdrop for this study. The school’s
goal is to prepare the students to be professionally competent and socially responsible
individuals actively promote research and the utilization of new technologies for the
enhancement of the individual competencies; and, take leadership role in addressing the
issues and concerns of the community the institution serves towards the improvement of
its quality of life. Related Learning Experience (RLE) constitutes three days in a week.
Respective RLE groups are assigned to different areas for their exposure, which are
supervised by competent and highly skilled clinical instructors. RLE is done outside of
the classroom and in clinical areas as clinical laboratories. The BSN program therefore,
aim so prepare a nurse who, upon completion of the program, demonstrates beginning
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professional competencies and shall continue to assume responsibility from professional
development and utilizes research findings in the practice of the profession. (SDCAS
handbook, 2006)
Educational Qualifications for Teaching
Graduate education in nursing is generally the expected preparation for full-time
faculty roles. Faculty in entry-level nursing programs is expected to have “graduate-level
academic preparation and advanced expertise in the areas of content they teach” (AACN,
2008c).
This expectation is consistent with most nursing programs offered at both
community colleges and senior colleges and universities (National Council of State
Boards of Nursing, 2007).
However, individual school standards, State Boards of Nursing, and professional
organizations also influence the academic preparation required of faculty in a given
situation. Hence some faculty positions may require varying levels of academic
preparation. Master’s and doctoral degree programs often include in their degree
programs minor concentrations and/or a track or focus area in education (Billings, 2003).
In academic circles, there currently is much discussion over the master’s degree in
nursing education as adequate preparation for teaching at the baccalaureate level.
Individuals with a master’s degree in nursing education may not be adequately prepared
to teach full-time or to be competitive for faculty roles in professional nursing programs
due to their lack of advanced (graduate-level) clinical preparation. Someone teaching

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with a master’s degree in nursing education, but without advanced clinical education or
expertise, is actually teaching nursing content based on their baccalaureate clinical
preparation (Bartels, 2007).
The analogy often used is that a biology professor would not be allowed to teach
at the collegiate level based only on his or her baccalaureate coursework, even if the
professor held a master’s degree in education. Any profession expects its faculty to have
advanced preparation in the discipline, such as nursing or biology, in order to teach others
the most current content in the discipline. You may be qualified to be a clinical instructor
for a local school, or a clinical preceptor for students as an agency employee. Although
most schools of nursing require faculty to have earned at least one degree above the level
in which they teach, some schools do hire clinical instructors or preceptors if they have
the same degree as the one toward which their students are studying (Lewallen, 2002).
Even with advanced education, exceptional clinical experience, and reading the
faculty handbook, a new layer of skill is needed to prepare fully for the faculty role. To
be sure, clinical expertise is pivotal to being a good teacher, but it is not sufficient by
itself. Many nurses who have spent years in the practice setting are only vaguely aware
of what is involved in teaching, and are surprised to learn that it is more than lecturing to
a packed classroom or supervising students in a clinical practicum. All teachers must
recognize the multiple aspects of the faculty role and develop the unique skills essential
for success. Although many schools of nursing offer some level of formal orientation for
new faculty, the individual needs of new faculty differ and their orientation content may
need to vary considerably (Foley et al., 2003)

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Teaching Health Personnel
Nurses are also involved in the instruction of professional colleagues through
continuing education, in-service programs, and staff development. For example
experienced nurses may function as preceptors for new graduates or for newly employed
nurses. Nurses with specialized knowledge and experience share that knowledge and
experience with nurses who are new to practice area. Nurses are also involved in teaching
other health professionals. Nurses may participate in the education of medical or allied
health students. In the capacity, the nurse educator clarifies the role of the nurse for other
health professionals or how nurses can assist them in the care of the client. ( Kozier,
2008)
Teaching Strategies to Meet Multiple Needs
You start by knowing your students! Keep a file or portfolio for each student with
work samples, anecdotal records, notes on learning styles, etc. You may immediately
think there are not enough hours in the already packed day, but how many hours do you
already spend checking and grading papers? Note the student's strengths, weaknesses,
and specific learning styles. Gather and stockpile your resources--whether you are
constructing centers, thematic units based on curriculum objectives, enrichment activities,
etc., collect and compile a wide variety of materials, literature, visuals, paper and pencil,
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auditory, manipulative, technology, and organize them into a filing and/or storage
system. Develop a resource list of speakers, agencies, field trips, businesses, web sites,
parents, that could serve as reinforcement or enrichment for a specific unit.
Then organize resources into activities or tasks under such headings as practice,
reinforcement, enrichment, challenging, etc. geared towards specific student's levels of
functioning. Offer activities using different kinds of presentation so you are tapping into a
variety of learning styles. Incorporate strategies which will offer experiences that are
visual, kinesthetic, verbal, logical and interpersonal. Develop a network with fellow
educators. One of the MOST valuable resources is the collective experience of teachers.
Schedule regular grade level, subject or specialty area meetings with other professionals
to discuss and share strategies. Research and try out different strategies. Come together
with other professionals on a regular basis to evaluate whether or not your strategies are
working. Above all, realize that you are only one person and while most educators put
forth their best effort to meet their students' unique needs, it is not an overnight process.
Be patient, consistent and set realistic expectations for both your students and yourself.
Teaching and learning are neither a "one size fits all" endeavor. Making the effort to meet
your student's diverse learning needs will truly yield worthwhile results. (Craven, 2006)
Faculty Development
Even with advanced education, exceptional clinical experience, and reading the
faculty handbook, a new layer of skill is needed to prepare fully for the faculty role. To
be sure, clinical expertise is pivotal to being a good teacher, but it is not sufficient by
itself. Many nurses who have spent years in the practice setting are only vaguely aware of
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what is involved in teaching, and are surprised to learn that it is more than lecturing to a
packed classroom or supervising students in a clinical practicum. All teachers must
recognize the multiple aspects of the faculty role and develop the unique skills essential
for success. Although many schools of nursing offer some level of formal orientation for
new faculty, the individual needs of new faculty differ and their orientation content may
need to vary considerably (Foley et al., 2003; Morin & Ashton, 2004).
Though a novice faculty member may find it overwhelming to figure out "what to
teach and how to teach it" (Diekelmann, 2004), these new skills can be acquired through
a faculty development program as well as through formal educational opportunities. As a
new faculty member, you may be expected to complete certain graduate education
courses or faculty development activities within a specified time after hiring, as a
condition of employment. Alternately, you may have a less formal agreement and may
need to explore professional development options for yourself. Many schools of nursing
are located within a college or university that sponsors interdisciplinary or
interprofessional teaching institutes or workshops for faculty. These can be excellent
opportunities, offering you not only quality guidance on improving your teaching skills,
but also a network of supportive colleagues in multiple disciplines across campus, a
valuable commodity in the academic setting. Your dean or department chair may assign
an experienced faculty member to guide you in the first few months. This gives you a
"safe" mechanism for asking questions and obtaining direct support that you might
otherwise not have in your early days. In addition to your immediate supervisor, seek out
trusted faculty colleagues and key support staff, particularly for information about the
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informal culture of the school and how to successfully accomplish the work expected
(Bellack, 2003).
Teaching Skills
Perhaps more than any other proficiency for nurse educators, the ability to help
students learn how to master essential skills and knowledge in order to become
professional nurses is paramount. Inexperienced faculty often think in terms of their own
teaching when the emphasis should be on student learning – a critical distinction.
Understanding the uniqueness of adult learners and how they learn is necessary to being
able to facilitate the learning process. Adults come to higher education with a wealth of
experience, as well as definite goals and a desire for a voice in their education. They seek
practical applications to real-world problems and need to know that their time in class
and clinical practice is well spent. They also may present challenges that require novice
educators to be prepared and perhaps seek advice from colleagues (Condon, 2008).
The most effective teacher of adults engages learners in seeking answers, finding
meaning, and applying new information rather than simply transmitting vast amounts of
content to them. Lecturing is an efficient way to share subject matter with a large
audience, and certainly has a long tradition and continued relevance in nursing
education .However, most adult learners place a high value on getting actively involved
in their own learning rather than just listening to lectures. Academic leaders are looking
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for educators who use creativity and innovation in approaching the teaching-learning
process. Several generational cohorts are found in today's educational institutions and
work sites. Increasingly, teachers are challenged to engage a range of students across the
age span. For example, in the classroom, older adult learners may need encouragement to
participate fully; but when they do participate, the discussion and interactions are rich
with their life experiences and perspectives. Younger learners particularly are attracted to
technology, and the use of technology can be a powerful incentive for their learning, as
well as a catalyst for older faculty to learn how to use newer equipment and approaches,
such as simulation and distance learning. Teaching also means being responsible for the
myriad logistics and challenges of classroom and clinical experiences which are critically
important to learning but may be overlooked. These logistics may include determining
how students should address you, responding to problematic equipment or disruptive
students, and making clinical assignments (Burke & Van Nostrand, 2008; Wingate,
2008).
Clinical Teaching Strategies in Nursing
Clinical Teaching Strategies in Nursing seeks to address the many aspects of
educating nursing students at the bedside. The novice educator is led through the initial
identification of a personal and professional philosophy to areas including student
evaluation and grading. Essential components of clinical teaching are outlined in the first
chapter. (Charles, 2010)
SYNTHESIS
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The review of related literature shows the different view of the authors regarding
the standards of nursing education and its drawback from poor performances. This
writings found in the internet, books, newspapers and journals are substantial evidence
that led the researchers to pursue its relationship to the idea of proficiency in teaching of
the instructors from a chosen nursing school from Cavite
According to the National Competency-Based Teacher standard, the teaching
profession has been under pressure to stay pace with the transformation in the society and
the additional challenges of the technological world. That is why the Department of
Education together with the Commission on Higher Education came up with a system
that will evaluate and enhance the teaching profession. It has been formulated to aid in
the weaknesses and areas of strength that may hinder teaching or to continue areas of
excellence.
On the other hand, Asuncion also mentioned in Nursing Today that the rate of the
board passers today are declining and last 2009 was recorded the lowest. He said that if
the nursing teachers and the institutions will not make an early action for this findings, it
would not be hard to explain why there is a rapid decrease in the quality of nursing
graduates in the future,
Talete said in his article that learning starts from school. If a school can’t give
their students with worthy a valuable education, these students will find it tough to pass
the NLE. He also said that there is no harsh policy when it comes to evaluating nursing
schools. There have been talks about closing down non-performing nursing schools.
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Similarly as Marylyn Chances said that the nursing duties and functions were so
simple and basic, and that should have all been mastered while in nursing school prior to
graduation and licensure, all turned into major disasters and complications that could
have all been prevented.
Moreover, Evans said that nursing is one of the most critical professions in the
medical field and expects a candidate to possess solid ground information and
introductory exposure to the work. These job qualities are developed in the candidates
during their nursing education and clinical instructor is the person who performs this task.
Also in the other contexts, Angeles said an initial warning from CHED would be
issued individual schools to improve their nursing program through their graduates’
performance in the succeeding nursing licensure exams.
Lastly, according to Lewallen, many nurses who have spent years in the practice
setting are only vaguely aware of what is involved in teaching, and are surprised to learn
that it is more than lecturing to a packed classroom or supervising students in a clinical
practicum is essential to produce competitive nurses.
With these into consideration, all the recorded and gathered data are evidently
useful to pursue the argument on the proficiency of the clinical instructor. The contexts
of the data will be utilized in the study to prove the significance in length of experience
of the clinical instructors to the proficiency in teaching.
All the entries in the review if related literature, pertains to only one concept-
teaching. Teaching and the demographic data of an individual plays an important role in
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molding a society, a community and an individual. It is profession and a vocation at the
same time. The ethics that encompasses all of this is the morality to share true knowledge
and correct information for the development of not only a single mind, but also the
nation. Teaching especially in nursing is as crucial as saving a life; it can either lead to
death or recovery.
Conceptual Framework
The variables that composed this conceptual framework tell the whole status of
the study. In this framework, the researcher used the demographic data as the
independent variable because of its variance from the respondents. Furthermore, this data
may be on relationship with the study’s dependent variable. The dependent variable used
in this study is the level of proficiency in teaching. The level will be determined through
the study’s process which is teaching. The teaching capabilities of the respondents will be
evaluated and rated to determine the dependent variable. This framework will guide the
researcher to take in strict procedure so that it will avoid unnecessary actions that may
confuse or distort the study.

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CONCEPTUAL PARADIGM
Demographic Profile: Teaching Level of

1. Age Proficiency
Academic
2. Gender - Strategy
5- Expert
3. Civil Status - Examination 4- Proficient

- Content
4. Socio-economic 3-Competent
status - Behavior and Flexibility
- Judgment and Decision 2- Advance

5. Educational Making
Status Beginner
Clinical
6. Religion
- Strategy 1-Novice
7. Years of clinical
- Examination
and academic
- Content
knowledge post
licensure - Behavior and Flexibility
- Judgment and Decision

Making
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INPUT THOUGHTPUT OUTPUT
CHAPTER III
METHODOLOGY
This chapter will cover the study’s process that will be used in conducting the
study. The nature of the study and the procedure to be used is explained in this chapter.
Research Design
The study uses a descriptive quantitative research wherein the proficiency in
teaching will be described. A descriptive study establishes only associations between
variables. The hypothesis will test if there’s a significant relationship between the
proficiency in teaching and the clinical and academic knowledge of the instructors from a
selected nursing school from Cavite will be tested and proved.
Research Locale
The locale of the study will be at a selected nursing school from Cavite.
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The Medical Center and the College Complex is strategically located in a key spot
in Cavite. It straddles an area that serves as a gateway to major cities through its three
access roads: the Coastal Road at the north leading to Metro Manila, Zapote Road at the
east directing to Las Piñas, Alabang and Laguna, and E. Aguinaldo Highway at the south
going to other parts of Cavite and Batangas. It has become a distinctive landmark and
recognized cornerstone in the province of Cavite.
Research Respondents
Due to the studies aim to assess the proficiency in teaching of instructors,
the researchers decided to include all clinical instructors in the nursing faculty which are
available and willing to be part of the study during the allotted time for data gathering.
Nursing faculty are composed of 54 members, but only 43 were subjected to be the
respondents since two (2) are research panels, one (1) is the thesis chairman, one (1) is
the academic dean, one (1) research adviser, and six (6) were part time professors that
were unable to commit in answering the study tool due to their faculty residency and
schedules.
Sampling Design
There is no sampling design used in this study since the respondents are all
chosen and those who are not included are those who declined to participate as
respondents and those who hold the research deliberation team.

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Research Instrumentation
The primary tool used in this study is the questionnaire tool. The researcher
distributed the questionnaire that took a maximum of 30 minutes to accomplish. It was
consisted of three parts; the first part asked about the demographic profile of the
respondent such as age, gender, educational background and socio economic status,
religion. Secondly, it asked about the respondent’s experience in clinical and academic
experience post licensure and lastly, it covered the evaluation questions in a cafeteria type
of examination that used five (5) choices for the respondents to answer. The
questionnaire tool that used in this study is researchers made, validated and confirm by
psychology, academic, clinical and grammar experts, and was adapted and modified from
an evaluation format from the National Competency Based Teaching Standards (NCBTS)
of the Department of Education and Patricia Benner’s Level of Competency.
Data gathering procedure
The following were the step by step procedure in data gathering of the study.
Step 1. The researcher sent an approval letter for the college Dean of Nursing to have the
permission to conduct the study in the institution.
Step 2. Once approved, the researcher asked for the validation of questionnaire tool from
experts that included three hospital chief nurse for the clinical validation, three school
academic deans for the academic validation and a language expert for the English
grammar validation.
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Step 3. The validated tool was sent to a licensed psychologist/ psychology graduate in
practice who validated the soundness and safety of the tool.
Step 4. The tool was presented to a statistician that acquired equivalents for the ratings.
Step 5. The researcher conducted a pilot study in another nursing school that certified the
authenticity of the tool. It took place in June 2010, with a 30 minute allotted time.
Step 6. The tool was evaluated, tabularized and ranked on the second day after the pilot
study.
Step 4. A letter was sent to the nursing faculty for the approval to conduct a survey in the
office.
Step 5. The respondents received a letter to ask for their cooperation in the study.
Step 6. On mid July until last week of August 2010, the researcher distributed the
questionnaires to the respondents personally to obtain the authenticity of the answers.
The researcher waited for the respondents to take the test in 30 minutes.
Step 7. All answered questionnaires were kept in complete discretion and confidentiality
until all respondents are tested.
Step 8. All questionnaires were checked and rated on August 2010, tabulated and
assessed and ready for evaluation.
Statistical Treatment
These are the statistical formula for the study:
1. Percentage. This found out the demographic profile of the respondents.

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The formula as follows:
p = x 100
Where
p = percentage\
f = frequency of each faculty
N= total frequency
2. Mean. The average of a numerical set. It is found by dividing the sum of a set of
numbers by the number of members in the group. This were used to determine the
level of proficiency in teaching of the clinical instructors.
Where
x = data item
∑x = sum of the data items
n= total data items
3. Pearson Moment Correlation Coefficient, r. this calculated the relationship of
the demographic profile and the length of experience.

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Where
N= number of subjects
∑XY= sum of each subjects x score times the Y score
∑X = sum of the X score
∑Y = sum of the Y score
∑ = sum of the squared X scores
∑ = sum of the squared Y scores
4. Likert Scale – the researcher used an adapted and modified study tool with the
equivalent based and adapted from Patricia Benner’s Level of clinical competence
and the Department of Education’s National Teacher Based Competency Standard
TABLE OF REFERENCE OF MEAN MEASUREMENTS
Equivalent of mean scores are at the appendices
Level of Score Description
Proficiency
Expert 5 The expert educator no longer relies on an analytic principle (rule,
guideline, maxim) to connect her or his understanding of the
situation to an appropriate action. The expert nurse, with an

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enormous background of experience, now has an intuitive grasp of
each situation and zeroes in on the accurate region of the problem
without wasteful consideration of a large range of unfruitful,
alternative diagnoses and solutions. The expert operates from a deep
understanding of the total situation.

Proficient 4 The proficient performer perceives situations as wholes rather than
in terms of chopped up parts or aspects, and performance is guided
by maxims. Proficient nurses understand a situation as a whole
because they perceive its meaning in terms of long-term goals. The
proficient nurse learns from experience what typical events to expect
in a given situation and how plans need to be modified in response
to these events. The proficient nurse can now recognize when the
expected normal picture does not materialize. This holistic
understanding improves the proficient nurse's decision making; it
becomes less labored because the nurse now has a perspective on
which of the many existing attributes and aspects in the present
situation are the important ones.

Competent 3 For the competent nurse, a plan establishes a perspective, and the
plan is based on considerable conscious, abstract, analytic
contemplation of the problem. The conscious, deliberate planning
that is characteristic of this skill level helps achieve efficiency and
organization. The competent nurse lacks the speed and flexibility of
the proficient nurse but does have a feeling of mastery and the
ability to cope with and manage the many contingencies of clinical

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nursing. The competent person does not yet have enough experience
to recognize a situation in terms of an overall picture or in terms of
which aspects are most salient, most important.
Advance 2 Advanced beginners are those who can demonstrate marginally
Beginner acceptable performance, those who have coped with enough real
situations to note, or to have pointed out to them by a mentor, the
recurring meaningful situational components. These components
require prior experience in actual situations for recognition.
Principles to guide actions begin to be formulated.

Novice 1 Novices are taught rules to help them perform. The rules are
context-free and independent of specific cases; hence the rules tend
to be applied universally. The rule-governed behavior typical of the
novice is extremely limited and inflexible
WEIGHTED MEAN MEASUREMENT
Academic /15 Equivalent Clinical Equivalent
score Score
67.5- 75 4.50- Expert 67.5- 75 4.50-5.00 Expert
5.00
52.5-60 3.50- Proficient 52.5-60 3.50-4.00 Proficient
4.00
37.5-45 2.50- Competent 37.5-45 2.50-3.00 Competent
3.00
22.5-30 1.50- Advance 22.5-30 1.50-2.00 Advance
2.00 Beginner Beginner

7.5-15 .50-1.00 Novice 7.5-15 .50-1.00 Novice
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Treatment Plan:
1. To answer the statement of the problem number 1, the researcher will use
Percentage.
2. To answer the statement of the problem 3 and 4, the researcher will use Mean
3. To answer the statement of the problem number 4, the researchers will use
Pearson’s Moment Correlation Coefficient r.
Chapter 4
Presentation, Analysis, and Interpretation of Data
This Chapter presents the analysis and discussion of the data accumulated the
researchers using tabular illustrations and answers the specific problems identified in
Chapter 1. The tables summarize the number of figures, which were obtained from the
answers of the respondents.
Table 1 Profile of the Respondents According to Age
Age group Frequency Percentage

28-32 10 23.2
23-27 9 20.9
33-37 8 18.6
38-42 6 13.9
43-47 4 9.3
48-52 3 6.9
53-57 2 4.6
valid 1 2.3
Total 43 100%
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As presented in Table 1, there are 9 respondents in 23-27 age bracket, 10
respondents from 28-32 bracket, 8 respondents from 33-37 age bracket, 6 from 38-42, 4
from 43-47, 3 from 48-52, 2 from 53-57 age group and 1 respondent who failed to
indicate the age.
This means that majority of the respondents are here in the Philippines
establishing a career and according to some statistics this is the age where professionals
like nurses’ starts to sort on a greener pasture outside the country. According to then
nursing statistics ( NationMaster 2010) Only 8.0% of all RNs are under the age of 30.
The average age of the RN population in the United States is 46.8 years. That is why
there is less nurse educator here in the country at the age ranged from 43-57 years old.
Also from the context from Manglulu (Manila Bulletin, 2010) Lito Soriano, head of the
Federated Association of Manpower Exporters Inc. said that ageing of OFW workforce is
a cause for concern, and so is the lack of qualified skilled manpower. In the future, it is
apparent that other countries will just be deploying rehires abroad because they are not
producing qualified new hires,’’ he told the Manila Bulletin
Table 2 Profile of the Respondents According to Gender
Gender Frequency Percentage
Female 24 55.81
Male 19 44.18
TOTAL 43 100
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As presented in Table 2, there are 24 female respondents and 19 male respondents
that comprised the total number of respondents of 43.
According to Veronica Uy, women rule the workforce, at least in the Philippines
where, the Department of Labor and Employment (DoLE), females has been steadily
outnumbering males in executive positions over the last five years. Citing data from the
DoLE’s Bureau of Labor and Employment Statistics (BLES), Labor Secretary Arturo
Brion said that in 2002, the ratio was 1.86 million women to 1.4 million men holding
supervisory and executive positions.
Brion attributed the rise in the number of women supervisors and managers to education.
He said that the same BLES data showed that one out of three employed women, or 32.8
percent of the total 12.8 million in 2006, had reached college. (Philippine Daily Inquirer,
2007)
Table 3 Profile of the Respondents According to Civil Status
Civil Status Frequency Percentage
Married 23 51.16
Single 19 44.18
Separated 1 2.3
Widowed 1 2.3
TOTAL 43 100
As presented in table 3, there are 23 married respondents, 19 single
respondents, and 1 separated and widowed.

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These findings mean that married respondents made up the work force of
the school since it is a responsibility for married individuals to be employed for
their share of economic stability of their family. According to the Department of
Labor and Employment Statistics in 2008, there are 21,451,000 employed that are
single while 32,461,000 employed are married; 2,318,000 are widowed and
414,000 are divorced or legally separated. (DOLE, 2010)
Table 4 Profile of the Respondents According to Socio-Economic Status
Monthly income Frequency Percentage
Php 20,000 and above 34 79.06

Php 15,000-19,999 6 13.95
Php 10,000-14,999 3 6.97
TOTAL 43 100%
As presented in table 4, there are 34 respondents who earns Php 20,000 and
above. This is an indication that majority from the respondents are contented in their
tenure due to the compensation they received in exchange from their knowledge and
expertise. According to Senator Edgardo J. Angara, chair of the Senate Committee on
Finance, he proposed to raise the salary grade of teachers to SG13, which will increase
teacher’s salary to Php21, 293 - up by 77% from the current salary level. Angara said this
will be a key to making the country's educational system competitive. (Press Release,
June 17, 2010 Senate of the Philippines 15th Congress)
Table 5 Profile of the Respondents According to Educational Status

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Educational Status Frequency Percentage
Masters in Academic/ 31 72.09

Science Bachelor of Science
in Nursing 12 27.90
Total 43 100%
As presented in table 5, there are 31 respondents who hold a degree in Masters in
Arts or Science, while 12 respondents finished a degree in Nursing.
These mean that it is strictly requires that all members of the academe and clinical
institutions must take a masters so that the eligibility of the profession will be of high
standards. According to Republic Act No. 9173 which is an act providing for a more
responsive nursing profession, there is a nursing act of 1991 that was amended in July
2002. Article V which embodies Nursing education, Section 27 states the qualification of
the nursing faculty which includes the following:
a. Be a registered nurse in the Philippines

b. have at least 1 year of clinical practice in the field of specialization
c. Be a member of a good standing in an accredited professional organization of
nurses
d. Be a holder of a Master’s degree in Nursing, Education or other medical and
health sciences conferred by the college or university duly recognized by the government
of the Republic of the Philippines.
Table 6 Profile of the Respondents According to Religion
Religion Frequency Percentage

Roman Catholic 35 81.39
Born Again 3 6.97
Christian 2 4.65
Protestant 21 4.65
Others 1 2.3
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Jehovah’s Witness 43 100%

TOTAL
As presented in table 6, there are 35 respondents who are Roman Catholics, 3 are
Born Again Christians, 2 are Protestants, 2 belongs to other sects and 1 who are a
Jehovah’s Witness. These only justifies that the Philippines is a Catholic nation
comprising majority of Filipinos who belongs to the catholic order. According to the
2010 statistics, the Philippines ranked 23rd for the most countries with Roman catholic as
a religion with a total of 82.27 % of the total population making the Philippines the
ranked first in Asia while Italy and Poland ranked 1st and 2nd respectively. (World
Statistics, 2010)
Table 7 Profile of the Respondents According to years of teaching knowledge post
licensure
Years of teaching Frequency Percentage

1 year- 3 years 18 41.86
4 years – 6 years 14 32.55
More than 6 years 11 25.58
TOTAL 43 100
As presented in table 7, there are 18 respondents who have 1-3 years of teaching
experience, 14 who has 4-6 years of teaching experience and 11 respondents who have
more than 6 years of teaching experience.
Based on table 1, there are 10 respondents who belonged to the 27-32 age
grouped which will make sense because of their years in clinical practice. These
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respondents have been exposed first in the clinical areas before they started teaching.
According the National League of Nursing ( 2006) Contemporary academic
communities in nursing reflect an increasing number of new teachers, particularly those
who are employed in adjunct, temporary, and part-time positions. In addition, the number
of master’s- and doctoral prepared faculty is difficult to maintain due to an increase in the
number of retirements and the exodus of faculty to higher-paying positions. Finally, the
small number of faculty who has had formal preparation for the nurse educator role, those
who are the educational “architects,” poses particularly significant problems. Those in
faculty roles are expected to anticipate the increasing complexity of the health care
system and to prepare graduates who can think, make decisions in uncertainty, take risks,
facilitate change, and communicate effectively. These same faculty members are also
expected to conduct research, advance the discipline, and provide service to the
profession and their academic institutions. The multidimensional nature of the nurse
educator role, with competing expectations related to teaching, scholarship, service,
maintaining clinical competence and continued professional growth is difficult to
balance, especially for new faculty members, many of whom were not prepared as nurse
educators.
Table 8 Profile of the Respondents According to years of clinical knowledge post
licensure
Clinical experience Frequency Percentage

1 year – 3 years 15 34.88
4 years- 6 years 9 20.93
Less than 1 year 2 4.65
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TOTAL 43 100%
As presented in table 8, there 17 respondents who have more than 6 years of
clinical experience, 15 respondents who has 1-3 years experience, 9 who has 4-6 years
experience and 3 who has less than a year of experience. These data simply indicate that
majority from the respondents has more exposure in the clinical areas than in teaching.
This is an indication of a good teaching background because it can assure that the
teaching will be based more on experiences.
According to Diekelmann (2004) the heart and soul of nursing educator is the
clinical practicum; where nursing is shaped into professional practice. Consider the goals
of the clinical learning experience, regardless of the specific learning context. Within the
framework many of the abilities needed for clinical practice are likewise needed for
clinical instructors.
Table 9 shows the proficiency in teaching in terms of academic knowledge of the
respondents according to their age.
AGE ACADEMIC KNOWLEDGE MEAN
53 - 57 4.3
valid 4.27
28 - 32 4.21
33 - 37 4.09
38 - 42 4.06
43 - 47 4.03
48 - 52 3.98
23 - 27 3.95
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As presented in table 9, the average mean of respondents who are 28-32 years old
is 4.21 making them the highest in academic knowledge. This group of respondents is
majority of those who already had finished their master degree in nursing and they have a
fresh approach in teaching. According to the University of Philippines’ Rules and
Regulation of Master’s Degree Programs (2010), the maximum time allowed for the
completion of the master’s degree is 5 years. The 5-year period begins with the earliest
course work listed in the official plan of study, including validated and/or transfer
courses. This implies that this group of respondents may have this present time to acquire
such degree programs that’s why they excel in academic proficiency.
Table 10 shows the profile of respondents’ level of academic proficiency as to

Strategy when grouped as to AGE.
Age Frequency Total Mean

38-42 6 27.32 4.553
53-57 2 8.99 4.495
28-32 10 43.96 4.396
33-37 9 38.9 4.255
23-27 9 35.98 3.997
43-47 4 15.99 3.997
48-52 3 11.66 3.886
As presented in table 10, the respondents who are 53-57 years of age excel in
academic strategy. This implies that the older the instructors are, the better they get in
teaching. According to Maiklan (2003) study shows that international workforce can
expect a 32 percent decrease in the number of nurses while Ontario can expect 28
percent, in just three years. This is based on the current pace of nurses’ retirement at the
age of 55. This can indicate that these nurses who returned from other countries equipped
with experience will sort in teaching and display an expertise in strategy.

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Examinations when grouped as to AGE.

28-32 10 49.96 4.996
38-42 6 27.99 4.665
53-57 2 9.33 4.665
48-52 3 13.99 4.663
43-47 4 18.31 4.577
33-37 9 38.96 4.328
23-27 9 37.98 4.220
As presented in table 11, the respondent ages 28-32 has the highest mean score in
academic proficiency as to examinations. Also seen in this table is a close difference
among each mean score that is also proficient in the Likert scale. Those respondent ages
23-27 has the lowest mean score in giving examinations because they are still new in the
responsibility. These instructors have 1-3 years of teaching experience. According to the
study of Swanson, Connor and Cooney (2001) about the possible differences of a novice
teacher to an expert, the results clearly suggest that expert and novice teachers differ in
terms of their solutions and statements about mental processes related to classroom
discipline problems. Expert teachers are characterized as placing a priority on defining
and representing the problem, whereas novice teachers tend to represent problems in
terms of possible solutions

Content when grouped as to AGE.

33-37 9 35.97 3.996
53-57 2 7.66 3.830
23-27 9 33.57 3.774
48-52 3 11.32 3.773
28-32 10 37.3 3.730
38-42 6 19.65 3.275
43-47 4 12.98 3.245
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As presented in table 12, there are 9 respondents ages 33-37 who have the highest score
in the mean of academic proficiency level as to content. Also seen here is that the
difference among other age group is small, if rounded off, it will score proficient in the
scale except for the 10 respondents who belongs to 38-47 age groups. This age group is
competent. These are also the age where their career is stable. The drive to strive more in
learning is lesser. According to Erik Erikson’s Theory of Development, On the stage of
Generativity vs. Stagnation as the children leave home, or the relationships or goals
change, this may be faced with major life changes—the mid-life crisis—and struggle
with finding new meanings and purposes. If they don't get through this stage successfully,
they can become self-absorbed and stagnate. Significant relationships are within the
workplace, the community and the family
Table 13 shows the profile of respondents’ level of academic proficiency as to Behavior

and Flexibility when grouped as to AGE.

53-57 2 9.32 4.660
33-37 9 38.95 4.327
28-32 10 42.3 4.230
38-42 6 24.97 4.161
43-47 4 16.31 4.077
48-52 3 11.99 3.996
23-27 9 34.3 3.811
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As presented in table 13, the respondents who belong to 53-57 age groups scored highest
in academic mean as to Behavior and Flexibility. This implies that these respondents
have reached the level of their maturity so that the behavior and flexibility in teaching is
not a problem to them. According to the theory of Chris Algyris there is a significant
development – but it has gone largely unnoticed in the adult education and lifelong
learning fields that here one had, so to speak, to make a mistake and reflect upon it – that
is, learn by trial and error; This is a result, in part, of rather blinkered reading by
professionals and academics within an area. This is a very significant development and
has important implications for educators. In the experiential learning model, the educator
is in essence a facilitator of a person’s learning cycle. To this role can be added that of
teacher, coach or mentor, the person who ‘helps individuals (managers, professionals,
workers) to reflect upon their theories-in-action’ ( 2000: 46)

Judgment and Decision making when grouped as to AGE.

28-32 10 44.3 4.43
43-47 4 16.99 4.247
33-37 9 34.3 3.811
53-57 2 7.33 3.665
38-42 6 21.65 3.608
48-52 3 16.66 3.553
23-27 9 30.96 3.44
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As presented in table 14, the respondent’s age 28-32 has the highest mean score
on academic proficiency in judgment and decision making. These groups of respondents
are in their masteral levels or had finished their master studies. According to the study of
Jonathan Drennan about the Critical thinking as an outcome of a Master’s degree in
Nursing programme (2010) Graduates from a Master’s degree in Nursing make
statistically significant gains in critical thinking scores when compared to students
commencing the programme. However, the gains were relatively modest and call into
question the effectiveness of pedagogical methods used to facilitate the development of
critical thinking at Master’s level
Table 15 shows the profile of respondents’ Level of Academic Proficiency based

on Academic Domain as to when grouped as to AGE.
Academic Domain Mean scores

Examinations 4.587
Strategy 4.225
Behavior and Flexibility 4.180
Judgment and Decision Making 3.822
Content 3.660
As presented in table 15, the respondents’ age implies that the content in
academic knowledge scored the lowest mean. It indicates also, that the respondents’ age
gap is so wide ( 23-57) that explains the variety of knowledge level on content. The
younger respondents have more advanced learning due to technologies compared to the
older respondents who standardized their learning through monotonous ideals of content
in nursing education. According to an article by William King (2010) It is evident, that
older workers (50 and above) are forced to be less confident about their learning abilities
due to certain social stress. It seems that older workers are somewhat less efficient in
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taking challenges, average on acquiring complex and demanding skills and much slower
in sorting out problems and giving solutions. That is why they need more time to be
trained. But once they are trained they prove to be a better asset than their counterparts
for the company as they are proficient in transferring their experience and knowledge to
the job.
Table 16 shows the proficiency in teaching in terms of Clinical knowledge of the
respondents according to their AGE
AGE FREQUENCY CLINICAL KNOWLEDGE

MEAN
53 - 57 2 3.90
38 - 42 6 3.88
48 - 52 3 3.87
28 - 32 10 3.81
33 - 37 9 3.81
23 - 27 9 3.71
43 - 47 4 3.58
.
As presented in table 16, the respondents who have the highest mean in clinical
knowledge are the respondents ages 53-57. These is an implication that these respondents
has more than 6 years of clinical experience that is why that excel more when it comes in
clinical teaching. According to the American Journal of Nursing, by an article by Beyea
and Nicoll, It often is assumed that older, more experienced, and wiser individuals
possess the requisite knowledge to always make the correct decision. For children,
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parents and other adults often assist in the decision-making process. One common
approach to making decisions occurs when parents and teachers make rules or guidelines
to ensure certain behaviors or practices. Traditionally in health care, a similar degree of
reverence has been given to clinicians and faculty members with demonstrated expertise
and experience. Student nurses and new graduates often are taught the rules of nursing
practice in basic nursing courses and during clinical rotations.
Table 17 shows the profile of respondents’ Level of Clinical Proficiency as to

Strategy when grouped as to AGE.

38-42 6 25.98 4.33
53-57 2 8.66 4.33
43-47 4 17.31 4.327
23-27 9 37.97 4.218
33-37 9 36.63 4.07
28-32 10 39.96 3.996
48-52 3 10.66 3.553
As presented in table 17, all of the respondents score proficient in clinical
knowledge in strategy. Although the respondents who are 38-42 scored the highest, it
indicates that these respondents has the average of 6 years of clinical experience as a staff
nurse before they opted in teaching. While the respondents who are 53-57 years old are
those respondents who has more than 6 years of clinical practice before and while
teaching nursing subjects. According to Diekelmann (2004) the heart and soul or nursing
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educator is the clinical practitioner, where nursing knowledge is shaped into professional
practice. Consider the goal of the clinical teaching learning experience, regardless of the
abilities needed for clinical context. Within that framework, many of the abilities needed
for clinical practice are likewise needed for clinical instructors.

Examinations when grouped as to AGE.

53-57 2 8.66 4.330
38-42 6 24.66 4.110
33-37 9 34.64 3.848
43-47 4 14.99 3.747
28-32 10 37.32 3.732
48-52 3 10.99 3.663
23-27 9 32.63 3.625
As presented in table 18, the respondents that are 23-27 years old scored the
lowest clinical mean as to examinations. It is an implication of the respondent’s
premature experience when it comes in teaching and examining students. These
respondents are new in the profession and their capabilities are still from the academic
practice when they were still a student. According to Siler and Kleiner (2001), following
graduation and licensure, new nurses turn to enhancement of their practice skills and
decision making abilities by choosing an area of focus. For the academic foundation of a
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generalized nurses school to specialize in more narrow field such as neonatal intensive
care, pediatric oncology etc. these set of new nurses need a specialized experience so that
they will instill the experience by trial and error to their students.

Content when grouped as to AGE.

33-37 9 37.63 4.181
38-42 6 24.97 4.161
48-52 3 12.33 4.110
28-32 10 38.95 3.895
53-57 2 7.66 3.830
43-47 4 13 3.25
23-27 9 26.44 2.96
As presented in table 19, the respondents who are 23-27 years old scored the
lowest when it comes to clinical proficiency in content. This is clearly an indication of
their apprenticeship in the profession. The academic knowledge can be enhanced but
their clinical experiences are still to be developed. According to the American Journal of
Nursing (2000), graduate nurses often turn to senior nursing staff members, the nurse
manager, or the nurse supervisor to help make a decision or troubleshoot difficult
situations. When nursing knowledge, expertise, or experiences are deemed inadequate,
nurses often rely on physicians who may be viewed as experts or more knowledgeable.
Most clinicians become skilled in identifying individuals who can provide helpful,
knowledgeable, skillful, and insightful assistance. As well, most clinicians learn very
quickly whose advice usually is not accurate or appropriate in specific situations.

Behavior and Flexibility when grouped as to AGE.
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48-52 3 12.32 4.106
23-27 9 35.95 3.994
28-32 10 37.30 3.730
33-37 9 31.96 3.551
53-57 2 6.990 3.495
43-47 4 13.31 3.327
38-42 6 19.65 3.275
As presented in table 20, the respondents who have the majority of frequency are those
who are 28-32 years old, they have the clinical mean score of 3.730 which is proficient in
the Likert Scale. These respondents also have their master’s degree and majority is
married. In the recent studies, it reports that married individual tends to be more cautious
in their behavior and is flexible because they tend to juggle the career and family life.
According to the study made by Chaturvedi (2009) marital status, age, and experience
were found to be significant determinants of stress-coping, whereas the sores did not
differ significantly on the basis of level of teaching. Married teachers in the age range of
40-60 years, with higher experience can cope better with the job stress than their
counterparts.

Judgment and Decision making when grouped as to AGE.

48-52 3 12.99 4.330
33-37 9 35.3 3.922
38-42 6 22.98 3.830
28-32 10 37.63 3.763
23-27 9 33.64 3.737
53-57 2 7 3.500
43-47 4 11.32 2.830
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As presented in tale 21, the respondents aged 43-47 scored lowest in judgment
and decision making in clinical proficiency. Although there are only4 respondents it is an
indication that this age group has a difficulty deciding on clinical practice. According to
Finucane et.al, older adults need to maintain strong decision-making capabilities as they
age. However, we know little about how age-related physical and psychological changes
affect older adults' judgment and decision processes. As Kohlberg stated in his theory,
these people live by their own abstract principles about right and wrong—principles that
typically include such basic human rights as life, liberty, and justice.
Table 22 shows the profile of respondents’ Level of Clinical Proficiency based on

Clinical Domain as to when grouped as to AGE.

Strategy 4.117
Examinations 3.865
Content 3.769
As presented in table 22, the respondents’ clinical proficiency in strategy is the
highest when it comes to their age. It implies that no matter how young or old an educator
is, it is the collaboration of a whole faculty matters in teaching. The strategy may be of
individual preference but the norms and the regulations of the faculty or school is the
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most in consideration. According to Gaberson (2007) clinical competence has been
documented as essential characteristics of effective clinical teacher. It includes theoretical
knowledge and expert clinical skills and judgment in the practice area in which teaching
occurs. The combination of academic preparation and professional work expertise
supports the teacher’s credibility and confidence and is particularly important for faculty
members who will provide direct to site guidance of students into clinical area. Students
often identify the ability to demonstrate nursing care in the clinical setting as an essential
skill of effective clinical instructors.
Table 23 Proficiency in teaching in terms of academic knowledge of the
respondents according to gender
Gender Frequency Academic Knowledge

Mean
M 19 4.14
F 24 4.04
As presented in tale 23, the male respondents and the female respondents are both
proficient in their academic knowledge. This implies that regardless of their gender, they
still can contribute well in nursing education. As stated from an article in Entrepreneur
Philippines, The Philippines continued to set the example in Asia in fostering equality
between men and women, the latest report by Switzerland-based World Economic
Forum. According to the WEF's Global Gender Gap Report 2010, the Philippines
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remained at 9th spot out of 134 countries included in the poll . It said that the Philippines
continue to set the example in Asia, ranking 9th overall because of a strong performance
on all four dimensions of the index: health and survival, educational attainment,
economic participation and opportunity and political empowerment.

Strategy when grouped as to GENDER.
Gender Frequenc Total score Mean

y
Female 24 115.27 4.802
Male 19 84.59 3.445
As presented in table 24, the female respondents have the higher academic mean
in terms of Strategy. It implies that females are more inclined in patience in imposing
strategies in students. Females are more creative and innovative. As mentioned in
Philippine Commission in Women, As of July 2010, the percentage of licensed
professional women was higher at 63.7 percent than licensed professional men at 36.3
percent (1,860,901 vs. 1,060,404); And off the total 1,860,901 professional women,
Teachers accounted for the highest percentage at 44 percent (819,377), followed by
Nurses at 27 percent (504,902). According to the article written by Burns (2002) Women
are spurred on to be successful when they hear of the derogatory remarks aimed at
women. The possibility of a physical attraction between the female pupil and the male
mentor may serve as fuel for the women to continue to progress. The experience may
help the young female pupil to learn how to deal with males.
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Examinations when grouped as to GENDER.
Gender Frequency Total score Mean

Female 24 107.24 4.468
Male 19 85.29 4.488
As presented in table 25, there is a small difference between the academic
knowledge among males and female respondents when giving examination. This is an
implication that regardless of gender, both female and male respondents are proficient in
academic examinations. As stated in the study of Rushton (2006) although experts have
accepted that men and women differ mentally, with males averaging higher on tests of
'spatial ability' and females higher on verbal tests, it was assumed the differences
averaged out, leaving no difference in overall intelligence.

Content when grouped as to GENDER.

Male 19 75.62 3.98
Female 24 85.56 3.731
As presented in table 26, Male respondents has a higher academic proficiency in
scores than females. Although the results fall in the same level, male are more
knowledgeable when it comes to academic contents. This can be due to the male’s brain
function and size. Prof Rushton (2006) believes the differences are directly linked to
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brain size, with other studies showing men having slightly bigger brains than women. He
stated that men have larger brains, even when they take into account larger body size,
that means there are more neurons. The question is what these neurons are doing in a man
- and they probably have an advantage in processing information. His work appears to
confirm British research which showed men have bigger brains and higher IQs than
women, which may explain why chess grandmasters and geniuses are more likely to be
male.

Behavior and Flexibility when grouped as to GENDER.

Female 24 101.59 4.245
Male 19 71.26 3.750
As presented in table 27, the female respondents scored higher than the male
respondents when it comes in academic behavior and flexibility. This implies that women
are more patients, more compassion and inclined in teaching. According to the New York
Times article by Alice Eagly(2009), First, women are less “bossy,” probably because
people dislike bossy women even more than bossy men. As a result, female are more
collaborative and democratic than male. Second, compared with men, women use a more
positive approach by encouraging and urging others rather than a negative approach of
scolding and reprimanding. Third, women attend more to the individuals they work with,
by mentoring and taking their particular situations into account. Finally, there is the
matter of getting the job done efficiently. Male and female, get their work done in a
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timely way, but some do not. When someone find one of those barely functioning that is,
someone who avoids solving problems and just doesn’t get the job done, that person is
more likely to be a man than a woman

Judgment and Decision Making when grouped as to GENDER.

Female 24 87.95 3.664
Male 19 69.25 3.644
As presented in table 28, both male and female respondents scored proficient in
terms of academic judgment and decision making. This indicates that regardless of their
gender, they are proficient in judging students and goal oriented in making a decision.
Educators are expected to be on the same norms when it comes in deciding for students.
According to Wagaman (2010) educators make decisions every minute of every day
while at work. As a lesson progresses, a teacher is evaluating individual student
comprehension and making minute adjustments to the lesson to best reach each student in
the class. Keeping one eye on the clock, teachers must make decisions about when to
wrap up a lesson, whether to allow a drink break and how to fill in extra time if
necessary. Although shared decision-making and its benefits for restructuring are
discussed in educational and community settings and written about in the education and
business literature, there is as yet little evidence of its widespread implementation or
effectiveness in schools engaged in restructuring. Also there is little evidence that
teachers favor the idea or little discussion of what issues are or should be decided in such
a manner. These are decisions that are taught and practiced through teacher preparation
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programs and practice teaching experiences. Mentors and cooperating teachers guide new
teachers through these decision making processes

on Academic Domain as to when grouped as to GENDER.

Examinations 4.478
Strategy 4.123
Content 3.855
As presented in table 29, the academic proficiency in teaching of the respondents
is highest in terms of examinations. This implies that testing students are the expertise of
these respondents because of their capability in analyzing their teaching. The respondents
are aware that examination is important in measuring the gauge of student’s learning.
According to the Philippine Teaching Journal (2010), the education process consists both
teaching and learning. Teaching refers to the transfer of knowledge while learning is the
act of acquiring knowledge. Teachers have the prerogative as what teaching techniques to
use in order to assure that students learn. Giving exams is an evaluation technique used
by teachers to check if the students have acquired all his teachings. If the exam results
turned favorable, teacher will proceed with his strategy and teach the next topic. But if
the exam results turned unfavorable by majority, it only means that the teacher needs to
use another technique in order for the students to easily acquire the desired learning.
Table 30 Proficiency in teaching in terms of Clinical Knowledge of the
respondents according to gender

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GENDER FREQUENCY CLINICAL KNOWLEDGE

MEAN
Male 19 3.85
Female 24 3.76
As presented in table 30, the male respondents have a higher means score than
females when it comes to clinical knowledge. But if rounded off, the mean score will also
rated the same as four (4), It is both proficient in the Likert scale. This implies that
regardless of the gender, the respondents’ level of clinical knowledge is proficient. Both
men and women were interested in power and empowerment within nursing, Boughn
stated (2008). The variable was that while female nurses were interested in power for
themselves and their patients, males were interested in not only self- and patient
empowerment but also empowerment of the nursing profession.

Strategy when grouped as to GENDER.

Male 19 78.93 4.154
Female 24 98.24 4.093
As presented in table 31, the male respondents have a higher score than females
when it comes to clinical proficiency in strategy. Although it has a higher mean score,
both gender are proficient according to the Likert Scale used in the study. Both genders
imply that gender is not a hindrance in making teaching efficient and effective. Strategic
teaching in the clinical areas do not need gender preferences in order to be proficient. But
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there are studies that indicate that male are more effective in females when it comes in
strategy. According to the theory of Thomas Dee (2006), male teachers solves problems
analytically while female teachers uses intuition and male teachers are often adventurous
while females sticks to the rules and regulations; afraid to disobeyed the customs in
teaching. Awareness of gender differences among the students in addition to faculty
enthusiasm communicates positive professional attitudes. Role modeling at bedside
requires balancing essential cultural issues in nursing education and practice

Examination when grouped as to GENDER.

Female 24 89.95 3.747
Male 19 67.94 3.575
As presented in table 32, female respondents scored higher in clinical proficiency
in Examinations. This implies that female instructors are stricter and disciplined since the
type of examinations in the clinical areas are majority based on skills and demonstrations.
According to an article from the Department of education (2008), Male Filipino teachers
are a vanishing breed, according to the Department of Education, which says that men
account for only a miniscule portion of the entire teacher population in the country today.
The Sun Star’s Oct 3, 2010 Edition on their Editorial Section stated that they take that
opportunity to commend the efforts of teachers, especially female teachers, who accept to
serve in high risk, deprived and disadvantaged areas, reaching out to the excluded, and
bringing them the prospect of a better life through education. It is believed that a woman
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has the ability to meet the challenges of the environment (society), she is an effective and
positive change maker, she is thoughtful and ethical leader thus can handle different
curriculum in a fruitful manner. Moreover due to the fact that children can easily relate to
the female teachers as compared to males, thus women can make excellent teacher.

Content when grouped as to GENDER.

Male 19 66.94 3.523
Female 24 82.26 3.427
As presented in table 33, the male respondents have a higher score than female
respondents in terms of clinical proficiency in terms of clinical content. It is an indication
that males have more on capacity in retaining skills and knowledge than females.
According to Bonair (2009), like teaching, nursing was primarily a male profession
throughout early history, before it became "maternal" around the beginning of the
twentieth century. Then a pattern of gender segregation and subsequent stereotyping
began. Males are now attracted to the competitive field of nursing, due to its high status
and high pay. Male nurses are now working in competitive areas such as: Intensive Care
Unit, Emergency Room, and Flight Nurse. Today, the average male nurse is higher
educated and higher paid than female nurses. This is a reflection of other inequalities in
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our society, but it also reflects a genuine contribution to the quality of care from the men
in nursing

Behavior and Flexibility when grouped as to GENDER.

Female 24 84.56 3.523
Male 19 73.92 3.890
As presented in table 34, the male respondents have a higher clinical knowledge
score than females when it comes to behavior and flexibility. It is an indication that when
it comes to field work or area work, males are more flexible because of their physique or
presentation. Male nurses are more likely needed for tough jobs in the area especially
when dealing with hard cases with transfers, lifting or even protecting the entire working
staff against violent or psychotic patients. According to an article by Hilton (2001) the
thing to focus on in men and in nursing is that men and women are both nurses. There is
not much basic difference between them. Men are sometimes stronger than women, and
in the past they often got stuck with turning patients more. She thought that all must treat
both men and women equally. Male nurses can overcome negative perceptions by
addressing them. By encountering gender-based reservations and winning patients’ and
nurses’ confidence despite their initial unease, you win friends for life.

Judgment and Decision making when grouped as to GENDER.

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Female 24 89.94 3.747
Male 19 62.26 3.276
As presented in table 35, female respondents are more proficient than male
respondents when it comes to judgment and decision making in the clinical areas. This
implies that females are a natural intuitionist, females compared to males tends to dissect
all the situations before they judge and decide. According to the article of Lehrer (2009)
when men decide how much to trust or repay, an area called the "medial cingulate sulcus"
is active. This is an area used to process potential reward, and calculate numbers. The
male brains are just "doing the math" and turn off after they have made a decision. The
female brains are quite different. After women have decided how much to repay, but
before others reacted to their decision, areas of the brain active in processing potential
reward (ventromedial prefrontal cortex and ventral striatum) and in regulating worry and
error-detection (caudate nucleus) are active.; The women are worrying, and thinking
about the reward consequences, after they have decided how much to repay.

Clinical Domain as to when grouped as to GENDER.

Strategy 4.123
Examinations 3.661
Content 3.475
As presented in table 36, the level of proficiency in clinical knowledge of the
respondents is highest in their strategy in clinical effectiveness. The respondents’ gender

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is best effective in applying their strategies in teaching. It implies that gender of a nurse
educator is effective in providing strategies so as to provide the symbolization of each
gender in relation to the preferences of student’s learning. According from an article from
Third Age (2010), while it's not completely clear how the structural differences in male
and female brains affect their function, scientists theorize that the most likely impact is
upon the way men and women process information. One difference between men and
women's brains is size. Men's brains on average are 10 percent bigger than women's and
have 4 percent more cells. But before men claim superiority for having a bigger brain,
they need to know that women's brains contain more nerve cells and cellular connections,
which allows their smaller, more compact brains to be more efficient and effective. Men's
brains tend to perform tasks predominantly with the left-side, which is the logical/rational
side of the brain. Women, on the other hand, use both sides of their brains because a
woman's brain has a larger corpus callosum, which means women can transfer data
between the right and left hemispheres faster than men.
respondents according to CIVIL STATUS
Civil Status Academic Knowledge

Mean
Married 22 4.07
Single 19 4.10
Widowed 1 4.13
Separated 1 4.00
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As presented in table 37, all of the respondents are proficient when it comes to
academic knowledge according to their civil status. Although one particular respondent
led the score, it will also be acknowledge being a part of the whole status group since
there is only one respondent who is widowed. Generally, all of the respondents scored 4.
This is an implication that regardless of their civil status, the respondents can still stay
knowledgeable in their academic teaching. According to the Southern Economic Journal
(2005), there are study results that indicate that to-be-married employees perform slightly
better than currently single employees who will not eventually marry. However, of
greater importance, currently married employees perform much better than currently
single employees who will not marry.
Table 38 shows the profile of respondents’ Level of Academic Proficiency as to

Strategy when grouped as to CIVIL STATUS.
CIVIL STATUS FREQUENCY TOTAL MEAN

Married 22 94.59 4.299
Single 19 80.61 4.24
Widowed 1 4 4
Separated 1 4 4
As presented in table 38, married respondents scored highest in academic
proficiency in strategy. It is an indication that married people are more focus and more
interested in getting their point done. According to Nagy, (2004)A study conducted by
Xavier University researchers found that married workers, including those with children,
who work shifts had higher levels of life and job satisfaction than their unmarried co-
workers. He said that most people would like to work ‘normal’ hours from 8 a.m.-5 p.m.
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But in today’s 24/7 business world, there is no such thing as normal hours. What it did
show is that married workers have adapted better to shift work than single workers. There
are some positive tradeoffs to working shifts and married people have found them, or at
least learned to live with them

Examination when grouped as to CIVIL STATUS.
Widowed 1 5 5
Married 22 101.25 4.602
Separated 1 4.33 4.33
Single 19 79.95 4.207
As presented in table 39, the sole respondent who is a widower ranked highest in
academic mean when it comes in examination. But to evaluate further, the married
respondents who comprises majority of the population scored proficient. Although all
respondents are proficient by scores, it indicates that regardless of the civil status, their
ideas and purpose in evaluating their students is the same. According to the Center for
Teaching and Learning Journal (2009), teachers vary in what they consider “fair game”
for grading, but most often a grade represents a combined assessment of each student’s
learning achievement (testing what the student knows or knows how to do), general
performance (the quality of work that the student produces for the course), and effort
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(how hard the student worked in the course). Exams are the most common way to
evaluate student learning achievement. When designing exams and graded homework, it
is important to consider what learning outcomes to be measured.

Content when grouped as to CIVIL STATUS.

Single 19 72.27 3.803
Married 22 82.58 3.753
Widowed 1 3 3
As presented in table 40, the respondent who is legally separated scored highest in
the academic proficiency when it comes to content. Although the respondent scored
highest, the majority of the greater respondents should be evaluated. Here in this table
presents that the single respondents excels more when it comes to academic content. It is
an implication that single respondents has more time in extending their personal
knowledge and has a focused concentration on academic advances. Unlike married
respondents who thinks about economic standing and family living, married respondents
tends to have a diversion over academic advances whenever they have time. According to
the New York Times (2006) that women are outperforming the men in Universities and
Colleges across the board more so today than ever before. Life is a juggling act in which
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one must have to keep the many elements aloft, paying equal attention to each one. But if
let one drop, it can channel the forces to the remaining parts. In the absence of a
relationship, it will have much more time to devote to a work.

Behavior and Flexibility when grouped as to CIVIL STATUS.

Widowed 1 4.66 4.66
Married 22 90.9 4.131
Single 19 78.25 4.118
As presented in table 41, the separated and widowed respondents scored highest
but they are not accounted to represent the whole population. The consideration here is
the most of the respondents who belonged to a bigger group. The married respondents
dominated the scores on how proficient they are when it comes to behavior and
flexibility. It indicates that married individuals tend to be more inclined in pressures and
dilemmas. Married life can bring out a person’s ability to relate to stress and pressures.
According to the world health Organization (WHO) (2006), Unmarried status appears to
be one of the most consistent risk factors for both depressive symptoms and depression.
Separated and divorced persons have the highest risk, while single and married persons
carry the lowest risk. Recent widowhood is associated with higher rates of depression.
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However, the relationship of marriage and the onset of depression may be complex, with
many associated variables such as quality of relationship, partnership, children and
adequacy of support during crises determining the outcome.

Judgment and Decision making when grouped as to CIVIL STATUS.

Widowed 1 4 4
Single 19 72.26 3.803
Married 22 80.6 3.663
Separated 1 3 3
As presented in table 42, the separated respondent scored highest in academic proficiency
in judgment and decision making. It is an indication that a person who had gone a long
way from a personal dilemma may think extra hard to refurnished self and move on with
the future. Majority of single parents strive harder to provide and some advances in their
career to psych themselves to feel batter after the marriage. According to the article by
Meyer (2010), if marital problems caused problems in the career now would be a good
time to focus on work and those areas of work that have suffered. Focusing energy on
work will help take mind off separation problems. It will also give a structure and routine
and during stressful situations. Being careful not to use work to keep from facing and
dealing with problems; it’s good therapy but should not take the place of any work
needed to be done toward personal growth. Taking advantage of being single and free
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and trying things that one have always wanted to try but couldn't because once were tied
down.

on Academic Domain as to when grouped as to CIVIL STATUS.

Examinations 4.534
Strategy 4.134
Content 3.721
As presented in table 43, the respondents scored highest in academic proficiency
in terms of examinations. It is a clear indication that the respondents excel in evaluating
the capacity and learning of the students they handles. It is an implication that the
respondents are concern to the academic development of their students and the results
will indicate them the need for further teaching or acceptance of students’ acquired
knowledge. According to the Center for Teaching and Learning Journal (2009), Exams
are the most common way to evaluate student learning achievement. When designing
exams and graded homework, it is important to consider what learning outcomes you are
measuring; if the main course learning goal was simply for the student to learn facts,
definitions, and concepts, a well-written and clear multiple-choice exam may suffice. If
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there is a need to emphasized application in class and ungraded assignments, and then
present students with a fact-based multiple choice exam, it will both disappoint the
students and not fairly assess their learning.

respondents according to CIVIL STATUS
CIVIL STATUS FREQUENCY CLINICAL KNOWLEDGE

MEAN
Widowed 1 4.47
Separated 1 4.13
Single 19 3.85
Married 22 3.71
As presented in table 44, the respondents scores in the clinical knowledge mean is
proficient when rated to the Likert scale. The scores are rounded off to make an overall
interpretation. By these findings, it implies that no matter what status the respondents are,
the efficiency and effectiveness in clinical teaching is consistently proficient. According
to the article of Victoria, (2006), when a passive person has to function in a different role
on the job, they may revert and act like the aggressive parent. Potential can best be
realized under a thoughtful and caring leader. Attempt to facilitate, to make it easy for
everyone to achieve their best. People who bring emotional baggage into the workplace
can be temperamental, grasping and neglectful. Even more frustrating is that they act out
all their pent-up, misplaced emotions on the job without consideration for others.
Employees and co-workers react to this, work efforts and results go by the wayside, and
profit and productivity go down.

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Strategy when grouped as to CIVIL STATUS.

Widowed 1 4.33 4.33
Married 22 1.25 4.147
Single 19 76.93 4.048
As presented in table, the respondent’s score in clinical proficiency in strategy is
proficient as being rounded off. This is an implication that regardless of the civil status,
the respondents are knowledgeable of their teaching methodologies and they know how
to disseminate the concepts of nursing well. According to Ganett (2000), gone are the
days of sitting in three-hour lectures trying to stay awake after a n all-nighter. The
primary teaching methods remain lecture, where students learn theory; skills laboratories,
where students practice skills; and clinical experience, where students combine theory
and skills to care for patients. But today’s teaching strategies are far from traditional.
Contemporary nursing programs us e a number of technological strategies to promote
learning.
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Examination when grouped as to CIVIL STATUS.

Widowed 1 4 4
Single 19 72.28 3.804
Married 22 82.28 3.74
As presented in table 46, the separated and widowed respondents scored higher
than the single and married respondents. But taken into a whole consideration, the
majority of the respondents, which are the single respondents, scored proficient when it
comes to clinical evaluation for students. This indicates that single instructors tend to be
more free on time and less economic responsibility that’s why they can think of a more
effective and more timely evaluation when it come to the nursing areas. According to
Gaberson (2007), both occupations involve a lot of stress. Nurses tend to have care giving
personalities that find the same characteristic in teachers both areas require the individual
to take a great deal of responsibility, but very little power and control. The combination
of stress, responsibility and powerlessness creates a great deal of tension that spills over
into personal lives. Many of these people have a hard time forming relationships with
individuals outside their areas. Nurses and teachers both have years of education and
frequently brilliant minds.

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Content when grouped as to CIVIL STATUS.

Widowed 1 4.66 4.66
Married 22 81.27 3.694
Single 19 66.6 3.505
As presented in table 47, all respondents scored proficient in clinical proficiency
in content. This is an indication that these respondents deserves to be in that position
because it is an implication that regardless of their marital or civil status, the knowledge
in clinical setting does not change even if they are engaged into a relationship or not. It is
a proposition that knowledge and skills are not affected even if a person changes status or
even aged. According to the article of Gaberson ( 2007), if the faculty is not willing to
delete or update content that is no longer current or essential, the potential exist for
creating a congested, content-saturated curriculum in which both the students and
teachers lose focus on the essential knowledge outcomes.

Behavior and Flexibility when grouped as to CIVIL STATUS.

Widowed 1 4.66 4.66
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Single 19 71.58 3.767

Married 22 76.58 3.480
As presented in table 48, the respondents who are widowed, single and separated
scored proficient in clinical knowledge in terms of behavior and flexibility. Although
seen here that the married respondents score competent to the clinical behavior, it entails
that these respondents can be affected when they have problems in their personal lives,
whether spouses, children or immediate families that can alter their behavior. Personal
experiences such as being a parent, like those respondents who are married, sees students
as their own children. Or sometimes sees their child’s problem in the students. Married
respondents who also are parents can relate easily in the situation and usually affects their
behavior and judgment. According to Srinivas (2009), There are numerous problems
faced by teachers in schools, colleges etc. Bad Discipline, Poor Performance by Students,
Student Absenteeism, Lack of Support from Parents, Lack of Ambition for students to do
well, Low Self Confidence, Attitudinal Problems or Personality Disorders of Students are
some of the common problems encountered by teachers. In fact teachers become
accountable for every progress of the student. But also, teachers tend to see their own
children in them, or perhaps someone from the family, that tend to distort firmness in
discipline or vice versa.

Judgment and Decision making when grouped as to CIVIL STATUS.

Widowed 1 4.66 4.66
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Single 19 70.4 3.733

Married 22 80.6 3.663
As presented in table 49, the respondents are proficient in terms of judgment and
decision making in the clinical setting. The mean scores may be with different scoring,
but it signifies a proficient scale. This means that regardless of their civil status, their
judgment and decision making strategy respond with the norms and understanding of the
nursing curriculum. According to Tanner, (2004), Clinical judgment and clinical thinking
may indeed be entirely different construct if the analysis of current data is correct. This
interpretation is based on the incongruence of existing measures and difference in the
definition of the two constructs. At the same time, educators must open perceive clinical
judgment in nursing as a discipline-specific reflection of critical thinking or reasoning
skills in the practice area.

on Academic Domain as to when grouped as to CIVIL STATUS.

Strategy 4.296
Content 4.047
Examinations 3.968
As presented by table 50, the respondents mean scores in the clinical proficiency
was highest to their clinical strategy. This implies that the respondents are aware that
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teaching strategy is very essential in teaching in clinical area and equally important to the
academic teaching regardless of their civil status. Since what they teach the students are
the interventions and procedures that are important to save lives, they are aware that civil
status is not a hindrance to perform their obligations to the students. They are conscious
that strategy is needed to properly mold a student’s ability and performances so that they
can acquire the best and essential skills in dealing with a patient’s life. The student and
preceptor have a one-to-one relationship. In the typical clinical practice teaching episode,
the student does the assessment and presents the case to the preceptor with diagnosis and
plan outlined, the preceptor validates the assessment and plan, the student implements the
plan with assistance as needed, and the preceptor helps the student reflect on the case and
its implications. As the student works with the preceptor over an academic term or more,
he or she is expected to increase knowledge and skills, refine practice efficiency and
effectiveness, and become increasingly independent in managing patient care. The
preceptor provides constant feedback and support to the student and evaluation data to
both the student and faculty (National Organization of Nurse Practitioner Faculty, 2000).

respondents according to SOCIO ECONOMIC STATUS
SOCIO CONOMIC Frequency Academic Knowledge

STATUS Mean
Php 10,000- 14,999 4 4.31

Php 15,000- 19,999 6 4.06
Php 20,000-above 33 4.07
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As presented in table 51, the respondents who earn 10,000-14,999 pesos a month
has the highest academic knowledge score when it comes to socio economic status. It is
an indication that these respondents has been teaching in the nursing school while
employed as a nurse practitioner in a different institution that’s what they excel in the
academic proficiency, Although all respondents are proficient regardless of their
incomes, there 4 respondents who got highest mean score indicates that knowledge and
practice are efficient in mentoring nursing skills, attitude and knowledge. This indicates
that the need for these respondents to teach without any monetary compensation beyond
their demands, proposes that for them teaching is also a calling like nurses that works for
nobility and service. According to the publication from Yen (2003), the nursing vocation
is about caring for others with selfless love. After doctors have given treatment to the
patients, the responsibility of looking after the patients and dealing with their sufferings
rests on the shoulders of nurses. As patients need care, the nurses on duty cannot leave
their post. This is why they work in shifts. When a patient needs them, they have to be
there and cannot leave the patient's side. So, between doctors and patients, nurses are
there to serve, safeguard, and care for the patients. It is truly very hard work.

Strategy when grouped as to SOCIO ECONOMIC STATUS.
SOCIO FREQUENCY TOTAL MEAN

CONOMIC
STATUS
Php 20,000-above 33 4.391
Php 15,000- 6 30.64 4.37
19,999
Php 10,000- 14,999 4 15.31 3.827

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As presented in table 52, the respondents who earn 20,000 pesos a month has the
highest academic mean scores when it comes to strategy. Most from these respondents
worked in the clinical areas for more than six years that is why they know how to present
the topics and concepts in the manner that the students will understand them easily.
According to Pheifer, (2007), every level of education requires a different type of
strategy and approach. Lifelong educators may be extremely skilled at their particular
craft, but the idea of teaching a different level of education may make them feel terribly
inadequate. Graduate school is a unique environment because it is often a blend of
students at different points of their life. The graduate school instructor must enter this
environment and attempt to provide material that is applicable to everyone.

Examination when grouped as to SOCIO ECONOMIC STATUS.
SOCIO CONOMIC FREQUENCY TOTAL MEAN

STATUS
Php 15,000- 19,999 6 27.98 4.663
Php 20,000-above 33 145.56 4.410
Php 10,000- 14,999 4 16.65 4.162
As presented in table 53, the respondents who earn 15,000 t0 19,999 pesos above
scored highest in academic proficiency in examinations. This has no other implication
among other earners since all of the respondents scored proficient regardless in
examination methodology. This implies that all respondents follows certain rules and
standards on school policy and use them to evaluate students well. Socio economic status
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does not interfere with the behavior or manner of the respondent’s way of examining
student’s knowledge. According to Steves (2005), Effective instructors give specific and
constructive advice about performance. They are knowledgeable about what students
need to know and the criteria for acceptable performance. Furthermore, they are aware of
areas where students may experience difficulty and where students may frequently
commit errors. Their observations are objective and consistent over time and from student
to student. Clinical instructors are encouraging when students are having difficulty
achieving a certain performance level because they remember their own struggles in
achieving competence. Lastly, effective instructors direct students to other professionals,
books, and instructional materials as additional sources of information

Content when grouped as to SOCIO ECONOMIC STATUS.

STATUS
Php 10,000- 14,999 4 15.99 3.9975
Php 15,000- 19,999 6 22.98 3.83
Php 20,000-above 33 123.21 3.733
As presented in table 54, the respondents have majority scores of more than 3.5 of
mean when it comes to content. It is proficient according to the Likert scale. This implies
that regardless of their compensatory privileges in teaching, the respondents still do prove
that academic knowledge in contents is not affected on whatever they earn or do for
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living. This is an indication, that knowledge and intelligence will not affect dissemination
of ideas when it comes in monetary compensations. According to the theory of Dorothy
Johnson, she believes each individual has patterned, purposeful, repetitive ways of acting
that comprise a behavioral system specific to that individual. These actions and behaviors
form an organized and integrated functional unit that determines and limits the interaction
between the person and his environment and establishes the relationship of the person to
the objects event situations in the environment. These behaviors are “orderly, purposeful
and predictable and sufficiently stable and recurrent to be amenable to description and
explanation”

Behavior and Flexibility when grouped as to SOCIO ECONOMIC STATUS.

STATUS
Php 10,000- 14,999 4 17.32 4.33
Php 15,000- 19,999 6 25.98 4.33
Php 20,000-above 33 134.84 4.086
As presented in table 55, the respondents academic mean cored four. It is an
indication that the respondents are all proficient in teaching when it comes to their
behavior and flexibility. It implies that regardless of monetary compensation, it does not
affect the outlook and manner in teaching since all of them are all proficient in
establishing learning for their students. Also, according to the theory of Dorothy Johnson,
She defined nursing as “an external regulatory force which acts to preserve the
organization and integration of the patients behaviors at an optimum level under those
conditions in which the behaviors constitutes a threat to the physical or social health, or
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in which illness is found” This is evident in the respondent’s traits and behavior that no
matter how much they earn they will still confront their behavior without affecting the
quality of their teaching.

Judgment and decision making when grouped as to SOCIO ECONOMIC STATUS.

STATUS
Php 10,000- 14,999 4 18.32 4.58
Php 15,000- 19,999 6 20.31 3.383
Php 20,000-above 33 121.9 3.693
As presented in table 56, all of the respondents mean scores are evaluated as to
proficient in academic judgment and decision making in terms on socio economic status.
It presents that regardless of pay or salary, the respondents know how to deal with
situations related in academic settings. According to the American Association of
Colleges in nursing (2008) Those who practice in academic settings also need to be
future-oriented so they can anticipate the role of the nurse in the future and adapt
curriculum and teaching methods in response to innovations in nursing science and
ongoing changes in the practice environment. They need advisement and counseling
skills, research and other scholarly skills, and an ability to collaborate with other
disciplines to plan and deliver a sound educational program

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on Academic Domain as to when grouped as to SOCIO ECONOMIC STATUS.

Examinations 4.411
Strategy 4.196
Content 3.853
As presented in table 57, the respondents’ level of academic proficiency in
examinations got the highest score. It is a clear indication that evaluation is mostly
important to set in the academic area so that the students can pick up the essential
knowledge and understanding that will eventually leads in handling lives of patient. The
respondents are certain that examination must be effective in order for the students to
acquire all the proper information and the instructors to be aware of the levels of
understanding of their students and serves as an indication to focus on areas of weakness.
According to the article of Ganett (2000), Problem-based learning is another educational
process that engages student’s actively. With problem-based learning, the instructor
presents a small group of students with a patient scenario and asks them to decide what
information they need to address the patient’s problems. Group members pair off to
conduct an independent inquiry that they later share with the group. A faculty member
serves as a learning facilitator and guide.

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respondents according to SOCIO ECONOMIC STATUS
SOCIO CONOMIC Frequency Academic Knowledge

STATUS Mean
Php 20,000-above 33 3.87

Php 10,000- 14,999 4 3.72
Php 15,000- 19,999 6 3.48
As presented in table 58, those respondents who earn 20,000 pesos and
above had the highest clinical knowledge mean. It is an indication that these respondents,
who also are the majority of the population, have a range of 6 years to more than 7 years
of clinical experience. When an instructors have several years of clinical experience, it is
expected then when it comes to clinical teaching, they are effective. According to
Childers (2007), those who have learned and internalized the knowledge gained from
real-life experiences can pass that knowledge on to create valuable knowledge in others.
Such knowledge transfer will ensure the highest quality of health care. Successful
knowledge transfer will be demonstrated through the honesty and confidence exhibited
by the newly trained nurse. This behavior in turn will ease patient concerns and have a
positive impact on the services delivered to all customers and clients.

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Strategy when grouped as to SOCIO ECONOMIC STATUS

CONOMIC
STATUS
Php 20,000-above 33 138.2 4.187
Php 15,000- 19,999 6 23.65 3.941
Php 10,000- 14,999 4 15.32 3.83
As presented in table 9, the respondents who earn more than 20,000 pesos and
above got the highest academic mean. It implies that monetary compensation of an
individual depends on the term of tenure and the expertise in teaching she had incurred
over the years. It is a manifestation that these respondents has a master degree and been
practicing it over the years. Those respondents who had the lowest mean, but still in the
proficient level, is an indication that their practice and their exposure in teaching
clinically is not as long and descriptive as those who earns 20,000 and above. But overall
rating in this table implies that regardless of the salary or pay, the respondents do their
best to come up with the best strategy in implicating vital knowledge to their students.
According to Rippy and Baker (2004) in nursing, the new nurse must trust in the
preceptor’s ability and knowledge. This is critical, since human lives are at stake. The
preceptor must be willing to listen to the new nurse’s concerns and put those concerns to
rest with correct information. A great deal of the nurse preceptor’s knowledge comes
from experience. That is why experienced nurses are typically chosen to train new
nurses. Every experienced nurse has made mistakes and also learned from the mistakes
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of others. They typically seek to discover the best practices of others. They have also
made a commitment to personally ongoing learning. Those who have learned and
internalized the knowledge gained from real-life experiences can pass that knowledge on
to create valuable knowledge in others. Such knowledge transfer will ensure the highest
quality of health care. Successful knowledge transfer will be demonstrated through the
honesty and confidence exhibited by the newly trained nurse. This behavior in turn will
ease patient concerns and have a positive impact on the services delivered to all
customers and clients.

Examination when grouped as to SOCIO ECONOMIC STATUS

CONOMIC
STATUS
Php 20,000-above 33 131.92 3.997
Php 10,000- 14,999 4 13.32 3.33
Php 15,000- 19,999 6 17.65 2.941
As presented in table 60, the respondents who earns 20,000 pesos and above a month
ranked highest in the clinical examinations. They are aware that evaluation is vital in
clinical setting because they need to assess the level of skills and knowledge of the
students. Since it the patient’s lives and their license are at stake, they need to know the
advances the students have. As seen in this table, that the respondents who earns 10,000
to less than 20,000 pesos a month has no implication to their proficiency, it only
represents that they are competent in evaluating students. This is because these
respondents has a shorter period in the clinical area compared to those who earns 20,000
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a month which has more than 6 years in teaching in the clinical areas. According to the
review from Rojtczak (2002), there is a tendency to separate the term clinical competence
from the term clinical performance. Performance is defined as what a student or doctor
actually does under specific conditions; for instance, during a test, or while being
watched, or in real clinical practice. What more, "performing" is ongoing and continuous,
and indicates activity rather than the finished product.

Content when grouped as to SOCIO ECONOMIC STATUS

CONOMIC
STATUS
Php 10,000- 14,999 4 17.65 4.412
Php 20,000-above 33 118.23 3.587
Php 15,000- 19,999 6 20.98 3.496
As presented in table 61, the respondents’ score in clinical proficiency in terms of
content is proficient-competent. It means that when it comes to clinical knowledge they
vary. This is because of the respondent’s individual educational background. Remember
that these respondents varied from age 23-57 years old, and these are indication of their
different educational practices when they were in college, master studies or institutions.
Some here have been specialty nurses or community nurses. By this variance, the
respondents can differ in the knowledge they know, the procedures they are exposed into
and the type of institutions where they worked. It is obvious that the 23-27 years old that
belonged to the 10,000 and above wage are new and fresh from college. The procedures
and skills they know are mush updated compared to those 40- 55 years old respondents
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who earns 20,000 pesos more or less that may be knowledgeable about the skills but are
not mush updated into latest nursing technologies. According to Gannet (2000), with the
use of human simulation labs, the worlds of laboratory learning and clinical experience
merge. Using human simulators, students can practice complex assessment skills and
hone their ability to establish priorities, make decisions and take appropriate action.
Simulators offer a controlled learning environment and provide students with immediate
feedback and allow for self-correction and re mediation if needed.6-8 Simulators help
students gain confidence about their ability to respond to a scenario before caring for a
real patient. Technology is also increasingly used in clinical settings. Students use
personal digital assistants (PDAs) to quickly access information about disease processes,
evidence-based nursing interventions and drug and treatment information

Behavior and Flexibility when grouped as to SOCIO ECONOMIC STATUS

CONOMIC
STATUS
Php 20,000-above 33 123.52 3.743
Php 10,000- 14,999 4 14.65 3.662
Php 15,000- 19,999 6 19.31 3.218
As presented in table 62, the respondents scored proficient-competent in terms of
behavior and flexibility in clinical proficiency. It implies that when it comes to their
compensation, it reflects the perseverance and determination of an instructor to pursue
more hours. It sometimes happens, that the instructors double shifts when a co-instructor
is absent from duty. This scenario, if a respondent receives a lesser pay, do not create an
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acceptable manner for the instructors. According to an article from Ajsiri of the daily
New (2010), recent recommendations to limit the work hours of nurses aim to eliminate
the threats to patient safety posed by fatigue and sleepiness in the workplace. While
nurses do not wish to harm patients, they also don't want to abandon them when there are
no replacement nurses after their shifts are over. Experienced nurses may feel that they
are more likely to make mistakes from having to care for too many patients than from
being a little bit tired at work. Simple mandates to limit nurses' working hours will not
guarantee patient safety if adequate staffing levels is not simultaneously ensured.

Judgment and Decision making when grouped as to SOCIO ECONOMIC STATUS

STATUS
Php 10,000- 14,999 4 15.98 3.995
Php 15,000- 19,999 6 22.31 3.718
Php 20,000-above 33 122.57 3.714
As presented in table 63, the respondents are proficient in their clinical judgment
and decision making regardless of their pay. It indicates that judgment and decision
making do not interfere with the person’s monetary rates. According to Tanner (2005),
good clinical judgment may be interpreted as being one of effective critical thinking in
nursing. Indeed it is the praxis of critical thinking. The results of critical thinking in
nursing practice can be seen in the skillful performance of a complicated dressing change,
in sensitive and caring communication with an autistic child, in appropriate delegation of

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tasks to personnel, and in the analytical evaluation of the results of teaching program for
mew mother.

Clinical Domain as to when grouped as to SOCIO ECONOMIC STATUS.

Strategy 3.986
Content 3.831
Examinations 3.422
As presented in table 64, the strategy of the respondents scored highest in their
clinical mean. It indicates a perfect sequencing of the priority of the respondents in
clinical teaching. Regardless of the salary they acquired, they follow the correct sequence
of clinical teaching. They do well in strategy because they know it is vital in
disseminating information most importantly, second is the importance of content that
follows judgment, behavior and lastly examination or evaluations. According to Wright
(2009), every preceptor needs some fundamental skills, what may be termed "preceptor
know-how." A skilled preceptor knows how to navigate the clinical system, knows how
to create a climate for learning, and knows how to get the expected work done .Role
modeling, guiding, facilitating, and prioritizing are key concepts for the busy preceptor to
keep in mind. Strong organizational skills and the ability to set priorities may be critical
factors in success for precepting in a busy setting.

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respondents according to EDUCATIONAL STATUS
EDUCATIONAL Frequency Academic Knowledge

STATUS Mean
Masters in Science 31 4.09

/Academic
Bachelor of Science in 12 4.06
Nursing
As presented in table 65, the respondents who finished master in science and
academic has a mean of 4.09 in their academic knowledge while those who has bachelor
of science in nursing has 4.06 mean in terms of academic knowledge in accordance to
their teaching. This implies that the selected nursing school follows the CHED’s order to
employ deserving nurse educators that will lead the future of future nurses. According to
Pheifer (2005), every level of education requires a different type of strategy and
approach. Lifelong educators may be extremely skilled at their particular craft, but the
idea of teaching a different level of education may make them feel terribly inadequate.
Graduate school is a unique environment because it is often a blend of students at
different points of their life. The graduate school instructor must enter this environment
and attempt to provide material that is applicable to everyone.

Strategy when grouped as to EDUCATIONAL STATUS
EDUCATIONAL FREQUENCY TOTAL MEAN

STATUS
Masters in Science/ 31 135.91 4.384
Academic
Bachelor of Science in 12 50.95 4.245
Nursing
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academic has a mean of 4.384 in their strategy while those who has bachelor of science in
nursing has 4.245 mean in terms of their strategy. This mean that both respondents who
finished master studies and those who are about to take as a teaching requirement, knows
that when it comes to strategy, they are equipped and effective. This is an indication that
the respondents know how to teach their concepts effectively. According to
Kizlik( 2010), the focus of teaching must take place in the management of classrooms.
Perhaps, this became a problem for decades and new strategies should be utilized in order
to organize it. Thus, the importance of classroom management will follows a better
management of students also. The need for proper teaching strategy is a must and
teachers must develop sense of consistency, fairness and dedication with their skills
involved. These skills also require that teachers understand in more than one way the
psychological and developmental levels of their students. The skills associated with
effective classroom management are only acquired with practice, feedback, and a
willingness to learn from mistakes Classroom teachers with many years of experience
have contributed to an understanding of what works and what doesn't work in managing
classrooms and the behavior of students

Examination when grouped as to EDUCATIONAL STATUS

STATUS
Nursing
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Academic
As presented in table 67, the respondents who finished bachelor of science in
nursing has a mean of 4.525 in their examination while those who has master in science
and academic has 4.458 mean in terms of their examination. This implies that the
respondents, who do not have their master studies yet and are still planning to have one,
are more proficient in scores than those who mastered in nursing when it comes in
evaluating their students. This indicates that the respondents who are higher in mean is
more aware of the situation of the students in examinations, that why they provide
examinations that can help students relate themselves and appraised themselves in the
concept. According to Bennett, Ph.D. Education today, as always, depends upon the luck
of the draw, who gets the good teachers and who gets the others. Meanwhile, technology
has become a powerful force in the world. Theoretically it might change education just as
it has made the new physician better equipped than Hippocrates and has brought dazzling
benefits to innumerable other areas of society. Education authorities apparently hoped for
comparable results because they have placed millions of computers in schools.

Content when grouped as to EDUCATIONAL STATUS

STATUS
Nursing
Academic
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As presented in table 68, the respondents who finished bachelor of science in
nursing has a mean of 4.079 while those who has master in science and academic has
3.652 mean.This is remarkable result since master studies contribute well to the academic
knowledge of respondents. But looking closely, if traced back into age and experiences,
those respondents in the BSN group are still fresh on their academic lessons and concepts
in their college years. Those who have MAN or MSN focused themselves on the practice
and experience work. This is why when it comes to content those newly graduate
respondents who teach nursing have the higher score. According to Grant (2002),
learning needs assessment has a fundamental role in education and training, but care is
needed to prevent it becoming a straitjacket It might seem self evident that the need to
learn should underpin any educational system. Indeed, the literature suggests that, at least
in relation to continuing professional development, learning is more likely to lead to
change in practice when needs assessment has been conducted, the education is linked to
practice, personal incentive drives the educational effort, and there is some reinforcement
of the learning. Learning needs assessment is thus crucial in the educational process, but
perhaps more of this already occurs in medical education than we suspect.

Behavior and Flexibility when grouped as to EDUCATIONAL STATUS

STATUS
Academic
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Nursing
academic has a mean of 4.177 in their behavior and flexibility while those who has no
master studies in nursing has 4.052 mean in terms of their behavior and flexibility. It is an
indication that when it comes to flexibility and behavior, those with master studies do
well in academic teaching. According to the nursesource.com (2009), Nurse Educators
are prepared at the master's or doctoral level and practice as faculty in colleges,
universities, hospital-based schools of nursing or technical schools, or as staff
development educators in health care facilities. They work with recent high school
graduates studying nursing for the first time, nurses pursuing advanced degrees and
practicing nurses interested in expanding their knowledge and skills related to care of
individuals, families and communities.

Judgment and Decision making when grouped as to EDUCATIONAL STATUS

STATUS
Academic
Nursing
academic has a mean of 3.781 in their judgment and decision making while those who
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has bachelor of science in nursing has 3.607 This implies that the master studies gives
extra advantages on the career of the nurse educator because it provides more keen
attitude in judgment and decision making. According to Bauers (2002), working with
Master's and Doctoral level students is vastly different from teaching undergraduate
students. The best way to prepare self to be a graduate level professor is to familiarize
yourself with the mindset of your students. Your graduate students will come to class
prepared to challenge you to stay one step ahead of them as they throw out more
questions than answers. Collectively, they will create a culture of socialized learning and
quickly establish a symbiotic relationship with each other as they feed off of the raw
energy within the group and eagerly plumb each other's minds. Your students will
embark on a quest, searching for new ways to conceptualize old ideas, yet be willing to
second guess themselves every step of the way. This is what is it will be like to teach
graduate level learners.

on Academic Domain as to when grouped as to EDUCATIONAL STATUS.

Examinations 4.49
Strategy 4.31
Content 3.86
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As presented in table 78, The respondents who differs in educational status, if proficient
in academic examinations. It implies that regardless of their attainment, they are certain
that evaluation of students is important so that they know which weak points are to be
taken more intense attention according to Phefier (2005), the instructor should always
have a sense of what they are going to teach prior to the class beginning. However, there
is no reason why they cannot be somewhat adaptable. In addition to assessing stages of
life, the instructor should attempt to assess levels of knowledge, competency, and
understanding. This helps the teacher avoid statements, lessons, and approaches that are
redundant or disconnected from the students in the class. For example, when the class is
filled with older adults seeking a second career, it may be inapplicable to talk about what
they will experience "when they get out and start working." Some students may have
been working longer than the instructor.
respondents according to EDUCATIONAL STATUS
EDUCATIONAL Frequency Clinical Knowledge Mean

STATUS
Masters in Science 31 3.90

/Academic
Bachelor of Science in 12 3.53
Nursing
As presented in table 72, the respondents who finished master in science
and academic has a mean of 3.90 in their clinical knowledge in teaching while those who
has bachelor of science in nursing has 3.53 mean in terms of clinical knowledge . This
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implies that those who had further advance their career in master studies are highly
proficient than those who are still registered nurses. As Childers (2005) mentioned in his
article, teachers, who are supposed to be knowledge transfer experts, cannot simply
“know the material.” They must understand the material in order to properly transfer
knowledge to others. A knowledge transfer expert is not an expert just by having
knowledge of the material to be presented. Those who have learned and internalized the
knowledge gained from real-life experiences can pass that knowledge on to create
valuable knowledge in others. Such knowledge transfer will ensure the highest quality of
health care. Successful knowledge transfer will be demonstrated through the honesty and
confidence exhibited by the newly trained nurse. This behavior in turn will ease patient
concerns and have a positive impact on the services delivered to all customers and
clients.

Strategy when grouped as to EDUCATIONAL STATUS

STATUS
Academic
Nursing
As presented in table 73, the respondents who have master’s degree have the
highest clinical mean in terms of strategy. They are aware that clinical strategies are very
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important in clinical teaching because it is the vital concern of instructors to teach in their
students. They are proficient in strategy because of the master’s degree that leveled up
their acquisition of knowledge and improved their skills in teaching procedures.
According to the article from Steves (2009), there are several reasons why the master’s
graduates are still looking. One reason for this is to advance in their field and get a higher
income. Others seek a master plan to change her career. For example, if you have a
bachelor’s degree in nursing, but one day you decide, a consultant to the place to be, you
can earn your Master’s degree in counseling. This degree allows you to be flexible and
expand your knowledge as well. A master gives you more knowledge in your field and
open doors to new career as well. Not only is this very impressive and respected, it is also
financially satisfactory.

Examination when grouped as to EDUCATIONAL STATUS

STATUS
Academic
Nursing
As presented in chapter 73, the respondents who has masters in academic or
science are more proficient from those who finished a bachelor degree in nursing when it
comes to clinical strategy. Teaching in a clinical area requires a lot of expert strategies so
that students will not get wrong information on skills and knowledge. According to Elliot
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(2010), Nurses with advanced degrees often hold positions with regular schedules, often
Monday to Friday 9-5 schedules, but those aren't set in stone. As a nursing educator,
supervisor, nurse practitioner or nurse anesthetist, you will find that your schedules are
easier to manage, and shift work is a choice rather than a demand of the job.

Content when grouped as to EDUCATIONAL STATUS

STATUS
Academic
Nursing
academic have mean scores higher than those with bachelor degrees. This is an
expected result since these respondents finished a graduate study to further their
knowledge in the nursing profession. The ability of these respondents in clinical
knowledge because of added studies they made in graduate schools. Also, they
have a longer clinical experience that is why they are more effective in evaluating
the capability of their students. According to Emerson (2007), the basic
requirement of accrediting bodies for teaching in nursing educational programs is
minimum of a master’s degree in nursing, but appointment to certain positions
often requires a doctoral degree.

Behavior and Flexibility when grouped as to EDUCATIONAL STATUS

STATUS
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Academic
Nursing
As presented in table 76, the respondents who have master’s degree are proficient
in clinical behavior and flexibility while those who have bachelor degree are competent.
This is a clear indication of the advantages of having a master degree when required to
teach especially in nursing and its decision making and flexibility. Graduate studies
offers a more comprehensive analysis practice that a nurse must have in able to handle
clinical areas efficiently. According to the Education Portal (2010) the biggest difference
between an undergraduate degree and a graduate degree in nursing is the skill level
achieved. Nurses holding a graduate degree have received more intensive and specialized
training and have a deeper foundation of knowledge than nurses with an undergraduate
degree. This generally leads to greater job responsibilities and higher salaries.

Judgment and Decision making when grouped as to EDUCATIONAL STATUS

STATUS
Nursing
Academic
As presented in tale 77, the respondents who have no master studies ranked higher
than those with master degrees. Although both proficient in scale, it is an indication that
when it comes to clinical judgment and decision making, those who do not have graduate
studies yet, has the ability to decide accordingly. In previous tales presented, the
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respondents who belong to the non mastered degrees are those younger respondents who
are newly graduates and are fresh from the basic learning in college while those with
mastered degrees are those who have been working for many years and their strategy and
clinical standards differ from our times today. According to Siela, (2004), Faculty
members may participate in scholarly inquiry and productivity as a way of building the
science of nursing and nursing education. Scholarly productivity is required for faculty
members to be eligible for tenure. Tenure is a special condition of employment that
faculty members may earn through a rigorous process of demonstrating excellence in
supporting students' learning, conducting research, publishing in professional venues, and
providing community service. Tenure typically enhances a faculty members' likelihood of
having ongoing employment from year to year but does not completely guarantee job
security. Tenured faculty almost always has earned a doctoral degree in nursing.

Clinical Domain as to when grouped as to EDUCATIONAL STATUS

Strategy 4.031
Examinations 3.628
Content 3.558
As presented in table 78, the respondents got the lowest clinical proficiency in
behavior and flexibility in terms of their educational status. This implies that the
educational attainment of a person affects the behavior and flexibility of a person. In the
clinical setting wherein a teacher needs to extend extra hours or has seen an unlikeable
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situation among her students, the behavior and the ability to solve the situation can e as
effective as those who have a master’s degree. According to Sevier, Wang, Gundersens
and Dahms, (2003), instead of producing academicians, which is the traditional intention
of graduate education, the professional master's degree strives to produce graduates who
can apply their academic knowledge to practical work problems and who will be skilled
in addressing aspects of both management and emerging problem areas of their chosen
field. The aim of the professional master's degree is to give students knowledge and then
challenge them to use it in situations that mimic what they would encounter in the
workplace.
Table 79 Proficiency in teaching in terms of Academic Knowledge of the

respondents according to RELIGION
RELIGION Frequency Academic Knowledge

Mean
Born Again Christian 3 4.09
Jehovah's Witness 1 3.73
Others 2 3.77
Protestant 2 4.00
As presented in table 79, based on their academic Knowledge mean scored they
are all proficient in terms of demographic profile of religion. This implies that regardless
on their religion it cannot affect the teaching method of the educator. According to the
study of Blanusa (2009) her findings result that the educators experience their religion or
spirituality as providing the very base, foundation, source, and guide for all they do,
informing their sense of self and other; leading them to regard each student and informing
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their overall purposes and responsibilities. Her study makes no effort to assess how rare or
widespread is the phenomenon of secular educators identifying that their religion/spirituality is
important to their teaching.

Strategy when grouped as to RELIGION
RELIGION FREQUENCY TOTAL MEAN

Jehovah's Witness 1 5 5
Others 2 8.99 4.495
Roman Catholic 35 153.22 4.377
Protestant 2 7.99 3.99

Born Again 3 11.66 3.886
Christian
As presented in table 80, the reason why Jehovah’s Witness got the highest mean is
because once they talk with someone they try to keep the discussion on their terms so
they easily teach. Majority of the respondents are Roman Catholics, this is an implication
that when treated in majority, Roman Catholics are also proficient in some points lower
than the Jehovah’s Witness. According to Luttig (2000), teachers as spiritual beings long
to experience connectedness and a sense of personal wholeness and meaning in their
lives, including their vocational lives. Teachers who incorporate the spiritual dimension
in their work are more inclined towards self-reflection; they are attentive to the
relationship with their inner self, with others and with a power greater than the self. Their
decisions tend to be influenced by virtues such as empathy, humility and love.

Examination when grouped as to RELIGION
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Born Again 3 13.98 4.66
Christian
Jehovah's Witness 1 4.33 4.33

Others 2 8.66 4.33
As presented in table 81, regardless of the religion, all respondents means score
has average above 4 it indicated that regardless of spirituality, all respondents are
proficient in terms of giving examinations to the students. It implied that there is no
religion bias among the teachers who belonged to different sectarian groups. According
to Cecero and. Esquivel (2005) Spirituality has been associated with a host of positive
mental health outcomes, including less depression and higher self esteem, less loneliness,
greater relational maturity, and greater psychosocial competence. Research on faculty
spirituality and its link to personal relational values, such as teaching role and interactions
with students, has been especially limited and hampered by a lack of empirically
validated methods of assessment.

Content when grouped as to RELIGION

Others 2 8.66 4.33
Born Again 3 9.65 3.21

Christian
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As presented in table 82, regardless of the religion, all respondents scored
proficient if their mean scores will be rounded off except for Born Again Christians and
Jehovah’s Witnesses in terms of values and morals. It is an indication, that when it comes
to content these two religions have different personal views. But it does not entirely rely
on their personal preferences since it is the nursing principles and rationales are needed to
apply in all nursing interventions. According to the Watchtower (2007) some doctors
who are Jehovah's witnesses have administered blood transfusions to persons of the
world upon request. However, they do not do so in the case of one of Jehovah's dedicated
witnesses. In harmony with Deuteronomy 14:21, the administering of blood upon request
to persons is left to the Christian doctor's own conscience. This is similar to the situation
facing a Christian butcher or grocer who must decide whether he can conscientiously sell
blood sausage to a person. This is also the same for the nurses with different religion.
They follow commands but they stick to their religious teachings.

Behavior and Flexibility when grouped as to RELIGION

Born Again 3 12.99 4.33
Christian
Others 2 7.99 3.995

As presented in table 83, according to the result of their mean score they are all
proficient but majority of the respondents are Roman Catholics, this is an implication that
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when treated in majority, Roman Catholics are also proficient in some points lower than
the Born Again. According to Cecero et al, (2005) Spirituality has been associated with a
host of positive mental health outcomes, including less depression and higher self esteem,
less loneliness, greater relational maturity, and greater psychosocial competence.
Likewise, in their recent taxonomy of character strengths and virtues, they acknowledge
that spirituality in teaching has been empirically linked to a range of human virtues,
including forgiveness, kindness, and compassion

Judgment and Decision making when grouped as to RELIGION

Others 2 8 4
Born Again 3 11.32 3.773
Christian
As presented in table 84, regardless on the result of the mean score the
respondents got, the scores when rounded off indicates that the respondents are proficient
in terms of Academic teaching when it comes to judgment and decision making.
According to the article by Luttig (2004) Teaching, in the sense of experiencing and
finding meaning in life, cannot be separated from spirituality.

on Academic Domain as to when grouped as to RELIGION

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Strategy 4.349
Examinations 4.520
Content 3.600
As presented in table 85, the respondent’s level of academic proficiency in
religion is proficient in strategy. It is clear indication that these respondents know their
duties and obligation to their students. They know that strategy is important in addressing
the learning needs of students. It is also guided by their faith or spirituality. Also evident
here id that the respondents, no matter what sect they belongs to, know that religion is not
an issue when it comes to clinical practice. According to Carson (2008), in order for
nurses to be able to attend to the patient’s spiritual needs they must be able to attend to
their own spiritual needs to do that we must know what our spiritual needs are, and when
they are most in need of attention. Life must be purposeful to be meaningful and we need
to connect the past to the present for inward peace. If we lose sight of our purpose and
cannot find any meaning in life we are likely to find ourselves in a spiritual wilderness,
and we need help to escape.

respondents according to RELIGION
RELIGION Frequency Clinical Knowledge Mean
Born Again Christian 3 3.82
Others 2 3.80
Protestant 2 3.67
Jehovah's Witness 1 3.53

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As presented in table 86, the respondents have an overall clinical mean on religion
that results to being proficient. It indicates that regardless of their religion, the
respondents still accounts for the efficiency of their teaching no matter what spirituality
they believed in. In a recent edition of the RCN Bulletin (May 2010), Ben Funning
reports on an RCN survey and Congress discussion on spirituality. The majority of the
respondents said that spirituality was a fundamental part of the profession. However, the
online survey of more than 4,000 nurses found that only 5 per cent felt they could always
meet the spiritual needs of patients, while 80 per cent felt spirituality should be covered
in nurse education as a core aspect of nursing. Clearly there is a big gap between the
perceived need and what happens in practice.

Strategy when grouped as to RELIGION

Born Again 3 12.32 4.106
Christian
Others 2 7.66 3.83
As presented in table 87, the respondent’s proficiency in clinical strategy is
proficient according to the combined scores of each religion. It means that when strategy
is concerned in the clinical practice, the individual preferences in spirituality remains
personal. The respondents do not include religion and faith in their strategy and believes
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that it is the most important methodology in clinical teaching. According to Luttig
(2000), Teachers as spiritual beings long to experience connectedness and a sense of
personal wholeness and meaning in their lives, including their vocational lives. Teachers
who incorporate the spiritual dimension in their work are more inclined towards self-
reflection; they are attentive to the relationship with their inner self, with others and with
a power greater than the self. Their decisions tend to be influenced by virtues such as
empathy, humility and love.

Examination when grouped as to RELIGION

Others 2 8.66 4.33
Born Again 3 10.33 3.443
Christian
As presented in table 88, the respondents who are Roman Catholics and belonged
to the most majority of the population are proficient when it comes in clinical evaluation.
Regardless of their preferred religions, they still assume the most acceptable evaluation
for students without their personal intentions or beliefs. According to the Teacher’s
Journal (2009) A person's identity is a social construction. Beliefs are a part of identity,
and therefore arguably also socially constructed. It follows then that beliefs about
teaching are socially constructed as well. These beliefs are guides and determiners for the
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classroom decisions that we make as teachers. If a faculty member does not believe in
instructional technology as an appropriate methodology, it may influence incorporation.

Content when grouped as to RELIGION

Others 2 8.99 4.495
Born Again 3 9.32 3.106
Christian
As presented in table 89, the respondents are evaluated to have a competent-
proficient score because of the variance of their means from each other. It indicates that
the protestant are the most proficient but it must also be considered that these respondents
are only 4.6% of the total population. If treated to be the lowest, the Protestants would the
competent. But also considered here is that the Protestants are only 6.9% of the total
population. The overall review of this findings will reveal that regardless of the religion
they belonged to, the clinical knowledge of the respondents will be competent-proficient.
One indication here is the Jehovah’s Witness that can be explained that the sect is very
opposed in blood transfusion. It is very evident that respondents who belong in this sect
must be very knowledgeable of the principles of nursing and the principles of its own
religion. According to the Watchtower (2007) some doctors who are Jehovah's witnesses
have administered blood transfusions to persons of the world upon request. However,
they do not do so in the case of one of Jehovah's dedicated witnesses. In harmony with
Deuteronomy 14:21, the administering of blood upon request to persons is left to the
Christian doctor's own conscience. This is similar to the situation facing a Christian
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butcher or grocer who must decide whether he can conscientiously sell blood sausage to a
person. This is also the same for the nurses with different religion. They follow
commands but they stick to their religious teachings.

Behavior and Flexibility when grouped as to RELIGION

Others 2 6.32 3.16
Born Again 3 8.99 2.99
Christian
As presented in table 90, the respondents who are Roman Catholic score highest
when it comes to clinical behavior and flexibility. Overall the level is competent-
proficient since some religion got a competent score. This is due to the diverse impact of
beliefs in instructors when it comes to flexibility. According to the Daniels (2010),
Employers should screen policies and working practices to remove unfair discrimination
and bias: this is key to effecting the creation of open workplace cultures where to be
different is not a problem but an asset. Addressing issues related to race and religious
belief, as part of a coherent diversity strategy is essential.

judgment and Decision making when grouped as to RELIGION

Born Again 3 9.98 3.326
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Christian
Others 2 6 3
As presented in tale 91, the respondents’ level of clinical proficiency is
competent-proficient. Although the Roman Catholics scored proficient in the clinical
proficiency, the majority of the whole population mattered here. Roman Catholic is
widely spread in the entire world that majority of the customs are being based on the
Catholicism; especially in the Philippines where 83 percent are Catholics. This implies
that the judgment and decision making of the respondents are considered the highest.
According to the article of Ortuoste of the manila Standard (2010) In the Philippines,
both are still entwined. Church groups have huge impact on politics —for instance, the
Iglesia ni Kristo bloc vote especially during national elections. The Roman Catholic
Church, which claims nearly 80 percent of the population as believers, sways opinion
enough to influence laws. Most, if not all, government agencies have some sort of prayers
during flag ceremonies, and hold Masses at anniversaries and other corporate gatherings,
without regarding the feelings of non-Catholics, non-Christians, and non-believers, who
are marginalized during such occasions.

Clinical Domain as to when grouped as to RELIGION

Strategy 4.017
Content 3.968
Examinations 3.656
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As presented in table 92, the respondents scored proficient in their clinical
proficient in terms of strategy. It implies that the respondents, regardless of their faith and
beliefs, still emphasize the principle of nursing without the use of personal spirituality.
According to the theory of Leininger, religion strongly affects the way people attempt to
prevent illness, and it plays a strong role in rituals associated with health protection.
Religion dictates social, moral, and dietary practices designed to keep a traditional healer.
Culture is the sum total of mores traditions & beliefs about how people function
encompasses others products of human works & thoughts-specific to member of an
intergenerational group, community or population.

respondents according to Years of Teaching Experience
Teaching Experience Frequency Academic Knowledge

Mean
4 years to 6 years 14 4.10
more than 6 years 11 4.10
1 year - 3 years 18 4.07
As presented in table 93, the respondents who have 1-3 years of academic
teaching scored the lowest in academic proficiency. This implies that these batches of
respondents has no concrete experience in teaching because of their tenure and possibly
is in the middle of master school. The academic knowledge is still fresh in them since
they are still inclined in post graduation set up. According to the American Journal of
Critical Care (2004), Preceptors help new nurses deal with the uncertainty of the clinical
setting that is inherent to gaining proficiency. Ultimately, both nursing and medicine are
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taught in an apprenticeship system, and the role of the "guide at the side" is critical to
moving from novice to expert. Imparting knowledge gained by years of experience can be
difficult and frustrating for the preceptor and novice alike. The preceptor has learned
perceptual distinctions that may be difficult for the novice to understand or the preceptor
to teach.

Strategy when grouped as to YEARS OF TEACHING EXPERIENCE
Teaching Frequency Total Mean

Experience 18 78.94 4.385
1 year - 3 years 14 60.29 4.306
4 years to 6 years 11 47.63 4.33
more than 6 years
As presented in table 94, the respondents who have 1-3 years of teaching
experience has the highest score in academic strategy. This implies that these respondents
are new in the profession and they have a wider background in latest technologies
compared to those who have more than 6 years of experience which follows a more
traditional set up. According to Kanter's theory of power identifies those individuals that
have access to power and opportunity structures within an organization and describes
them as being highly motivated and able to motivate and empower others by sharing
skills, knowledge and power. Those individuals in the nursing profession are likely to be
great mentors for students. Individuals that are experiencing frustration, burnout and job
dissatisfaction are feeling powerless with their situation but do not seem to have access to
power that may influence their situation. It seems that students are more likely to
encounter a nurse who is experiencing job dissatisfaction and who will possibly cause the
student nurse to suffer and experience an unproductive practicum experience. The

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framework used to describe this behavior in the nurse / nurse relationship consists of
power issues and the competency and ability of a mentor or preceptor to adequately
undertake clinical teaching of a student or inexperienced peer. There seems to be a power
struggle in the relationships between nurses that involves issues of power, knowledge and
communication and how these issues can impede a student nurse from achieving a
successful learning experience from fellow nursing colleagues

Examination when grouped as to YEARS OF TEACHING EXPERIENCE

more than 6 years 14 59.61 4.257
4 years to 6 years 18 81.95 4.55
1 year – 3 years
As presented in table 95, the respondents who have the highest mean score are
those who taught for more than 6 years. They are already aware of the capabilities of
each student and they are certain what to provide for their students especially in the
strength and weaknesses during examinations. They can easily analyze the situations
regarding examinations. According to the American Journal of Critical Care (2004),
Evaluation is an important component of the preceptor/NP student relationship. The
preceptor needs to be familiar with the university curriculum, the university's goals and
objectives for the specific clinical experience, and the evaluation tool that is required by
the school at the conclusion of the placement. Having a good sense of what knowledge
base the student is expected to have will be helpful. In addition to the expectations of the
university and the preceptor, it is helpful to address the student's personal goals for the
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clinical experience. Realistic goals are best met if they are written down and discussed
early in the experience as well as periodically throughout the rotation.

Content when grouped as to YEARS OF TEACHING EXPERIENCE

1 year – 3 years 11 38.62 3.510
More than 6 years 14 55.62 3.97
4 years to 6 years
As presented in table 96, the respondents which have 1-3 years of teaching
experience scored highest in academic proficiency in content. Although all of the
respondents are proficient, the respondents with 1-3 years of teaching implies that they
are knowledgeable in academic content because they are younger and strives more to
succeed. It is normal that these respondents have a proficient academic knowledge
because they are fresh from college and some are in their master degree programs.
According to the Golden Sachs Foundation, the mentors are exemplary teachers,
extensively trained in effective adult coaching methods. Mentors are released from
teaching duties to work, and join new teachers in their classrooms to help them work with
diverse students, individualize instruction, and interpret data to improve student
achievement

Behavior and Flexibility when grouped as to YEARS OF TEACHING EXPERIENCE
Teaching experience Frequency Total Mean

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1 year - 3 years 18 73.92 4.106

4 years to 6 years 14 52.29 3.735
As presented in table 97, the respondents who have the highest mean in academic
proficiency in behavior and flexibility are those respondents who have 1-3 years of
teaching experience. It implies that these respondents are doing their best to fir in into the
new profession,’ making their way into the top and proving themselves and the institution
that they are worth the employment and skills. According to Dewitt (2008), the woman
who takes up teaching as her work often finds it difficult to get started. She must, as a
rule, content herself with a humble position and a humble salary until she has proved her
worth. She advances steadily, gaining knowledge at each step, and her age is crowned
with honor. The woman physician, fresh from a medical school if she has been fortunate,
from a hospital position, is glad to begin as an assistant to some of her seniors who is
well established, and if she be worthy she soon works into a position of her own. Success
depends upon ability and hard work. It is not to be denied that there are teachers who
remain stationary in undesirable positions, or physicians who fail to advance and who
finally conclude that they have mistaken their calling and take up some other line of
work. In our own profession, the posts of greatest responsibility are, held by woman who
took their training years ago, who have gained wisdom in years, who are leaders in
thought and action. The officers of an institution who are seeking to fill such a vacancy
do not, as a rule, but someone who has already served well in some minor position and
who has demonstrated her ability to step higher.

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Judgment and Decision making when grouped as to YEARS OF TEACHING
EXPERIENCE
Teaching experience FREQUENCY TOTAL MEAN

4 years to 6 years 14 52.29 3.735
1 year – 3 year 18 66.92 3.717
As presented in table 98, the respondents who has more than 6 years of teaching
experience is proficient in judgment and decision making. Overall, the respondents
scored in the proficient level regardless of the years of teaching. This implies that when it
comes to teaching, the judgment and decision making of each respondents are
generalized and do not depend on the individual’s belief. According to the Theory of
Bounded Rationality (2000), we are, to some extent, rational beings in that we will try to
logically understand things and make sensible choices. However, the world is large and
complex, and we do not have the capacity to understand everything. We also have a
limited time in which to make decisions. We are also limited by the schemas we have and
other decisional limitations. As a result, our decisions are not fully thought through and
we can only be rational within limits such as time and cognitive capability. Herbert
Simon indicated that there were thus two major causes of bounded rationality:
Limitations of the human mind and the structure within which the mind operates. This
impacts decision models that assume us to be fully rational. For example when
calculating expected utility, you may be surprised to find that people do not make the best
choices.

on Academic Domain as to when grouped as to YEARS OF TEACHING EXPERIENCE
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Examination 4.48
Strategy 4.340
Behavior and Flexibility 3. 865
Content 3. 751
Judgment and Decision Making 3. 736
As presented in table 99, the respondents scored proficient in academic
proficiency in examinations. This implies that academic teaching inquires a lot of
evaluation because it is vital that the students are properly equipped with knowledge and
skills before they are exposed to the clinical areas. The experiences of the respondents in
teaching plays an important role because they need to use their knowledge in teaching
and evaluating at the same time so that they can indicate what points are weak and what
part are strongest. According to Carwile, (2002), several authors agree that clinical
evaluation is difficult and complex. Student performance is comprised of many factors
and instructors' assessments must include the cognitive, psychomotor and affective
domains. Developing an evaluation tool that accurately measures all of these areas is a
daunting task. Quickly developed tools may not be reliable and valid.

respondents according to Years of Teaching Experience
Teaching experience FREQUENCY MEAN

4 years to 6 years 14 3.88
more than 6 years 11 3.87
1 year – 3 year 18 3.70
| 170
As presented in table 100, the respondents who have the lowest mean are the
respondents who have their teaching experience for 1-3 years, although proficient in scale
,it is an indication that these respondents lack experience in the clinical practice that is
why they need more time to practice in the clinical area. In other respondents who have
1-3 years of teaching experience indicated that the new profession takes them into new
role apart from being a nurse in the institution. They are just in the time where they need
more adjustment in teaching. According to the American Nurse Today (2010) it’s not
easy to help novice nurses become confident and safely functioning members of the
healthcare team. It could take at least a year for them to feel comfortable enough to work
on their own without relying on someone else to back up their decisions. Recently, many
hospitals have been decreasing their new-nurse orientation programs and assigning
responsibility for staff nurses to nurse preceptors. In fact, our profession relies heavily on
preceptors to build the bridge that takes new graduates from the educational environment
to the clinical workforce. Educational preparation simply can’t cover all the possibilities
new nurses might encounter when caring for patients.

Strategy when grouped as to YEARS OF TEACHING EXPERIENCE

1 year – 3 year 18 76.27 4.327
4 years to 6 years 14 55.94 3.995
| 171
As presented in table 101, the respondents have the overall mean score in clinical
proficiency in terms of strategy as proficient. It implies that regardless of their clinical
experience, the strategy in teaching is still knowledgeable. Seen here are the 1-3 years
experiences of the 18 respondents compared to the 14 respondents’ more than six years of
clinical practice. It indicates here that technology have a bigger impact in teaching. Those
who has more than 6 years of clinical experience have the skills for more than ten years,
and through the years medical and nursing breakthroughs are fast changing. This is where
the new instructors acquire new technologies. In short, although these respondents has
limited instance in clinical teaching, they are more faced with the newest technologies
and innovation that helped them in their teaching strategies. According to Krautscheid
(2003) Student readiness to utilize technology in nursing education was estimated using
six specific indicators derived from the technology continuum instrument. These six
measures included student use of email, PowerPoint computer slides, computer adaptive
testing, distance delivered courses (such as web-courses or videoconferencing courses),
and moderate to high-fidelity clinical simulation.

Examination when grouped as to YEARS OF TEACHING EXPERIENCE

4 years to 6 years 14 53.97 4.151
1 year – 3 years 18 63.25 3.51
As presented in table 102, the respondents’ who have 4-6 years of clinical
experience is the most proficient in the clinical settings in terms of examinations. It
implies that these respondents have the basic knowledge in evaluating students with the
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aid technology and the understanding of the new generation. With the experience like
that, it means that the respondents can interpret the needs of students in terms of
assessments and can differentiate the type of evaluation that they can give. According to
Anders Jönsson (2007) one of the major challenges for profession-directed higher
education today, is not only to equip students with
knowledge and skills, but also to help them develop into independent learners, able to
cope with an ever increasing amount of information and learning needs. Examination
schemes in profession-directed education traditionally provide educators with a thorough
insight into students’ profession-related skills and competences, but little is known about
students’ ability to self-assess their proficiency, to define their own learning objectives,
and independently direct their competence development during their professional life. A
structured assessment methodology focused on such metacognitive skills at the side of
traditionally examined skills and knowledge, would therefore be a very important tool in
higher education.

Content when grouped as to YEARS OF TEACHING EXPERIENCE

4 years to 6 years 14 54.28 3.877
1 year – 3 year 18 59.44 3.33
| 173
As presented in table 103, the respondents with 1-3 years of clinical experience
scored competent while the remaining respondents are proficient. This implies that these
groups of respondents who have less clinical teaching experience are just making their
way to collect knowledge and experience in the clinical areas. When it comes to clinical
teaching it is very important that the instructors’ are teaching by experience that is why
they should know how to apply their academic knowledge in the clinical settings.
According to Lye (2003), experienced teachers can be persuaded to incorporate new
methods into their daily teaching. Reflection on teaching is enhanced with group support
and daily reminders. With these interventions, teaching effectiveness of these
experienced educators improved.

Behavior and Flexibility when grouped as to YEARS OF TEACHING EXPERIENCE

1 year – 3 year 18 69.91 3.883
4 years to 6 years 14 47.96 3.425
As presented in table 104, the respondents who have 1-3 years of clinical teaching
experience scored highest in terms of behavior and flexibility. This implies that the
shorter you teach clinically, the longer patience you give because you want to excel in the
profession. They are making out the best of themselves to see the space they are trying to
fill in.According to the article written y right (2010), there comes a time when everyone
feels the need to grow in their job and this may apply even more to those who are already
in a comprehensive field, such as nurses. They think about hanging up the scrubs and
stethoscope and seeing how normal people live or are just getting tired of the 12-hour
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shifts, aching corns and bad back. Schools for nursing also exist for those who want to
enhance their careers. At the same time, there is an extreme shortage of nurses out there
in the world today. This causes a two-fold dilemma in the bedpan wars. Becoming a
nurse educator isn't a simple walk in the park. Then again, a nurse does have half the
battle already won in that the candidate already has a Bachelor's in some form of nursing,
certification and a few years experience. One thing the field does require is clinical
experience, but that you can have while learning.

Judgment and Decision making when grouped as to YEARS OF TEACHING
EXPERIENCE

4 years to 6 years 14 51.95 3.710
1 year – 3 year 18 67.6 3.75
As presented in table 105, the respondents who have more than six years of
clinical teaching experience is proficient when it comes to judgment and decision
making. This is evident enough that these respondents have experienced different types
of dilemmas through the years of clinical teaching. According to the theory of Self
Determination by Deci and Ryan (2000), people have an external 'perceived locus of
causality' to the extent they sees forces outside the self as initiating, pressuring, or
coercing one’s action. In an internal ‘perceived locus of causality' , a person feels they are
the initiator and sustainer of their own actions. People with a higher internal 'perceived
locus of causality' thus feel self-determined in that they see their behavior as stemming
from their own choices, values, and interests, whereas those with an external 'perceived
| 175
locus of causality' experience their behavior as controlled by some external event,
person, or force. The internal locus is connected with intrinsic motivation, whilst the
external locus is connected with extrinsic motivation. The distinction between intrinsic
and extrinsic is a core part of this theory, which was developed in the wake of
Behavioralism and Conditioning, where behavior management is based around reward
and punishment.
Table 106 shows the profile of respondents’ Level of Clinical Proficiency based
on Clinical Domain as to when grouped as to YEARS OF TEACHING EXPERIENCE

Strategy 4.106
Examinations 3.815

Content 3. 694
As presented in table 106, the respondent’s clinical proficiency in terms of their
years of experience is most proficient in their clinical strategies. It is a clear indication
that these respondents are aware, no matter what their clinical experience are, that
teaching with the appropriate strategy in clinical settings are the most vital methodology.
The respondents are knowledgeable in strategy and give their best methods regardless of
their experience. According to Rusell (2007), a method of teaching using patient
situations or scenarios to stimulate students to acquire and apply information to solve
problems is known as problem-based learning, PBL. In problem-based learning,
problems encountered in clinical settings are presented first before students learn clinical
concepts. Educators present realistic patient scenarios, ask questions, and require students
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to search for holistic answers. Problem-based learning encourages active learning through
self-directed learning, self-appraisal, development of clinical problem-solving skills and
teamwork as well as requiring the student to have discipline and the integration of
information.PBL also improves clinical reasoning skills, increases the retention of
learned material and enhances self-directed study.

respondents according to Years of Clinical Experience
Clinical Experience Frequency Academic Knowledge

4 years to 6 years 9 Mean
1 year – 3 years 15 4.10
3.93
As presented in table 107, those with 4-6 year of clinical experience gave the
highest mean in academic knowledge in terms of their years in clinical experience. The
table demonstrates that as the number of years in clinical experience progress, the clinical
instructors proved to have a better grasp and a broader knowledge of what they are
teaching, thus having a higher value for academic knowledge mean. According to Amato
(2004) clinical education provides opportunities for practicing and applying skills on real
patients in real situations rather than on classroom setting.
Table 108 shows the profile of respondents’ Level of Academic Proficiency

Strategy as to when grouped as to YEARS OF CLINICAL EXPERIENCE
Clinical Experience Frequency Total Mean

4 years to 6 years 9 40.31 4.478
1 year – 3 years 15 65.29 4.352
Less than 1 year 2 9.66 4.83
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As presented in table 108, those with less than 1 year of clinical experience gave
the highest mean. This signify that clinical instructors having less than 1 year in clinical
experience proved to have come up with more and better strategies used in teaching and
this implies their ability to relate easily with the students thus coming up with fresh and
better ideas. According to Rivers (2000) for the new teacher, on the other hand, she
emphasized his need for two dual aims ‘to keep abreast of the developments in his
profession and to keep growing professionally through systematic evaluation of his own
experience.

Examination when grouped as to YEARS OF CLINICAL EXPERIENCE

4 years to 6 years 9 40.31 4.478
less than 1 year 2 8.99 4.495
1 year - 3 years 15 65.96 4.397
As presented in table109, having longer years of clinical experience, clinical
instructors with more than 6 years of clinical experience obtained the highest mean of
4.495 as a measure of their academic proficiency level as to examination. It only shows
that instructors with longer years in clinical experience have a wider knowledge and
understanding on the capabilities of the students which consequently reflects on the type
and content of the examinations that they give and on how well they handle certain
situations regarding students’ examination. According to Hennessey (2008) extensive

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experience in the field of clinical education, and they offer realistic solutions to obstacles
that the clinical environment presents. One of the most important points is that an
instructor cannot teach everything to a student in the limited time that is allotted during
clinical education.

Content when grouped as to YEARS OF CLINICAL EXPERIENCE

4 years to 6 years 9 36.98 4.10
1 year – 3 years 15 54.27 3.618
As presented in table109, the respondents who have four to six years of clinical
experience have the most score in academic proficiency in terms of academic content
clinical instructors having 4-6 years in clinical experience proved to have better
knowledge on what they are teaching which appears in the correctness and validity of the
information that they impart to the students. According to Derwing (2000), some
quantifiable differences between experienced and inexperienced teachers, ‘experienced
teachers used relatively more questions than did inexperienced ones, and the experienced
teachers were more fluent. There were also more other-repetitions (that is, repetitions of
the learners’ output) in the experienced teachers.

Behavior and Flexibility when grouped as to YEARS OF CLINICAL EXPERIENCE

1 year – 3 years 15 63.27 4.018
4 years to 6 years 9 37.61 4.17
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As presented in table 110, clinical instructors with more than 6 years of clinical
experience obtained the highest mean of 4.11 in the evaluation of the level of clinical
proficiency as to judgment and decision making. Better analysis and handling of
situations appeared to be characteristics of clinical instructors with longer experience in
the clinical setting. Teachers with inadequate training and little experience can be
genuinely terrified at the prospect of having to teach. Most teachers who acquire practical
teaching experience, according to R. Booth (2006), to gain the confidence and the respect
of students more quickly than others is to recognize the students’ real problems and to
approach these with clarity and patience.

Judgment ad Decision Making when grouped as to YEARS OF CLINICAL
EXPERIENCE

4 years to 6 years 9 33.29 3.69
1 year – 3 years 15 54.96 3.33
As presented in table 111, the highest mean of 3.86 was obtained by clinical
instructors with more than 6 years of clinical experience in the evaluation of their level of
academic proficiency as to judgment and decision making. This goes to show that as the
number of clinical experience progresses, clinical instructors have a greater tendency to
be better handle situations requiring fair judgment and improved decisions. Some of these
teachers, according to Dixson (2002), are ‘completely unprepared but after four or five
| 180
years of teaching experience, this type of teacher generally quiets down somewhat, but
meanwhile she can be a real menace to the profession.’
on Academic Domain as to when grouped as to YEARS OF TEACHING EXPERIENCE

Examinations 4.478
Strategy 4.467

Content 3.774
As presented in table 112, the respondents’ proficiency in giving examinations is
all proficient. But their strategy in examination is the highest. It shows that instructors
believe that giving examinations will be more effective for the students to learn. And
giving examinations, they also assessed the weakness and strength on the capabilities of
each student for them to have more focus on it. According to the article from Dziedzic
(2010), the role of the nurse preceptor is more challenging than ever. While performing
their normal job responsibilities, they are expected to support and mentor those with less
experience—in short, help mold a novice into an experienced nurse who can serve as a
valuable healthcare team member.

respondents according to Years of Clinical Experience
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Clinical Experience Frequency Academic Knowledge

4 years to 6 years 9 Mean
1 year – 3 years 15 4.15
3.60
As presented in table 113, the respondents who have four to six years of clinical
experience is the most proficient of all the respondents. This is an indication that these
respondents compared to those who have less than 1 year of experience is the most
equipped in teaching in the clinical area because of their exposure and experiences.
According to the article from Dziedzic (2010), traditionally, nurses who serve as
preceptors are those who’ve been on the unit the longest, have the most experience, and
possess excellent nursing judgment. Many are charge nurses. They also may assist in
departmental projects and committees and may help provide education to new nurses.
Obviously, such nurses are an asset. Besides performing direct patient-care activities,
they act as leaders and educators, adding significant value to any organization. Yet these
very nurses, who meet the highest standards of nursing care, may grow disillusioned with
the preceptor role. The reasons vary from program to program and from nurse to nurse.

Strategy when grouped as to YEARS OF CLINICAL EXPERIENCE

4 years to 6 years 9 39.63 4.403
1 year – 3 years 15 61.94 4.129
| 182
As presented in table 114, the respondents with four to six years of experience are
the highest when it comes to strategy in clinical proficiency. A better performance in
making effective strategies appeared to be attributed to the greater number of clinical
experience as shown in the above table. According to Brader (2002), nurse educators
constantly are seeking creative, innovative strategies for teaching in the classroom or
clinical setting. Students' perceptions regarding positive clinical education experiences
may be shaped by the clinical environment in which they are placed. This may suggest
that students would have better clinical experiences if they were placed in clinical
education settings that could provide more opportunities for real-time clinical proficiency
evaluations.

Examination when grouped as to YEARS OF CLINICAL EXPERIENCE

Less than 1 year 2 8 4
1 year – 3 years 15 56.63 3.775
4 years to 6 years 9 35.64 3.96
As presented in table 115, the respondents who have the highest clinical mean in
examination proficiency are those with the one to three years of clinical experience.
These are the type of nurses that is very interested in developing their skills so that they
can compete well to those who are well experienced. They are striving hard to attain the
certain expertise in clinical settings. They teach in the area and wishes that the students
can relate to them as well, they are aware of what the students want in evaluation.
According to Hudpages (2010) basically, exams are given in order for teachers to
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determine the learning status of the students. It is not given to scare them or demotivate.
Results of the exam will be used for the evaluation of their learning process so that
teachers can make adjustments as to their teaching style. Thus, giving examinations is an
evaluation technique used by teachers to check if the students have acquired all his
teachings

Content when grouped as to YEARS OF CLINICAL EXPERIENCE

4 years to 6 years 9 64.62 3.846
1 year – 3 years 15 57.62 3.441
As presented in table 116, the respondent’s level of proficiency is competent-proficient,
which is very evident in terms of the length of their experience and those with less than a
year of clinical experience is acceptable since that period of time will not make an
experienced nurse. This shows that improved content of the lessons and correct and valid
information imparted to the students are best given by clinical instructors with more years
of clinical experience. According to Hennessey (2008), having a better understanding of
the content used in clinical teaching will make us all better teachers and clinicians and,
most importantly, will help shape the future of nursing professionals.
Table 117 shows the profile of respondents’ Level of Clinical Proficiency as to Behavior
and Flexibility when grouped as to YEARS OF CLINICAL EXPERIENCE

4 years to 6 years 9 37.29 4.143
1 year – 3 years 15 57.93 3.862
| 184
As presented in table 117, the respondents’ level of clinical proficiency in
behavior and flexibility is competent-proficient. This is evident in the numbers
experience of the respondents. Those with less than one year of experience cannot fully
indicate their proficiency in flexibility since they have lesser time exposed in clinical
areas. Experience is such an important factor here. According to the article of Dziedzic
(2010), being committed to serving as a preceptor is difficult, yet many preceptors find
their role quite rewarding. Nurses who educate novice nurses are an important component
in nurse retention and ultimately, patient safety. The responsibility of retaining such
preceptors lies with the facilities where they work. Today’s nurses are expected to
possess excellent clinical skills, communicate well, meet regulatory requirements, and
care for patients and families efficiently and safely despite limited resources. Expecting
preceptors to take on the additional—and crucial—responsibility of nurturing a novice
through her first nursing job may be unrealistic. Recruitment strategies for new nurses
often include the promise of a structured orientation program with someone to assist them
through difficult times. But this promise doesn’t always pan out. Due to staffing
difficulties and lack of experienced nurses, a preceptor may not have much time available
to devote to the novice nurse.

Judgment and Decision making when grouped as to YEARS OF CLINICAL
EXPERIENCE

4 years to 6 years 9 39.64 4.404
Less than 1 year 2 8 4
1 year – 3 years 15 53.94 3.596
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As presented in table 118, the respondents’ level of clinical proficiency in terms
of judgment and decision making is competent-proficient. This implies that the
experiences of the respondents play a major role in their judgment. Any dilemma in the
area can be best handled by those who experienced it many times. It is evident and
common that less experienced individual needs a lot of experience before they can handle
the pressures. According to Lye (2002) experienced teachers can be persuaded to
incorporate new methods into their daily teaching. Reflection on teaching is enhanced
with group support and daily reminders. With these interventions, teaching effectiveness
of these experienced educators improved.
Table 119 shows the profile of respondents’ Level of Clinical Proficiency based
on Clinical Domain as to when grouped as to YEARS OF TEACHING EXPERIENCE

Strategy 4.198
Content 3.871

Examination 3.854
As presented in table 119, the respondent’s level of proficiency in clinical
experience is highest in terms of strategy. This is a clear manifestation that regardless of
their experience the respondents are aware that the need for a good strategy is essential in
imparting proper knowledge in the students especially in the clinical areas. According to
Jahan (2009), for effective clinical education we can use e-learning modules in clinical
settings. This is how some manage the process within the framework of clinical service
delivery. It allows both students and teachers to make wider connections with other
aspects of the curriculum, promotes greater standardization of teaching, complements

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traditional methods of clinical skills learning in a blended fashion and promotes inter
professional education and sharing of reusable learning objects. The current approach to
the learning outcomes tends to be either entirely assessment focused, or focused on the
linear transmission of information. Technologies which are associated with collaborative
learning seem to fit within their own category of e-learning.
Relationship between the respondent’s level of teaching in clinical and academic
knowledge and demographic data
Table 120 shows the relationship between the respondent’s level of teaching in
clinical and academic knowledge and demographic data

| 187
Correlations
Clinical
Knowledge Academic Knowledge
Clinical Pearson 1 .381*
Knowledge Correlation
Sig. (2-tailed) .012
N 44 43
*
Academic Pearson .381 1
Knowledge Correlation
Sig. (2-tailed) .012
N 43 43
*. Correlation is significant at the 0.05 level (2-tailed).
The Pearson r coefficient is interpreted as follows:
r= ± 0.80 to ± 0.99 high relationship
r= ± 0.60 to ± 0.79 moderate relationship
r= ± 0.40 to ± 0.59
r= ± 0.20 to ± 0.39 slight relationship
r= ± 0.01 to ± 0.19 negligible relationship
As presented in table 120, the Pearson’s Correlation stated that the
relationship of the respondent’s clinical and academic proficiency is slight. It implies that
the knowledge of one academic respondent do not depend on the knowledge in clinical
knowledge. One respondent can be proficient in any variable, but cannot dictate the
proficiency of the other. Clinical teaching can be proficient even less of the clinical
experience because the efficiency of imparting knowledge is the most important. No
matter how long the experience of the respondent in clinical settings it does not mean that
| 188
she can be proficient in teaching in the same area. Moreover, if one respondent is trained
in psychiatry area of the hospital for so many years and decided to teach psychiatric
nursing, it does not automatically expected that the efficiency is the same. According to
(Foley et al., 2003), even with advanced education, exceptional clinical experience, and
reading the faculty handbook, a new layer of skill is needed to prepare fully for the
faculty role. To be sure, clinical expertise is pivotal to being a good teacher, but it is not
sufficient by itself. Many nurses who have spent years in the practice setting are only
vaguely aware of what is involved in teaching, and are surprised to learn that it is more
than lecturing to a packed classroom or supervising students in a clinical practicum. All
teachers must recognize the multiple aspects of the faculty role and develop the unique
skills essential for success. Although many schools of nursing offer some level of formal
orientation for new faculty, the individual needs of new faculty differ and their
orientation content may need to vary considerably
CHAPTER 5
Summary, Conclusion and Recommendations

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Summary of Findings
The research was conducted in a selected nursing school in Cavite. This study
used a descriptive co relational quantitative research design. The researcher used a survey
tool in a Likert form of scale and adapted and modified Patricia Benner’s Level of
Competency and the Department of Education’s National Competency Based Teacher
Standards 7 domains. The study was inspired from researchers’ experiences in academic
and clinical exposure as well as the selected reviews of related literature. There is no
sample computed to use since all available respondents were given consideration to
answer the tool. Hence all 54 total respondents, 44 answered the tool.
The study used percentage in determining the demographic data of the
respondents, Mean scores to determine the scores in the Likert Scale and the Pearson r co
relational formula to determine the relationship between academic and clinical
proficiency in teaching.
The level of proficiency in both academic and clinical teaching in terms of
strategy, examination, content, behavior and flexibility and judgment and decision
making are always proficient. The relationship between academic and clinical proficiency
in teaching is slight. It implies that academic and clinical proficiency does not rely from
each other. The proficiency of each respondent in one teaching variable has a small
connection with the other.
Conclusion:
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On the basis of the findings of the study, the respondent’s level of proficiency is
proficient regardless of their age, gender, civil status, socio economic status, educational
status and experiences. When measured with their clinical and academic strategy,
examination, content, behavior and flexibility, judgment and decision-making, the
respondents are also proficient. Their proficiency in teaching has a slight relationship
with each other that is why each should not expect major significance.
Recommendations
For the School Administration, the researchers recommend the school
administration to continue hiring proficient clinical instructors so that the quality of
nursing education remains competent. The researchers also recommend having more time
in academic studies for the students and more clinical exposures.
For the Nursing Students, the researchers recommend the students not to compare
clinical instructors on their capabilities and proficiencies. The researchers firmly
recommend the students not to rely entirely on the clinical instructors’ capability in
teaching. The performance of the students depends on their attitude in studying.
Proficient clinical instructors does not provide study materials and information, the
students must also work hard to earn their grades.
For the Parents, the researcher recommends for the parents not to compare
schools or universities on the performance of the nursing schools. All nursing schools has
same curriculum, it only depends on the strategies in teaching of the clinical instructors
and the learning attitude of the students. The researcher recommends the parents to
| 191
promote the quality education of the nursing school studied. May they share to other
future students and parent the proficiency of the nursing faculties of the school.
For the Clinical Instructors, the researchers recommend the clinical instructors to
continue being proficient in their teaching strategies and methodologies. They must also
avoid too much affiliation with the student; hence they must focus more in exposing
students in clinical practice. The researchers recommend the clinical instructors to
continue enhancing their proficiency in knowledge, skills and attitude so that they may
inspire their students to excel in their performance. May they all aim for expertise in the
future.
For the Future Researchers, the researcher recommends future researchers to do
more comprehensive studies in teaching proficiencies that includes other nursing schools
in Cavite.
The researchers recommend future researchers to include other nursing core
competencies like quality care, record and report, legal responsibilities and safety.
For the student’s patients, the researchers recommend that they look at the service
of the student nurses handled by the instructors, with good acceptance and trust. The
study is bound to give a concrete conclusion that their health care is handled by proficient
teams.
| 192
Appendices
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DepEd chief
First Posted 19:43:00 01/27/2008
Publications:
Journal for Nurses in Staff Development

http://www.nursingcenter.com/library
Journal of Continuing Education in Nursing

http://www.slackinc.com/allied/jcen/jcenhome.htm
Journal of Nursing Education

http://www.journalofnursingeducation.com/about.asp
Journal of Professional Nursing

http://www.aacn.nche.edu/Publications/jpn.htm
| 195
Nurse Educator
http://www.nursingcenter.com/library
Nursing Education Perspectives

http://www.nln.org/nlnjournal/index.htm
I. A. TEACHING STRATEGIES- ACADEMIC

PART I - Methodology: Strategy
1. A group of student asks about the electrical functions of the heart. They find it
difficult to understand easily. What would you do to help them?
Construct a situation wherein the students can relate the 5

topic according to the level of their interest
Advice to study harder, read additional materials and 4

provide handouts
Give them time to study, recap lesson and identify areas 3

of difficulty.
Ignore and continue in discussing. 2
Ask the coordinator of what decision to make. 1
2. You found out that 2 from your students are doctors by profession. They are
taking up nursing to further their career. You are teaching NCM 103-Curative
and Rehabilitative Nursing. You felt conscious in teaching them. What would
you do?
Be as you are and teach the way you should be. 5
Be flexible and ready for their questions 4

Be proud that you are teaching doctors 3
Be cautious in everything you teach, they are doctors. 2
Be nervous because they are doctors 1
3. You have a lecture about cancer and you know that it is a huge topic to cover.
The examination is coming up and you need to cover all discussion about it.
What is your plan on this?
Provide handouts. This way, they have the lecture notes; 5

it is their problem if they do not study them.
Schedule for a make up class 4

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Ask for a reschedule of the examination date. 3
Divide the topics in class. Let them research about it and 2

let them provide themselves of each research
Ignore the time shortage. It is the school’s problem. 1
Examinations
1. You prefer your examination and requirements be given through:
Traditional test papers 5

Oral exams 4
Case Presentation 3
Role Playing 2
Email and internet access 1
2. You accidentally left your test questionnaire in the room. One student
picked it up and retuned it to you. The student assured you that she did
not read it and won’t even tell it to anyone. What would be your best
action?
Change the content of the exam. It’s better be safe than 5

sorry.
Give the student a different exam. I’ll isolate the case 4
Exam will remain the same. I have faith in my student. 3
Reprimand the student for dishonesty. 2
Ignore the incident and take it as an isolated case. 1
3. Examinations are supposed to be
A gauge if my students are learning from me 5
A reflection of the student’s knowledge 4
A dependent evidence for class performance. 3
A requirement to pass a subject. 2
A routine for a class activity 1

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Content
1. You are discussing about the physical assessment of the musculoskeletal

system. You need your students to know how to assess the muscle for size. What
would you tell them?
Compare each muscle on one side of the body to the 5

same muscle on the other size
Perform it in a bilateral manner 4

Inspect the muscle and tendons for contractions. 3
Palpate and document. 2
Palpate muscles while the client is passively and actively 1

moving
2. In teaching to manage a patient during seizure, you tell students to-
Apply oxygen by mask then turn patient into lateral 5

position
Turn patient to lateral position and supply oxygen by 4
mask
Turn patient into lateral position. 3
Apply oxygen by mask and administer anticonvulsant 2

drugs
Administer prescribed anticonvulsant drugs and apply 1
oxygen by mask
3. What would you tell your students in the proper assessment on the clinical
manifestation of fever?
Possible dehydration then warm skin then increase 5

respiration
Complains of feeling cold then possible dehydration and 4

skin begins warm to touch
Increase respirations then skin feels warm then possible 3
dehydration
Chills and complains of feeling cold. 2
Skin feels warm then eyes become misty. 1

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PART II – BEHAVIOR / FLEXIBILITY
1. A student confesses he’s in love with you. How would you feel about it?
Ignore. It’s normal at their age. 5

Advice student it is improper. 4
Confront, talk and express your annoyance. 3
Go on with it. Enjoy the affection. 2
Get involve with the student. 1
2. You are invited to a debut party of one of your students. This student is failing
in your subject. You know for a fact why she invited you. At the party, her
parents treated you favorably. During the night, her father talked to you about
passing her daughter, he said that they wanted their child to finish college so that
she could help the family with the finances. What is your decision?
Be frank and tell the parents it is not your job to accept 5

special favors.
I’ll flunk the student. It humiliated my pride. I am 4
teaching without special favors.
Go on with the failing grade. They can afford a party. I 3

don’t believe in their reasons.
Tell parents to meet with the coordinators and it is not 2

your position to confirm their favors.
Sympathize. You feel guilty for the parents. I’ll give my 1

student a chance.
3. You saw two of your students in the dark alley of the school. You caught them
involve in selling drugs. One student explained that he just needed the money for
his tuition and that it won’t happen again. What would be your judgment?
Report both user and pusher. You cannot tolerate that in 5

the campus.
Call for the students’ guardian/ parents. 4
Settle the problem in private. You do not want to ruin the 3
school’s reputation
Spare the pusher. You pity his need for money for his 2
tuition. Report the pusher. He is the reason why this
student resorted in selling drugs.
Write a recommendation letter for the academic dean to 1
expel them.
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PART III- JUDGEMENT – DECISION MAKING
1. You have a lecture at 1:00 pm; your students just arrived from a hospital tour from San
Lazaro Hospital. You scheduled an examination today. They arrived 12:30 pm. Out of
consideration, you opted to start the class at 1:30pm. During the session, the students requested to
postpone the quiz until next meeting. What would you do?
Proceed with the quiz. 5
Give oral recitation instead. 4
Give the exam before dismissal 3
Cancel the exam until next week. 2
Ask the coordinator first. 1
2. A group of students approached and told you that one of your top students is cheating
in the exam. They said that the only reason why she has good grades was because of her cheating.
What would you do to prove this?
Call for the concern student and the group and meet them face 5
to face.
.Consult other colleagues and ask for their testimonials 4

Ignore their accusations because you believe that the student is 3
studying well.
Get mad and fail the student concerned. 2
Refer the incident to the level coordinator. 1
3. During your lecture, one from your students objects about the project you are imposing
for your subject requirement. For him, it is expensive and not called for. He stressed that if you
want to assess your students’ learning, you should give examinations instead. What would be
your stand about this?
Stick with the requirement, it is a school requirement. 5
Add more requirement because you felt disrespected. 4
Listen to the student’s suggestion considering financial difficulties 3
Change the requirement applicable to student’s financial capacity. 2
Consult it first at the nursing office before deciding on the proposal of 1

the students.
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III. B. TEACHING STRATEGIES – CLINICAL
PART I Methodology – Strategy
1. How do you want your students enhance learning while in the Operating Room
without a present case ongoing?
Do a group discussion about OR cases and discuss its 5

rationales
Provide a simulation activity that involves OR 4

procedures.
Assign for each member a case study of OR cases 3

Initiate reporting about usual cases in the OR 2
Give quizzes to assess the level of knowledge of students 1

in the OR.
2. Your group was assigned in the Emergency Room. Suddenly, a patient was rushed in due
to attempted abortion. You found out that the patient is a close relative of the hospital
administrator. The doctors ordered you to keep your students away from the case. How would
you continue your teaching having no case anymore to expose your students to?
Keep the discussion about the case among the group. 5
Discuss the case but keep the identity in private. 4
Ignore the case and proceed with another possible case. 3
Discuss other emergency cases. 2
Discuss about emergency drugs and procedures instead. 1
3. A student talks about her family customs of alleviating pain through HILOT.
She is promoting it to her patient. You know for a fact that it may violate the ideal
practices in nursing. What would be the best action?
Talk to the student in private; explain the ideal nursing care without 5
violating her belief.
Correct your student right there and then to avoid confusion on the 4
patient
Reassess the situation why your student was giving such advice before 3
giving any actions.
Prevent the student in handling patient until you see that the student is 2
capable of proper health teaching.
Get furious and reprimand the student right there and then. 1
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Examinations
1. What kind of examination do you prefer during clinical exposure?
Oral examination 5
Return demonstration 4
Drug study and Nursing Care Plan 3
Case presentatio 2
Written examination 1
2. What would you prioritize your students to test while in medical ward exposure?
Nursing diagnosis and intervention 5
Medications and drug computation 4

Disease Process and Pathophysiology 3
Charting and proper documentation 2
Nurse Patient Interaction 1
3. How would you like your examination during exposure be like?
Individually 5
Buddy system 4
As a group 3
Assigning Teams 2
According to case handled. 1
Content
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1. In assisting your students about nurse-patient communication. What do you consider is

the most effective?
Apply therapeutic communication to meet the client’s physiological, 5

psychosocial, and spiritual needs
Include relatives in assessing feelings. 4
Stay at the patient’s bedside at all times. 3
Study the chart first before engaging to patient interaction 2
Do what the patient requests to develop trust from the student. 1
2 . One student ask you about the procedures before administering an IV medication.
What would be your answer?
Check doctor’s order; prepare medication, check IV patency 5
Check doctor’s order, check IV patency, assemble equipment 4
Check doctor’s order; check for IV patency, prepare medication 3
Assemble equipment, check doctor’s order, prepare medication 2
Check IV patency, prepare medication, check doctor’s order 1
3 . Your student asks you about his patient with Diabetes. He is confused why his patient
has diuretic drugs. What will be your explanation?
It helps prevent development of renal diseases. 5
It prevents the patient to develop congestive heart failure. 4
It helps lower the capacity of the heart, due to high blood pressure 3
Diabetes can make kidneys hold the urine, diuretics can help them out 2
in the system.
It prevents further increase in Blood pressure 1

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1. You have 2 students who are romantically related to each other. While in the area, you
noticed them quarrelling. The girl cried and the boy slammed the door. Both of their
responsibility on their patient is at jeopardy. How would you handle this?
Talk to them immediately and start fixing the problem 5
Get mad to show them it is not the right place to express 4

their personal feelings
It’s their personal lives. If they fail to respond correctly to 3

their patient, I’ll fail them.
Talk to the other members of the group. Let them talk to 2

the couple avoid interference with their personal lives
Call for the 2 students and give them sanctions for 1

disrespect.
2. What can you say about students who befriend the hospital staff during rotation?
It’s a manifestation that the hospital staff welcomes your 5

students with eagerness to share knowledge
It’s too much. They should focus on their patient more. 4
It’s hypocrite. They do that to protect themselves from 3

troubles.
It’s an indication that they are interested in their work 2
It’s nice. They know how to deal with other people well. 1
3. A student called up to inform you that she’ll be absent today because she is sick. You
told her to present a medical certificate so that you can lessen her violation. Her group
mates told you that she is lying and the reason why she can’t make it is because she will
go to a rock concert with her friends. On the next morning she presented you a medical
certificate. What will be your decision?
Confront group mates and student face to face. 5
Accept her medical certificate and give her violation slip for the ground of 4
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dishonesty
Get mad with the student and flunk her 3

I’ll accept her reason because she presented a medical certificate. 2
I’ll confer the case to the coordinator so that the sanction will be based on their 1
judgment
1. You and your group are traveling aboard a van going to San Lazaro Hospital, you
passed by a street where you saw a vehicular accident. It is obviously clear that they need
help. Your students want to help them and give them assistance. Would you allow your
students?
Yes, as long as the place is safe. 5
No. I’ll be liable if something happens to my students. 4
I’ll help the victims but I’ll leave my students inside the 3
vehicle.
May call for help on the phone instead of jeopardizing 2

own students’ safety.
I’ll call the school first to ask permission 1
2. You and your RLE Group were assigned at the emergency room. A staff nurse
asked your student to perform a certain procedure in your behalf. What would be
your judgement with regards to the situation?
I will report the staff nurse to her superior for disrespect 5
I will punish the student for disobedience. 4
Report the student and the staff nurse at the NSO 3
Talk to the staff and express your frustration. 2
I will just ignore it if nothing happened bad to the patient 1
3. During an OR exposure, one student fainted on the sight of blood. You noticed
that since the incident, she constantly refuses to handle a case. What would be
your judgement?
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Assist the student to conquer fear from previous experience. 5
Fail the student for lack of enthusiasm. 4
Ignore her lack of concern to learn. 3
Ask the student to do a written report on the cases instead 2
Refer the incident at the nursing office and ask for a recommendation 1
PATRICIA BENNER’S LEVEL OF CLINICAL COMPETENCY
• Stage 1: Novice
Beginners have had no experience of the situations in which they are expected to
perform. Novices are taught rules to help them perform. The rules are context-free
and independent of specific cases; hence the rules tend to be applied universally.
The rule-governed behavior typical of the novice is extremely limited and
inflexible. As such, novices have no "life experience" in the application of rules.
"Just tell me what I need to do and I'll do it."
• Stage 2: Advanced Beginner
Advanced beginners are those who can demonstrate marginally acceptable

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performance, those who have coped with enough real situations to note, or to have
pointed out to them by a mentor, the recurring meaningful situational components.
These components require prior experience in actual situations for recognition.
Principles to guide actions begin to be formulated. The principles are based on
experience.
• Stage 3: Competent
Competence, typified by the nurse who has been on the job in the same or similar
situations two or three years, develops when the nurse begins to see his or her
actions in terms of long-range goals or plans of which he or she is consciously
aware. For the competent nurse, a plan establishes a perspective, and the plan is
based on considerable conscious, abstract, analytic contemplation of the problem.
The conscious, deliberate planning that is characteristic of this skill level helps
achieve efficiency and organization. The competent nurse lacks the speed and
flexibility of the proficient nurse but does have a feeling of mastery and the ability
to cope with and manage the many contingencies of clinical nursing. The
competent person does not yet have enough experience to recognize a situation in
terms of an overall picture or in terms of which aspects are most salient, most
important.
• Stage 4: Proficient
The proficient performer perceives situations as wholes rather than in terms of

chopped up parts or aspects, and performance is guided by maxims. Proficient
nurses understand a situation as a whole because they perceive its meaning in
terms of long-term goals. The proficient nurse learns from experience what
typical events to expect in a given situation and how plans need to be modified in
response to these events. The proficient nurse can now recognize when the
expected normal picture does not materialize. This holistic understanding
improves the proficient nurse's decision making; it becomes less labored because
the nurse now has a perspective on which of the many existing attributes and
aspects in the present situation are the important ones. The proficient nurse uses
maxims as guides which reflect what would appear to the competent or novice
performer as unintelligible nuances of the situation; they can mean one thing at
one time and quite another thing later. Once one has a deep understanding of the
situation overall, however, the maxim provides direction as to what must be taken
into account. Maxims reflect nuances of the situation.
• Stage 5: The Expert
The expert performer no longer relies on an analytic principle (rule, guideline,

maxim) to connect her or his understanding of the situation to an appropriate
action. The expert nurse, with an enormous background of experience, now has an
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intuitive grasp of each situation and zeroes in on the accurate region of the
problem without wasteful consideration of a large range of unfruitful, alternative
diagnoses and solutions. The expert operates from a deep understanding of the
total situation. The chess master, for instance, when asked why he or she made a
particularly masterful move, will just say: "Because it felt right; it looked good."
The performer is no longer aware of features and rules;' his/her performance
becomes fluid and flexible and highly proficient. This is not to say that the expert
never uses analytic tools. Highly skilled analytic ability is necessary for those
situations with which the nurse has had no previous experience. Analytic tools are
also necessary for those times when the expert gets a wrong grasp of the situation
and then finds that events and behaviors are not occurring as expected When
alternative perspectives are not available to the clinician, the only way out of a
wrong grasp of the problem is by using analytic problem solving.
ADAPTED AND MODIFIED FOR THE RESEARCH:
SCORE:
5- Expert
4- Proficient
3 – Competent
2 – Advance Beginner
1 – Novice
The NCBTS Framework is divided in 7 Domains:
1. Social Regard for Learning
2. Learning Environment
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3. Diversity of Learners
4. Curriculum
5. Planning, Assessing, reporting
6. Community Linkages
7. Personal growth and Professionalism
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and powerful role
models of the value in the pursuit of different efforts to learn. The teacher’s action,
statements, and different types of social interactions with students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain focuses on importance of providing a social, psychological and physical
environment within which all students, regardless of their individual differences in
learning, can engage in the different learning activities and work towards attaining high
standards of learning
Domain 3. Diversity of Learners (DOL)

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The DOL domain emphasizes the ideal that teachers can facilitate the learning process
even with diverse learners, by recognizing and respecting individual differences and by
using knowledge about their differences to design diverse sets of learning activities to
ensure that all learners can attain the desired learning goals.
Domain 4. Curriculum (Curr.)
The curriculum domain refers to all elements of the teaching-learning process that work
in convergence to help students understand the curricular goals and objectives, and to
attain high standards of learning defined in the curriculum. These elements include the
teacher’s knowledge of subject matter and the learning process, teaching-learning
approaches and activities, instructional materials and learning resources.
Domain 5. Planning, Assessing & Reporting (PAR)
This domain refers to the alignment of assessment and planning activities. In particular,
the PAR focuses on the (1) use of assessment data to plan and revise teaching-learning
plans;
(2) integration of assessment procedures in the plan and implementation of teaching-
learning activities, and (3) reporting of the learners’ actual achievement and behavior.
Domain 6. Community Linkages (CL)
The LC domain refers to the ideal that classroom activities are meaningfully linked to the
experiences and aspirations of the learners in their homes and communities. Thus, this
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domain focuses on teachers’ efforts directed at strengthening the links between schools
and communities to help in the attainment of the curricular goals.
Domain 7. Personal Growth & Professional Development (PGPD)
The PGPD domain emphasizes the ideal that teachers value having a high personal regard
for the teaching profession, concern for professional development, and continuous
improvement as teachers.
Measure of Goodness/Reliability Test
PILOT STUDY IN PERPETUAL HELP UNIVERSITY DALTA SYSTEM

No. of Items in the Questionnaire: 30
No. of Respondents: n = 5
Mean Response: µ = 3.58
Standard Deviation of Response: σ = 0.49
CRITERIA
For a normal distribution of measurements, Empirical Rule says that
approximately at least 68% of the measurements are contained in the interval (µ ± σ) or
(3.09, 4.07).
CHECK
Within
Factor Item Number Mean Normal
Range
Methodology/Strategy 4. A group of student asks

(Academic) about the electrical functions of the 3.47 Yes
heart. They find it difficult to understand
easily. What would you do to help them?
5. You found out that 2 from 3.36 Yes
your students are doctors by profession.
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They are taking up nursing to further

their career. You are teaching NCM 103-
Curative and Rehabilitative Nursing.
You felt conscious in teaching them.
What would you do?
6. You have a lecture about
cancer and you know that it is a huge
topic to cover. The examination is
coming up and you need to cover all 3.2 Yes
discussion about it. What is your plan on
this?
1. You prefer your examination and

requirements be given through: Email
and internet access, Traditional test 3.3 Yes
papers, Oral exams, Case Presentation,
or Role Playing.
2. You accidentally left your test
questionnaire in the room. One student
picked it up and retuned it to you. The
3.59 Yes
Examinations student assured you that she did not read
(Academic) it and won’t even tell it to anyone. What
would be your best action?
3. Examinations are supposed to be a

gauge if my students are learning from
me, a reflection of the student’s
knowledge, a requirement to pass a 3.76 Yes
subject, a routine for a class activity, or a
dependent evidence for class
performance.
Content (Academic) 1. You are discussing about the physical

assessment of the musculoskeletal
system. You need your students to know 4.3 No
how to assess the muscle for size. What
would you tell them?
2. In teaching to manage a patient during 4.6 No

seizure, you tell students to-Turn patient
to lateral position and supply oxygen by
mask, Administer prescribed
anticonvulsant drugs and apply oxygen
by mask, Apply oxygen by mask and
administer anticonvulsant drugs, Apply
oxygen by mask then turn patient into
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lateral position, or Turn patient into

lateral position.
3. What would you tell your students in the

proper assessment on the clinical 4.6 No
manifestation of fever?
1. A student confesses he’s in love with
3.6 Yes
you. How would you feel about it?
2. You are invited to a debut party of one

of your students. This student is failing
in your subject. You know for a fact
why she invited you. At the party, her
parents treated you favorably. During
3.17 Yes
the night, her father talked to you about
Behavior/Flexibility passing her daughter, he said that they
(Academic) wanted their child to finish college so
that she could help the family with the
finances. What is your decision?
3. You saw two of your students in the dark

alley of the school. You caught them
involve in selling drugs. One student
3.19 Yes
explained that he just needed the money
for his tuition and that it won’t happen
again. What would be your judgment?
Judgment/Decision 1. You have a lecture at 1:00 pm; your

Making (Academic) students just arrived from a hospital tour
from San Lazaro Hospital. You
scheduled an examination today. They
arrived 12:30 pm. Out of consideration, 3.06 No
you opted to start the class at 1:30pm.
During the session, the students
requested to postpone the quiz until next
meeting. What would you do?
2. A group of students approached and told 3.51 Yes

you that one of your top students is
cheating in the exam. They said that the
only reason why she has good grades was
because of her cheating. What would you
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do to prove this
3. During your lecture, one from your

students objects about the project you are
imposing for your subject requirement.
For him, it is expensive and not called
3.14 Yes
for. He stressed that if you want to assess
your students’ learning, you should give
examinations instead. What would be
your stand about this?
1. How do you want your students enhance

learning while in the Operating Room Yes
without a present case ongoing? 3.52
2. Your group was assigned in the

Emergency Room. Suddenly, a patient
was rushed in due to attempted abortion.
You found out that the patient is a close
relative of the hospital administrator. The 3.59 Yes
Methodology-Strategy doctors ordered you to keep your students
(Clinical) away from the case. How would you
continue your teaching having no case
anymore to expose your students to?
3. A student talks about her family customs

of alleviating pain through HILOT. She
is promoting it to her patient. You know
3.51 Yes
for a fact that it may violate the ideal
practices in nursing. What would be the
best action?
Examinations (Clinical) 1. What kind of examination do you prefer

during clinical exposure? Return
demonstration, Case presentation, 3.5 Yes
Written examination, Oral examination,
or Drug study and Nursing Care Plan.
2. What would you prioritize your students

Yes
to test while in medical ward exposure? 3.2
3. How would you like your examination 3.24 Yes

during exposure be like? Individually,
Assigning Teams, Buddy system, As a
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group, or According to case handled.
1. In assisting your students about nurse-

patient communication. What do you 4.56 No
consider is the most effective?
2. One student ask you about the procedures

before administering an IV medication. 4.31 No
Content (Clinical)
3. Your student asks you about his patient

with Diabetes. He is confused why his
4.38 No
patient has diuretic drugs. What will be
your explanation?
1. You have 2 students who are

romantically related to each other. While
in the area, you noticed them
quarrelling. The girl cried and the boy 3.29 Yes
slammed the door. Both of their
responsibility on their patient is at
jeopardy. How would you handle this?
2. What can you say about students who

befriend the hospital staff during 3.09 Yes
rotation?
Behavior/Flexibility
3. A student called up to inform you that
she’ll be absent today because she is
sick. You told her to present a medical
certificate so that you can lessen her
violation. Her group mates told you that
3.47 Yes
she is lying and the reason why she can’t
make it is because she will go to a rock
concert with her friends. On the next
morning she presented you a medical
certificate. What will be your decision?
1. You and your group are traveling aboard 3.32 Yes

a van going to San Lazaro Hospital, you
passed by a street where you saw a
vehicular accident. It is obviously clear
that they need help. Your students want
to help them and give them assistance.
| 215
Would you allow your students?
2. You and your RLE Group were assigned

at the emergency room. A staff nurse
asked your student to perform a certain
3.06 No
procedure in your behalf. What would be
Judgment/Decision your judgement with regards to the
Making (Clinical) situation?
3. During an OR exposure, one student

fainted on the sight of blood. You noticed
that since the incident, she constantly 3.38 Yes
refuses to handle a case. What would be
your judgement?
No. of Item Within the Normal Range: 22
Percentage of Items within the Normal Range: 73.33%
Measure of Goodness/Reliability Coefficient (Allowance for Error): α = 13.335%
REMARK
Since 73.33% is more than the minimum requirement of 68% of items lying
within the normal range, the items are generally accepted as good items.
However, goodness may still increase by revising items that do not fall within the
normal range.
| 216
Figures
4.5
28- 32
6.8
22.7 33- 37
9.1
38- 42
13.6 43- 47
20.5
48- 52
Figure 1. Demographic Data according to age group
00
45.5 female
54.5 male
Figure 2. Demographic data of respondents according to gender
2.3 2.3
married
single
43.2 52.3 separated
widowed
Figure 3.Demographic Data of respondents according to civil status

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Figure 4. Demographic data of respondents according to socio-economic status
Figure 5. Demographic data of respondents according to educational status

| 218
Figure 6. Demographic data of respondents according to religion
25
40.9 1 year- 3 years
4 years to 6 years
34.1 more than 6 years
Figure 7. Demographic data of respondents according to years of teaching knowledge post

licensure
Figure 8. Demographic data of respondents according to years of clinical knowledge post

licensure
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Emilio Aguinaldo Highway, Talaba IV, Bacoor Cavite

Http/www.stdominiccollege.edu.ph
Dr. Jaime G. Ang

Academic Dean
School of Arts, Sciences and Teacher Education
St. Dominic College of Asia
Dear Sir:
We the Fourth Year Students of St. Dominic College of Asia are currently conducting a research study
entitled “Level of Proficiency in Teaching of Clinical Instructors of a nursing school in Bacoor, Cavite.
We are utilizing a seven page evaluation and it was divided into three parts. The first part pertains to the
demographic profile of our respondents, second part focused on the clinical and academic knowledge of the
clinical instructors and the third part focused on their methodology in teaching, behavior, and judgment. We
adapted and modified our questions in the evaluation tool from the National Competency Based Teacher
Standards (NCBTS) formulated by DepEd and CHED.
May we request for your expertise to validate our tool, the Researchers believe that you have all the
capability and knowledge to assess the validity of our tool that will be used.
Thank you for your consideration and approval.
Respectfully Yours,
BSN 4-E, Group 4
Researchers
Ma. Aleli A. Vallido

Team Leader
Approved by:
Mary Nellie T. Roa, DMD, RN, MAN

Dean, School of Nursing and Allied Health
Noted by:
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May G. Balsomo, RN, MAN

Research Adviser

Hazel N. Villagracia RN, MAN, EdD

Chief Nurse
St. Dominic Medical Center
Talaba IV, Bacoor, Cavite
Dear Madam:
Respectfully Yours,
BSN 4-E, Group 4
Researchers

Team Leader
Approved by:

Noted by:

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Research Adviser

Noel A. Sergio, MBA

Dean
School of Business and Computer Studies
Dear Sir:
Respectfully Yours,
BSN 4-E, Group 4
Researchers

Team Leader
Approved by:

Noted by:

Research Adviser
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Alejandro D. Magnaye, MBA

Dean
College of International Hospitality and Tourism Management
Dear Sir:
Respectfully Yours,
BSN 4-E, Group 4
Researchers

Team Leader
Approved by:

Noted by:

Research Adviser
| 223

Redentor Dimaranan, RN, MAN

Chief Nurse
Tanza Family General Hospital
Nia Road, Daang Amaya II
Tanza Cavite
Dear Sir:
Respectfully Yours,
BSN 4-E, Group 4
Researchers

Team Leader
Approved by:

Noted by:

Research Adviser
| 224
Mrs. Imelda O. Javier

Dean
College of Nursing
University of Perpetual Help System DALTA
Las Pinas, Manila
Philippines
Dear Ma’am:
We are fourth year students of St. Dominic College of Asia currently

conducting a research study entitled “Level of Proficiency in Teaching of
Clinical Instructors of a selected nursing school in Cavite.
We would like to ask for your permission to conduct our pilot testing of our
survey tool/questionnaire to ten of your clinical instructors. This is to test the
reliability and validity of our survey tool that has been validated by experts
from the academic and clinical field composed of college deans, chief nurses
and mathematics experts.
The survey that we would like your clinical instructors to answer are
composed of three different parts, Part I will be about your demographic
data and Part II and III is about your academic and clinical teaching’s
methodology, behavior and judgment.
Rest assured that all information we will gather from them will be in complete
confidentiality and discretion.
Respectfully Yours,
BSN 4-E, Group 4
Researchers

Team Leader
Noted by:

Research Adviser
Approved by:
| 225

July 2010
Dear Sir/ Madam:
We are fourth year students of St. Dominic College of Asia currently conducting a
research study entitled “Level of Proficiency in Teaching of Clinical Instructors of a
selected nursing school in Cavite.
We would like to inform you that we have chosen you to be one of our respondents
for our pilot study. The researcher would only mean to assess the clinical instructors’
effectiveness in teaching in clinical and academic field in which will be measured
through its proficiency. No other areas in the nursing competency will be assess nor
any expertise in nursing be evaluated.
This is to test the reliability and validity of our survey tool that has been validated by
experts from the academic and clinical field composed of college deans, chief nurses
and mathematics experts.
The survey that we would like you to answer are composed of three different parts,
Part I will be about your demographic data and Part II and III is about your academic
and clinical teaching’s methodology, behavior and judgment.
Rest assured that all information we will gather from you will be in complete
confidentiality and discretion.
Respectfully Yours,
BSN 4-E, Group 4
Researchers

Team Leader
Noted by:

Research Adviser
Approved by:
| 226


www.stdominiccollege.com.ph
August 19, 2010
Susana P. Arellano RN, MAN, MSN

Faculty Associate
College of Nursing
Dear Ma’am:
We are the fourth year nursing students who are currently conducting a
research study entitled “Level of Proficiency in Teaching of the Clinical
Instructors of a selected nursing school in Cavite”
With this regard, may we request for a two week extension on the deadline
posted for the submission of our thesis manuscript scheduled on August 31,
2010. Our respondents (Clinical Instructors) vary in schedules and we are still
working out to find extra time with them to answer our tool.
We are hoping for your consideration and approval.
Thank you very much.
Respectfully yours,
BSN 4E, Group 5
Researchers

Team Leader
Noted by:
| 227
May G. Balsomo
Research Adviser
Dear Respondents:
Greetings! We are fourth year nursing students of St. Dominic College of

Asia. We are conducting a study entitled “Level of Proficiency in Teaching of
the Clinical Instructors of a selected nursing school in Cavite. In this
connection, we are asking you for your time to fill up the following questions
or items. Rest assured that all the information would be kept confidential.
Thank you!
(Kindly use provided ball pen)
II. PERSONAL BACKGROUND
Age: _____
Gender: □M □F
Civil Status: □ Married □Single □Widowed □Separated
Monthly Income: □Php 20,0000 and above
□ Php15, 000.00 – 19,999.00
□ Php10,000.00 – 14, 999.00
Educational Status: □ Doctorate (phD)

□ Masters in Academic/ Science
□ Bachelor of Science in Nursing
Religion
□ Roman Catholic □ Iglesia ni Cristo
□ Protestant □ Jehovah’s Witness
□ Born Again Christian □ others, pls. specify___________
III. EXPERIENCE
a. How long have you been teaching?
□ Less than 1 year
□ 1 year – 3 years
□ 4 years – 6 years
□ More than 6 years
b. How long have you worked as a staff nurse?
□ Less than 1 year
| 228
□ 1 year – 3 years
□ 4 years – 6 years
□ More than 6 years
IV. A. TEACHING STRATEGIES- ACADEMIC
Kindly encircle letter of choice.
PART I - Strategy
7. A group of student asks about the electrical functions of the
heart. They find it difficult to understand easily. What would you
do to help them?
a. Give them time to study, recap lesson and identify areas
of difficulty.
b. Advice to study harder, read additional materials and
provide handouts
c. Ask the coordinator of what decision to make.
d. Construct a situation wherein the students can relate
the topic according to the level of their interest
e. Ignore and continue in discussing.
8. You found out that 2 from your students are doctors by

profession. They are taking up nursing to further their career.
You are teaching NCM 103-Curative and Rehabilitative Nursing.
You felt conscious in teaching them. What would you do?
a. Be as you are and teach the way you should be.
b. Be proud that you are teaching doctors.
c. Be cautious in everything you teach, they are doctors.
d. Be flexible and ready for their questions.
e. Be nervous because they are doctors.
9. You have a lecture about cancer and you know that it is a huge
topic to cover. The examination is coming up and you need to
cover all discussion about it. What is your plan on this?
a. Divide the topics in class. Let them research about it
and let them provide themselves of each research.
b. Ignore the time shortage. It is the school’s problem.
c. Schedule for a make up class
d. Provide handouts. This way, they have the lecture notes;
it is their problem if they do not study them.
e. Ask for a reschedule of the examination date.
Examinations
4. You prefer your examination and requirements be given

through:
a. Email and internet access
b. Traditional test papers
| 229
c. Oral exams
d. Case Presentation
e. Role Playing
2. You accidentally left your test questionnaire in the room.

One student
picked it up and retuned it to you. The student assured you
that she did
not read it and won’t even tell it to anyone. What would be
your best
action?
a. Change the content of the exam. It’s better be safe
than sorry.
b. Exam will remain the same. I have faith in my student.
c. Give the student a different exam. I’ll isolate the case
d. Ignore the incident and take it as an isolated case.
e. Reprimand the student for dishonesty.
3. Examinations are supposed to be

a. A gauge if my students are learning from me
b. A reflection of the student’s knowledge
c. A requirement to pass a subject.
d. A routine for a class activity
e. A dependent evidence for class performance.
Content
1. You are discussing about the physical assessment of the

musculoskeletal system. You need your students to know how to
assess the muscle for size. What would you tell them?
a. Inspect the muscle and tendons for contractions.
b. Compare each muscle on one side of the body to the
same
muscle on the other size
c. Perform it in a bilateral manner.
d. Palpate muscles while the client is passively and
actively
moving.
e. Palpate and document.
5. In teaching to manage a patient during seizure, you tell

students to-
a. Turn patient to lateral position and supply oxygen by
mask
b. Administer prescribed anticonvulsant drugs and apply
oxygen by mask
c. Apply oxygen by mask and administer anticonvulsant
drugs
d. Apply oxygen by mask then turn patient into lateral
position
e. Turn patient into lateral position.
| 230
6. What would you tell your students in the proper assessment

on the clinical manifestation of fever?
a. Increase respirations then skin feels warm then
possible dehydration
b. Skin feels warm then eyes become misty.
c. Possible dehydration then warm skin then increase
respiration
d. Complains of feeling cold then possible dehydration
and skin begins warm to touch.
e. Chills and complains of feeling cold.
1. A student confesses he’s in love with you. How would you feel
about
it?
a. Ignore. It’s normal at their age.
b. Get involve with the student.
c. Confront, talk and express your annoyance.
d. Advice student it is improper.
e. Go on with it. Enjoy the affection.
2. You are invited to a debut party of one of your students. This
student is failing in your subject. You know for a fact why she
invited you. At the party, her parents treated you favorably.
During the night, her father talked to you about passing her
daughter, he said that they wanted their child to finish college
so that she could help the family with the finances. What is your
decision?
a. Sympathize. You feel guilty for the parents. I’ll give my
student a chance.
b. Be frank and tell the parents it is not your job to accept
special favors.
c. Go on with the failing grade. They can afford a party. I
don’t believe in their reasons.
d. I’ll flunk the student. It humiliated my pride. I am
teaching without special favors.
e. Tell parents to meet with the coordinators and it is not
your position to confirm their favors.
3. You saw two of your students in the dark alley of the school.
You caught them involve in selling drugs. One student explained
that he just needed the money for his tuition and that it won’t
happen again. What would be your judgment?
a. Report both user and pusher. You cannot tolerate that
in the campus.
b. Call for the students’ guardian/ parents.
c. Settle the problem in private. You do not want to ruin
the school’s reputation.
| 231
d. Spare the pusher. You pity his need for money for his
tuition. Report the pusher. He is the reason why this
student resorted in selling drugs.
e. Write a recommendation letter for the academic dean
to expel them.
1. You have a lecture at 1:00 pm; your students just arrived from
a hospital tour from San Lazaro Hospital. You scheduled an
examination today. They arrived 12:30 pm. Out of consideration,
you opted to start the class at 1:30pm. During the session, the
students requested to postpone the quiz until next meeting.
What would you do?
a. Proceed with the quiz.
b. Ask the coordinator first.
c. Give the exam before dismissal
d. Cancel the exam until next week.
e. Give oral recitation instead.
2. A group of students approached and told you that one of your
top students is cheating in the exam. They said that the only
reason why she has good grades was because of her cheating.
What would you do to prove this?
a. Ignore their accusations because you believe that the
student is studying well.
b. Get mad and fail the student concerned.
c. Refer the incident to the level coordinator.
d. Consult other colleagues and ask for their testimonials
e. Call for the concern student and the group and meet
them face to face.
3. During your lecture, one from your students objects about the
project you are imposing for your subject requirement. For him,
it is expensive and not called for. He stressed that if you want to
assess your students’ learning, you should give examinations
instead. What would be your stand about this?
a. Listen to the student’s suggestion considering financial
difficulties.
b. Add more requirement because you felt disrespected.
c. Stick with the requirement, it is a school requirement.
d. Change the requirement applicable to student’s
financial capacity.
e. Consult it first at the nursing office before deciding on
the proposal of the students.
III. B. TEACHING STRATEGIES – CLINICAL
PART I Methodology – Strategy

| 232
1. How do you want your students enhance learning while in the

Operating Room
without a present case ongoing?
a. Provide a simulation activity that involves OR procedures.
b. Assign for each member a case study of OR cases
c. Give quizzes to assess the levell of knowledge of students in
the OR.
d. Initiate reporting about usual cases in the OR
e. Do a group discussion about OR cases and discuss its
rationales
2. Your group was assigned in the Emergency Room. Suddenly, a

patient was rushed in due to attempted abortion. You found out that the
patient is a close relative of the hospital administrator. The doctors
ordered you to keep your students away from the case. How would you
continue your teaching having no case anymore to expose your students
to?
a. Discuss the case but keep the identity in private.
b. Discuss other emergency cases.
c. Ignore the case and proceed with another possible case.
d. Discuss about emergency drugs and procedures instead.
e. Keep the discussion about the case among the group.
3. A student talks about her family customs of alleviating pain through

HILOT.
She is promoting it to her patient. You know for a fact that it may violate
the ideal
practices in nursing. What would be the best action?
a. Get furious and reprimand the student right there and then.
b. Talk to the student in private; explain the ideal nursing care
without violating her belief.
c. Correct your student right there and then to avoid confusion
on the patient
d. Prevent the student in handling patient until you see that the
student is capable of proper health teaching.
e. Reassess the situation why your student was giving such
advice before
giving any actions.
Examinations
1. What kind of examination do you prefer during clinical exposure?

a. Return demonstration
b. Case presentation
c. Written examination
d. Oral examination
e. Drug study and Nursing Care Plan
2. What would you prioritize your students to test while in medical

ward exposure?
| 233
a. Medications and drug computation

b. Disease Process and Pathophysiology
c. Nursing diagnosis and intervention
d. Charting and proper documentation
e. Nurse Patient Interaction
3. How would you like your examination during exposure be like?

a. Individually
b. Assigning Teams
c. Buddy system
d. As a group
e. According to case handled.
Content
1. In assisting your students about nurse-patient communication. What

do you consider is the most effective?
a. Include relatives in assessing feelings.
b. Apply therapeutic communication to meet the client’s physiological,
psychosocial, and spiritual needs
c. Study the chart first before engaging to patient interaction
d. Stay at the patient’s bedside at all times.
e. Do what the patient requests to develop trust from the student.
2. One student ask you about the procedures before administering an IV medication.
a. Check doctor’s order, check IV patency, assemble equipment
b. Check doctor’s order; prepare medication, check IV patency
c. Check IV patency, prepare medication, check doctor’s order
d. Assemble equipment, check doctor’s order, prepare medication
e. Check doctor’s order; check for IV patency, prepare medication
3. Your student asks you about his patient with Diabetes. He is confused why his patient
has diuretic drugs. What will be your explanation?
a. It prevents further increase in Blood pressure
b. It helps lower the capacity of the heart, due to high blood pressure
c. It prevents the patient to develop congestive heart failure.
d. It helps prevent development of renal diseases.
e. Diabetes can make kidneys hold the urine, diuretics can help
them out
in the system.
1. You have 2 students who are romantically related to each other.

While in the area, you noticed them quarrelling. The girl cried and the
boy slammed the door. Both of their responsibility on their patient is at
jeopardy. How would you handle this?
a. Talk to them immediately and start fixing the problem
| 234
b. Get mad to show them it is not the right place to express their
personal
feelings
c. It’s their personal lives. If they fail to respond correctly to their
patient,
I’ll fail them.
d. Talk to the other members of the group. Let them talk to the
couple to
avoid interference with their personal lives.
e. Call for the 2 students and give them sanctions for disrespect.
2. What can you say about students who befriend the hospital staff
during rotation?
a. It’s nice. They know how to deal with other people well.
b. It’s an indication that they are interested in their work.
c. It’s a manifestation that the hospital staff welcomes your
students with eagerness to share knowledge.
d. It’s too much. They should focus on their patient more.
e. It’s hypocrite. They do that to protect themselves from
troubles.
3. A student called up to inform you that she’ll be absent today

because she is sick. You told her to present a medical certificate so
that you can lessen her violation. Her group mates told you that she is
lying and the reason why she can’t make it is because she will go to a
rock concert with her friends. On the next morning she presented you
a medical certificate. What will be your decision?
a. I’ll accept her reason because she presented a medical
certificate.
b. Accept her medical certificate and give her violation slip for
the ground
of dishonesty.
c. I’ll confer the case to the coordinator so that the sanction will
be based
on their judgment.
d. Confront group mates and student face to face.
e. Get mad with the student and flunk her.
1. You and your group are traveling aboard a van going to San Lazaro
Hospital, you passed by a street where you saw a vehicular accident. It
is obviously clear that they need help. Your students want to help them
and give them assistance. Would you allow your students?
a. Yes, as long as the place is safe.
b. I’ll call the school first to ask permission
c. No. I’ll be liable if something happens to my students.
d. I’ll help the victims but I’ll leave my students inside the
vehicle.
| 235
e. May call for help on the phone instead of jeopardizing own

students’ safety.
2. You and your RLE Group were assigned at the emergency room. A staff nurse
asked your student to perform a certain procedure in your behalf. What would be
your judgement with regards to the situation?
a. I will just ignore it if nothing happened bad to the patient
b. I will punish the student for disobedience.
c. Report the student and the staff nurse at the NSO
d. Talk to the staff and express your frustration.
e. I will report the staff nurse to her superior for disrespect
3. During an OR exposure, one student fainted on the sight of blood. You noticed
that since the incident, she constantly refuses to handle a case. What would be
your judgement?
a. Fail the student for lack of enthusiasm.
b. Assist the student to conquer fear from previous experience.
c. Ignore her lack of concern to learn.
d. Ask the student to do a written report on the cases instead
e. Refer the incident at the nursing office and ask for a recommendation.
T H A N K Y O U!
Curiculum Vitae
| 236
ALLAN C. MATEO
748 CALPO STREET, SAN ANTONIO, CAVITE CITY, CAVITE 4100
0926-687-4816
allan_mateo@yahoo.com
Education
De Lasalle University, Dasmariñas, Cavite
M.S. in Math 2010 - present
Earned Units: 21 units
Classes Taken: Set Theory, Linear Algebra, Abstract Algebra, Euclidean Geometry,
Combinatorial Geometry, Graph Theory, and Research in Math
California Polytechnic University, Pomona, CA

B.S. in Math 1997
Areas of Specialization: Applied Math
Teaching Experience
De Lasalle University, Dasmariñas, Cavite
Lecturer 4 2010 - present
Developed syllabus and taught various Math subjects for different courses:
College Algebra, Business Statistics, Plane and Solid Mensuration, and Advanced
Calculus
Cavite State University – Imus Campus,

Cavite
Instructor 1 2008 - 2010
Developed syllabus and overall course structure for various Math subjects, namely
College Algebra, Statistics, Trigonometry, Differential and Integral Calculus, Math
of Investment, Quantitative Techniques, and Analytical Geometry
St. Dominic College of Arts and Science,

Talaba, Bacoor, Cavite
College Algebra, Statistics, Trigonometry, Business Math, and Quantitative
Techniques.
| 237
Cavite State University – Cavite City

Campus, Cavite
Developed syllabus and overall course structure for various

Math subjects, namely College Algebra, Statistics, Basic
Math, Statistic and Probability, Integral Calculus. Also taught
intro Accounting class
New Era University, Diliman, Quezon City

College Algebra, and Statistics, and introduction computer subjects.
Languages
• Filipino – native language
• English – speak fluently and read/write with high proficiency
• Spanish – speak, read, and write with basic competence.
Memberships
• Mathematical Society of the Philipines
| 238
Personal Data
Name: Jelly H. Convento

Age: 20 y/o
Birthday: June 26, 1990
Address: 367 B. Toledo St. Ligtong IV, Rosario, Cavite
Contact Number: (046) 428-8171
Name of Father: Redentor S. Convento
Name of Mother: Amelia H. Convento
B: Educational Attainment
Primary: Ligtong Elementary School

Sy: 2001 – 2002
Ligtong I, Rosario, Cavite
Secondary: BagBag National Highschool

Sy: 2005 – 2006
BagBag II, Rosario, Cavite
Tertiary: St. Dominic College of Asia

Sy: 2010 – 2011
E. Aguinaldo Highway, Talaba IV,
Bacoor Cavite
| 239
C. Awards and Achievements
Ligtong Elementary School Sy: 1996

Most Behave
Grade I
Ms. BagBag National Highschool Sy: 2005

• Ms. Photogenic
• Best in School Uniform
• Best in Tropical Wear
St. Dominic College of Asia Sy: 2009

Intramurals 2009
Basketball Women’s Division Champion
St. Dominic College of Asia Sy: 2010

Intramurals 2010
Basketball Women’s Division Champion
D. Seminars
The Philippine National Red Cross St. Dominic College of Asia

• First Aid Training (Standard) Sy: 2009
• Basic Life Support (CPR Training for Healthcare Provider)
Ensuring Client Safety: A Review of Key Concepts in Medical Surgical Nursing July
2010 with Speaker Dr. Joyce M. Black, RN, CPCN, CWCN held at the Plenary Hall,
Tagaytay International Convention Center Tagaytay City, Phlippines.
National Core Competency Standards of Nursing and the Nursing Framework September
2010 with Hon. Marco Sto. Thomas held at the Skyline, St. Dominic College of Asia,
Bacoor, Cavite.
| 240
A. Personal Data
Name:Arianne S. Costa
Age:20
Birthday: March 27, 1990
Address: Blk. 12 Lot 3 Villa Monteverde Subd.
Mulawin Tanza, Cavite
Contact Number:09055869363
Name of Father: Wilfredo C. Costa
Name of Mother: Adalia S. Costa
Primary: Isaac Librada Andico Memorial School

Secondary: Isaan Librada Andico Memorial School
Tertiary: St. Dominic College Of Asia
D. Seminars
The Philippine National Red Cross St. Dominic College of Asia

• First Aid Training (Standard) Sy: 2009
• Basic Life Support (CPR Training for Healthcare Provider)
Ensuring Client Safety: A Review of Key Concepts in Medical Surgical Nursing July
2010 with Speaker Dr. Joyce M. Black, RN, CPCN, CWCN held at the Plenary Hall,
Tagaytay International Convention Center Tagaytay City, Phlippines.
| 241
National Core Competency Standards of Nursing and the Nursing Framework September
2010 with Hon. Marco Sto. Thomas held at the Skyline, St. Dominic College of Asia,
Bacoor, Cavite
LEVEL OF PROFICIENCY IN
TEACHING… |1
A. Personal Data
Name:Bernadette Claudine A. Suerte

Age: 19 yrs/old
Birthday:April 20, 1991
Address:Blk 11 Lot 4 Ruby. St Silvertown IV Malagasang 2-B Imus, Cavite
Contact Number: 09152564890
Name of Father:Arnulfo B. Suerte
Name of Mother:Teresa A. Suerte
YEAR
Primary:Fiat Lux Academe 1997-2003
Secondary:Fiat Lux Academe 2004-2007
Tertiary:St. Dominic College of Asia 2007-2011
D. Trainings/Seminars
* First Aid Training (Standard)
The Philippine National Red Cross
Held: St. Dominic College of Asia, Bacoor, Cavite
On: May 11-14; 16, 2009
* Basic Life Support (CPR Training for Health Care Providers)

The Philippine National Red Cross
Held: St. Dominic College of Asia, Bacoor, Cavite
On: May 11-14; 16, 2009
*Seminar
Ensuring Client Safety: A Review of Key Concepts in Medical Surgical Nursing
Held: Plenary Hall Tagaytay International Convention Center Tagaytay City, Philippines
On: July 3, 2010
TEACHING… |2
A. Personal Data
Name: Maria Nikki C. Cabarles
Age: 19 years old
Birthday: July 10, 1991
Address: 177 Juana Ricafrente St.

Ligtong, Rosario, Cavite
Contact Number09265289982
Name of Father: Moreno Cabarles
Name of Mother: Gracita Cabarles
Primary: Ligtong Elementary School (batch 2003)

Secondary: Cavite National High School (batch 2007)
Tertiary: St. Dominic College of Asia (batch 2011)
D. Seminars
Basic Life Support (CPR Training for Healthcare Providers)
First Aid Training (Standard)
Ensuring Client Safety: A Review of Key Concepts in Medical

Surgical Nursing
TEACHING… |3
A. Personal Data
Name: Paula Kristel R. Roa
Age: 21 years old
Birthday: September 17, 1989
Address: Phase 1 blk.6 Lot. 69 Lavanya

Subdivision Bacao Gen. Trias Cavite
Name of Father: Lauro M. Roa
Name of Mother: Carolina R. Roa
Primary: Salcedo II Elementary School (batch 2002)

Secondary: Tanza National Comprehensive High School (batch 2006)
Tertiary: St. Dominic College of Asia (batch 2011)
D. Seminars

Surgical Nursing
TEACHING… |4
A. Personal Data
Name: ma. Aleli A. Vallido
Age: 31 years old
Birthday: October 29, 1978
Address: 223 Pag-Asa 3, Imus, Cavite
Name of Father: Mario P. Ayran
Name of Mother: Sonia R. Ayran
Primary: Jesus Good Sheperd School 1991

Secondary: Imus Institute 1995
Tertiary: St. Paul Univeristy 1999 Bachelor Science in Commerce
St. Dominic College of Asia 2011 Bachelor of Science in Nursing
C. Seminars

TEACHING… |5

Surgical Nursing

Level of Proficiency of Nursing Instructors

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LEVEL OF PROFICIENCY …

Level of Proficiency in Teaching of Instructors of Selected Nursing School in Cavite

the moral responsibility to instill conscious ethics specifically teaching profession.

may be on preferences, belief, views and reactions.

In nursing courses, all angles in information must be detailed to enable the

attitude that will greatly affect the nursing profession.

Clinical instructor positions can be found in many medical areas of higher

students from the class will enjoy the same rewards.

An ideal clinical instructor should be of fine mastery of the fundamentals of

practice because of the mentorship that a clinical instructor offered. There is no

teacher that molds a student to oblige and comply

defective practices that may affect the students’ learning.

so that they could ask questions.

needs to consider students' background knowledge, environment, and learning goals.

learning styles to help students retain information and strengthen understanding. A

explaining, modeling, collaborating, and demonstrating. (Lieberman, Teacher

Leadership. California: Jossey-Bass, 2004)

individuals that includes students, educators, administrators, future researchers, parents

teaching. It is a primary concern especially in nursing to have a correct and accurate

BACKGROUND OF THE STUDY

City, Tagaytay and Batangas areas.

development and lifelong learning.

survey/questionnaire tool that should be answerable within 30 minutes. This is to validate

the authenticity and honesty in the data.

STATEMENT OF THE PROBLEM

The researcher aims to describe the respondents’ level of proficiency in teaching

of instructor in a nursing school in Cavite

1. What is the demographic profile of the respondents? In terms of:

1.3 Civil Status

1.4 Socio economic status

1.5 Educational status

1.7 Years of teaching knowledge post licensure

1.8 Years of clinical knowledge post licensure

2. What is the respondents’ proficiency in teaching in terms of academic

knowledge when grouped as to:

1.3 Civil Status

1.4 Socio Economic Status

1.5 Educational Status

1.7 Years of teaching knowledge post licensure

1.8 Years of clinical knowledge post licensure

3. What is the respondents’ proficiency in teaching in terms of clinical

1.3 Civil Status

1.4 Socio Economic Status

1.5 Educational Status

1.7 Years of teaching knowledge post licensure

1.8 Years of clinical knowledge post licensure

4. Is there a significant relationship between the respondent’s level of

proficiency in teaching as to clinical and academic knowledge?

H.0. There is no significant relationship between the respondent’s level of

proficiency in teaching as to clinical and academic knowledge.

SIGNIFICANCE OF THE STUDY

The researchers intend to find out the respondents’ level of proficiency in

benefit the following:

To the School Administration:

To the Nursing Students:

course. It will show them the importance of appreciating the course.

education their children acquire is acceptable.

in their work and will serve as an inspiration.

To the Future Researchers:

on their future arguments.

students and the hospitals they are into as well.

SCOPE AND LIMITATIONS