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Qualities of Built-in Clinical Instructors of Victor R. Potenciano: Its Relationship To the Clinical Performance of Level IV Student Nurses Our Lady of Guadalupe Colleges Batch 2012 By: Acosta Ma. Victoria Karren Asiatico Ronald Louie Barbero Mark Lester Diego Randolf Fauni Marica L. Gatchalian Antonnette L. Imperial Cyane Maslang Sharmaine G. Narte Rubie Pacis Cristina Marie Peralta Angela Nicole Torres Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Nursing

Our Lady of Guadalupe Colleges October 2011

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Abstract The qualities of Built-in Clinical Instructors and its relationship to the Clinical Performance of Level IV Student Nurses are addressed to the students who are handled by Built-in Clinical Instructors to know the qualities that can affect the performance of the students. The respondents were asked to evaluate the Built-in Clinical Instructors by their performance based on their knowledge, skills, attitude by using self-made questionnaires.

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Dedication We, the researchers would like to dedicate this research study to our beloved Family, to Almighty God, to our fellow researchers that we know, are also spending their valued time and gave their full effort in making their study. Finally, we are dedicating this research to the future senior students that will also have their research study for them to have a guide to make their study easier.

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Acknowledgement First and foremost, we would like to thank our Family for giving their full support to us while making this study and believed that we can finish this on time at the same time, successfully defend our study. If it wasnt for them, we wouldnt be where we are right now. Their sacrifices made us stronger in every year that we spent in this school. We would especially like to thank our Almighty God, He was the one who gave us strength and courage in every trial that we have faced while making this research. We also like to recognize each and every professor that guided us along the way especially our adviser, Mrs. Teresa Suson. Our fellow seniors, who gave us the inspiration and at the same time challenged us in finishing this study, Lastly, each and every member of our group. If it werent for them, we wouldnt be able to finish this research study. Even though we had conflict at times, we made sure that each and every one of us will find a way to solve the problem and for having a common goal; to present and defend a good or better yet, the best research study in our batch.

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Chapter 1: The Problem and Its Background Introduction Nurses today must be able to grow and evolve to meet the demands of a dramatically changing health care system. They need skills in technology, communication and interpersonal relations to be effective members of the collaborative health care team. Because of ever evolving number of students who are taking up nursing, each student needs skills in teaching, leading, managing and the process of change. They also need to continue the unique role of nurses that demands a blend of nurturance, sensitivity, caring, empathy, commitment and skills founded on a broad base of knowledge. This characteristic is important and need to take place in the clinical setting so that students will truly be prepared to function as relevant and competent health care providers in a rapidly changing health care system. To fulfill this standards, clinical instructors is the one of the gold standard that will help the student nurses embark on their careers in nursing. Clinical instructor is the process whereby a nurse influences one or more persons to achieve specific goals. In the provision of nursing care for one or more patients/clients. The leaders behavior, since the degree to which group objectives are understood and accepted strongly affects the quality and quantity of work performance. (Douglas, 2001)

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The title Clinical Instructor is given to a person who is trained to deliver clinical care and is able to contribute to the educational programs of the College. To become a nursing -instructor, a candidate must, at minimum, possess a bachelor's degree in nursing and be a registered nurse (RN). The Built-in clinical instructor is a registered nurse in the affiliating hospital of a certain college/university who is enthusiastic about the nursing profession and has a desire to teach, prepares students using a variety of skills. Role modeling, professional interactions on the care unit, demonstrating nursing actions, and giving timely and appropriate feedback to the student are ways of fulfilling this role. Clinical Instructors also need to understand a subject enough to convey its essence to student. They create an environment conducive to learning and determine appropriate patient care assignments for students. In order to do this, he/she assesses the learning needs of the student and collaborates with him/her to determine goals and learning outcomes. The built-in clinical instructors knowledge of the clinical area and the patient population will help guide students to select relevant and attainable goals and outcomes. While traditionally, this has involved lecturing on the part of the instructor, new instructional strategies put the instructor more into the role of course designer, discussion facilitator, and coach and the student more into the role of active learner, discovering the subject of the course. In any case, the goal is to establish a sound knowledge base and skill set on which students will be able to build as they are exposed to different life experiences.

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The effective nurse educator, whether operating in the clinical setting or classroom, must demonstrate astute interpersonal skills, clinical competency, professionalism, and an understanding of the principles of adult learning. Consumer satisfaction is becoming increasingly important in institutes of higher learning. In order to be more accountable to taxpayers and politicians, scarce educational funds are being linked to optimal performance and outcomes. A pivotal factor for student success is the teacher's interpersonal and instructional abilities. The Instructional Ability/ Communication Skills should Communicates effectively; breaks down content in a down-to-earth manner, clear goals, expectations, deadlines, desired outcomes, organized, knowledgeable of course materials ,interacts with students, enthusiastic, energetic, eager ,well-prepared, self-confident ,creative. In Interpersonal Skills, the clinical instructors should have encouraging demeanor, friendly attitude, mentoring approach, motivational, supportive, respectful, receptive to people and ideas, open minded, objective, non-judgmental. Also, the personality traits of the clinical instructors should be attentive, nurturing, demonstrates concern about students, flexible, easy-going manner, sense of humor. They should be approachable, welcoming. Lastly most important they should be a good role model, dedicated, clearly enjoys nursing and teaching, skilled clinician. Communication between built-in clinical instructor and student, and built-in clinical instructor and faculty is vital. Thinking out loud helps the student see how the expert nurse solves problems or individualizes care, provides feedback to students

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in a timely way and is willing to provide positive feedback as well as negative. Whatever the message, the feedback is given in and honest respectful way. Communication with the faculty includes ongoing assessment of the students progress and the overall experience itself. The Built-in clinical instructor contacts the faculty member with any concerns. The Built-in clinical instructor assesses the students ability to manage clinical assignments and is aware of situations where the student needs direct supervision on more complex nursing actions. He/she also validates the completion of patient care activities assigned to students. At the end of the duty, the built-in clinical instructor validates the students ability to meet outcomes of the course. In this study, the researchers wants to find out how effective is built-in clinical instructors by evaluating the performances of the 4th year student nurses in Related Learning Experience who is under them. Nursing student's experiences of their clinical practice provide greater insight to develop an effective clinical teaching strategy in nursing education. The main objective of this research study is to provide insights on how built-in clinical instructors skills, knowledge and attitude affects the student nurses clinical performance on their Related Learning Experience.

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Statement of the Problem This study determines the effectiveness of built-in clinical instructors of Our Lady of Guadalupe College of Nursing in relation to the performance of the 4th year nursing students. What exactly are the qualities of Victor R. Potenciano Medical Center built-in clinical instructors in enhancing the clinical performances of nursing students? This study seeks to provide answers to the following questions: 1. What is the demographic profile of the respondents in terms of: 1.1 Age 1.2 Gender 1.3 Civil Status 2. What are the qualities of Victor Potenciano Medical Center built-in clinical instructors in terms of: 2.1 Academic Preparation (knowledge) 2.2 Hospital Experience (Skills) 2.3 Approaches (Attitude) 3. How important are these qualifications of Built-in to serve as a Clinical Instructors?

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Theoretical framework John Dewey( 1859-1952) was an American philosopher and educator whose writing and teachings have had profound influences on education within the U.S. Model/Theory Dewey's philosophy of education, instrumentalism (also called pragmatic), focused on learning-by-doing rather than rote learning and dogmatic instruction, the current practice of his day. Dewey believed that it was the aim of progressive education to take part in correcting unfair privilege and unfair deprivation, not to perpetuate them, "And where adult education is not welcomed, it must play a subversive role." (Dewey, 1916). Dewey had a major influence on schools to become more active and involved with community problems. Dewey (1949, p.47) emphasized the importance of making "each one of our schools an embryonic community life, active with types of occupation that reflect the life of the larger society and permeated with the spirit of art, history and science." John Dewey trusted in people's ability to understand and take charge of their lives for learning. This theory was much in line with Dewey influence on schools which adopted a problem-oriented approach relying on the learners' needs to determine the curriculum and on the learner's own experiences to create possible solutions. Other theorists that supported Deweys' philosophy include: Myles Horton, founder of Highlander Folk School, committed himself to working with the poor Appalachian, whose poverty excluded them from full participation in civic life. Paulo Fririer, Brazilian adult educator, also believed in people's abilities to take charge of their

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lives.Dewey often stated that "Education is life-not a mere preparation for an unknown kind of future living The whole of life is learning; therefore education can have no ending. This new venture is called adult education--- not because it is confined to adults but because adulthood, maturity defines it limits." Dewey also had strong thoughts about adult educator's practice of Voluntary Action. Dewey promoted the concept that voluntary organizations provide areas for civic service, social participation and self-enlightenment. Dewey equated volunteerism with strong citizenship and strong citizenship with a strong democracy. John Dewey taught us to become aware of dichotomies; from that it is a small step to also beware over rigid, too sharp classifications in any matter related to human nature and human affairs. INPUT PROCESS OUTPUT

Socio Demographic Profile: - Age - Gender - Religion - Civil status - Number of times handled by builtin CI.

Qualities of Built-In Clinical Instructors in terms of: Skills Knowledge Attitude

Importance of Qualifications of Built-In as Clinical Instructors

Fig. 1. Relationship between independent and the dependent variables.

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Hypothesis There is no significant relationship between the qualities of built-in clinical instructors and the clinical performance of level IV student nurses. Assumptions This study assumed that the qualities of built-in serving as a clinical instructor are important in the Clinical performance of nursing students. Significance of the Study The research aim to determine the effectiveness of built-in clinical instructors and its relationship to the clinical performance of level IV nursing students of Our Lady of Guadalupe College. The result of which will benefit the following: Students: The findings of this research will surely help the respondents improve their clinical performance during nursing procedures. Built-in Clinical Instructors: This will remind them that their qualities affect the clinical performance of student nurses. OLGC Administration: The result of this study will serve as data for them to realize that effective built-in clinical instructor is vital in producing effective and competent nurses. Researchers: Aside from their contributions to the birth of knowledge in nursing practice, education and administration, the findings of this study will help them know how important clinical instructors competitiveness in teaching student nurses.

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Future Researchers: The information raised in this research could serve as reference to those who intend to further study and to conduct another study about the effectiveness of built-in clinical instructor. Scope and Delimitation of the Study This study focused to the qualities of built-in clinical instructors and its relationship to the performances of 4th year nursing students covering the academic year of 2010-2011. Furthermore, in this study, the qualities of the built-in clinical instructors will be given concern to show its effect to clinical performances of 4th year nursing students of Our Lady of Guadalupe Colleges Inc. It is delimited of Level IV nursing students of Our Lady of Guadalupe College and will be conducted from 2011-2012.

Definition of terms Attitude. An opinion or general feeling about something. Built-in clinical instructor. They Provide insight on methods and practices for use by professionals in the healthcare, health services and academic work environments. Clinical Performance. The ability of the students to demonstrate what they have learned in their related learning experience.

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Cognitive. Is the scientific term for the process of thought. Usage of term varies in different discipline; for example in psychology and cognitive science, it usually refers to an information processing view of individual psychological functions. Effectiveness. Causing a result, especially the desired or intended result. Knowledge. General awareness or possession of information, facts, ideas, truths and principle. Nursing Administration. Concerned with establishing costs of nursing care, provide nursing services and quality health services and viewing problems of nursing service delivery. Nursing Education. Consists in the theoretical and practical training provided to nurses with the purpose to prepare them for their duties as nursing care professionals. Nursing Practice. Is the actual provision of nursing care. In providing care, nurses implement the nursing program using the nursing process. Relationship. A significant connection or similarity between two or more things, or the state of being related to someone else. Skills. The ability to do something well, usually gained through training or experiences.

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Chapter 2: Review of Related Literature and Studies Review of related literature and studies In this chapter, the researchers will study the effectiveness of having a built-I clinical instructors of Our Lady of Guadalupe College of Nursing. This is to show the relationship and its performance of nursing students, and show related studies as part of the studies and able to identify the qualities of an effective built-in clinical instructors. Foreign Literatures According to the Duke University Health System (2009): Nursing clinical instructors provide training to students and facilities about standard methods of nursing practice including professional nursing features, physiology and psychodynamic theories, and functional health patterns. In addition, clinical instructors conduct nursing interventions and observe medical, surgical and allied health treatments to facilitate workplace learning while preparing, administering and grading examinations to determine student performance and achievement. Faculty members fear that staff clinical instructor do not really have the time to supervise students, which could lead to serious error .they believe that because clinical instructor do not know the schools curriculum very well, there will not be adequate correlation between theory and practice. (Beeman, 2001) The role of Preceptor/clinical instructor is that orienting students to the agency, assigning students to patients, teaching patient care, asking questions to be

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sure learners understand what they are doing, and evaluating student learning. (Oermann, 1996) Based on the study conducted by Bittner & Anderson (1998), The preceptor must be an experienced nurse will be a good role model and must be someone, who has good interpersonal skills and who wants to be a clinical instructor. Strong interpersonal skills are essential since the relationship must be based on mutual respect, trust, open communication, and encouragement. Roles identified as essential to that of an instructor were befriending, assisting, guiding, advising, and counseling. Scores of the effectiveness of clinical instructors (as perceived by students) improved after the instructors attended workshops and were provided with materials to assist them with their teaching roles. Also, the students were given the opportunity to meet with the academic staff to improve communication between the clinical setting and the college. Students felt that many instructors did not achieve the befriending role adequately; most students prepared themselves to be part of the team, but found they were treated as guests. Because of the job stress, the students expected the instructors to have a counseling role, but found this role to be weak. Effective teaching could not be established without sufficient relationship building between clinical instructors and nursing students. (Suen and Chow, 2001)

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According to OConner (2001): One of the hardest parts of being a clinical instructor is to watch an awkward student perform a new skill and refrain from jumping in and taking over for the student. It can take an infinite amount of patience sometimes. The instructors need to teach must not be allowed to intrude on the students need to learn and the only way to learn skills is by doing them. The primary task of a clinical nursing instructor is to teach nursing students in a clinical setting such as a hospital or clinic. According to job descriptions for Duke University and Maricopa Community College, for example, teaching nursing students encompasses instructing students, facilitating discussions about nursing practice and preparing, administering and grading examinations. Nursing schools require clinical nursing instructors to participate in curriculum design of courses and provide feedback to senior faculty and nursing school leadership about the best ways to improve coursework. Clinical nursing instructors also work with staff in clinical settings to create optimal clinical experiences for the students. Clinical nursing instructors in nursing schools observe nursing students in clinical settings and provide feedback to the students on their performance. Informal evaluation--through verbal feedback in the clinical setting-and formal evaluation, such as end-of-semester reports, are major tasks for a clinical nursing instructor. This is one of the hardest lessons to learn for beginning nurse instructor, our major goal as a clinical instructor is to teach your students. You are not there to teach

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the nurses or other ancillary staff! If you do so, your energy is being misdirected! Instead, direct all your energy to your students. You need some degree of humility. Your goal is to facilitate communication among staff and students, so steer clear of any conics. Rather, focus on teaching and preparing your students for success in the practice arena. Based on the study that was conducted by Weidner (1997), A clinical instructors behavior provides the basis for quality clinical education states, It (clinical institution) involves applying the thoughtful and proactive teaching of psychomotor skills and professional behaviors, with the primary focus on the student rather than the patent. An effective clinical instructor fuses theory with clinical skills for the student in a patient centered environment. A search for the literature reveals four categories of common effective clinical instructors: 1) communication and interpersonal behavior; 2) instruction; 3) demonstration and modeling;4) evaluation and feedback.

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Chapter 3: Methodology Research Design The researchers of this study will utilize the descriptive approach to address the research problem. Specifically, the researchers use survey method as a way of obtaining and interpreting the data. Its purpose is to obtain information about the prevalence, distribution, and interrelations of variables within a population. According to Polit and Beck: Descriptive research observes, describes and documents aspects of a situation as it naturally occurs and sometimes serves as a starting point for hypothesis generation or theory development. A survey method obtain information from a sample of people by means of self report that is, study participants responds to a series of questions posed by investigators. It can many applied to many populations, it can focus on a wide range of topics and its information can be use for many purposes. Descriptive research is utilized for the following reasons: (1) that the researcher will discover the factors that contribute to some observable facts; (2) it can be completed in a short span of time; (3) less expensive than the other research design methods.

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The Sample Size, Type, and Sampling Technique The researchers will use stratified random sampling wherein, the population of 4th year students were grouped according to their blocks and from each block, ten students are randomly selected thus, will complete the total of 50 respondents. The researchers will choose the respondents who were available by the time when the data gathering is being conducted. Study Subjects The study subjects are the level four students of Our Lady of Guadalupe College, college of nursing. There are 10 respondents that are randomly chosen from blocks 1, 2, 3 & 4. Research Instrument The researchers will use a self-made questionnaire on the study about the qualities of clinical instructors its relationship to the clinical performance of 4th year students of Our Lady of Guadalupe Colleges. The researchers will seek the help of an expert to review the questionnaire to determine whether it measures the preferences of nursing students towards selecting the effectiveness of built in clinical instructors and its relationship with the clinical performance of third year nursing students of Our Lady of Guadalupe Colleges. The questionnaire consists of four parts: Part I will draw information on sociodemographic profiles of respondents.

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Part II will describe data relative to the qualities of built in clinical instructors on areas like knowledge, skill and attitude. Part III will determine the importance of three qualifications of built-In to serve as clinical instructor. Data Gathering Procedure In conducting the study the following steps were followed, a letter was sent for the approval of the Dean for the researchers to conduct the research. After the approval pre-testing was done. Reconstruction and correction were made to questionnaire upon the suggestion of non respondents were collected, results were tabulated, interpreted in order to achieve the data needed for this study. The findings were presented in tables and interpreted and was analyzed. Statistical Treatment of Data The data gathered were analyzed and interpreted using the frequency counts, percentage and weighted mean. To describe the profile of the respondents, percentage was used. Demographic data: Formula (percentage distribution): No. of respondents x 100 Total number of respondents

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To interpret and analyze the data from the questionnaire, weighted mean was used. Formula (weighted mean): r = fx F Where: r = weighted mean fx = sum of all the products of f and x f = sum of all the frequency/subject The result of r is interpreted after its value has been found to be significant as shown below: Assigned Weights 5 4 3 2 1 Rating Scale 4.50-5.00 3.50-4.49 2.50-3.49 3.50-4.49 4.50-5.00 Descriptive Rating Strongly agree Agree Slightly disagree Disagree Strongly disagree

QUESTIONAIRE PART I. Socio demographic profile of the respondents. Direction: Kindly write your answer at the space provided.

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Name (optional): Age: Gender: Civil Status: Number of times you were handled by a built-in clinical instructor? 1 2 3 4 and above

PART II. What do you think are the qualities of the Victor R. Potenciano Medical Center built-in clinical instructors in RLE in terms of Knowledge, Skills and Attitude? Likert scale Likert scale is used to indicate the extent to which the respondents agree or disagree with each statement by checking members from 1 to 5 where 5 is the highest corresponds to strongly agree and 1 is the lowest corresponds to strongly disagree. (Please choose your answer by checking the corresponding number that best describes the qualities that influences your preferences on built in CIs.) The rating scale is as follows: RATING 5 4 3 2 1 Questionnaire DESCRIPTIVE RATING Strongly Agree Agree Slightly disagree Disagree Strongly Disagree

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1 A. Knowledge Presents information based on fact Mastery of the subject Set appropriate ways and examples to solve problem B. Skills Presents clear and well organized information Able to demonstrate clinical expertise in their practice area. Professionalism Shows confidence while doing nursing actions C. Attitude Competent Accepts criticism Acknowledge personal limits Punctual

PART III. How important are these qualifications of Victor R. Potenciano Medical Center Built-In to serve as a Clinical Instructor? Very Important Important REQUEST LETTER Greetings! Not Important

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We the students of Our Lady of Guadalupe Colleges Fourth Year Block-4 would like to conduct a research entitled QUALITIES OF VRPMC BUILT-IN CLINICAL INSTRUCTORS OF OUR LADY OF GUADALUPE COLLEGE 2011. In this regard, may we request your permission to conduct the research study among our constituents the Level IV nursing student. In conducting the study we the researchers will personally administer the questionnaire to the respondents, all the gathered data will be treated with strict confidentiality.

Sincerely yours, Maria Victoria Acosta Karren Asiatico Ronald Louie Barbero Mark Lester Diego Randolf Jerome Fauni Marica Gatchalian Antonette Imperial Cyane Maslang Sharmaine Narte Rubie Pacis Cristina Marie Peralta Angela Nicole Torres

Ms. Rosenda Jaramillo RN, MAN Level IV Coordinator

Ms. Myraflor C. Lava RN, MAN College Dean

LETTER TO THE RESPONDENTS

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Dear Respondents, Kindly answer the questionnaire form by putting a check mark ( ) on the box provided that corresponds to your best answer. Youre sincere and truthful response will impart our study. This questionnaire form will be used for research purposes only. We will assure that all data gathered will be kept confidential.

The title of our Research Study is QUALITIES OF BUILT-IN CLINICAL INSTRUCTORS: ITS RELATIONSHIP TO THE CLINICAL PERFORMANCE OF LEVEL IV STUDENT NURSES OF GUADALUPE COLLEGES BATCH 2012.

We thank you respondents for helping us in conducting our study.

Very truly yours, Maria Victoria Acosta Karren Asiatico Ronald Louie Barbero Mark Lester Diego Randolf Jerome Fauni Marica Gatchalian Antonette Imperial Cyane Maslang Sharmaine Narte Rubie Pacis Cristina Marie Peralta Angela Nicole Torres

Chapter 4: Analysis, Presentation and Interpretation of Data Table 1.Demographic Profile

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Frequency and Percentage Distribution According to Age CATEGORY 18-20 years old 21-23 years old 24 and above Total FREQUENCY 36 3 1 40 PERCENTAGE 90% 7.5% 2.5% 100%

The 90% of the respondents belongs to the age group 0f 18-20 enrolled in Colleges of Nursing. Majority of the respondents are 18-20 years old with a percentage of 45 while the lowest percentage is 2.5 with the age group of 24 and above. We came up with this percentage because our respondents are senior student who are mostly 20 years old. Table1. 2 Frequency and Percentage Distribution According to Gender

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CATEGORY Male Female Total

FREQUENCY 12 28 40

PERCENTAGE 30% 70% 100%

The Majority of the respondents which is 70% were answered by the females. This shows that the nursing course is dominated by the female, and the remaining 30% were answered by males. Table 1.3 Frequency and Percentage Distribution According to Civil Status CATEGORY Single Total FREQUENCY 40 40 PERCENTAGE 100% 100%

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The Respondents shows that all or 100% of them are single, allowing them to focus on their study.

Table 1.4 Frequency and Percentage Distribution Showing The Number of Times Handled By the Victor R. Potenciano Medical Center Built-In Clinical Instructors

CATEGORY 2 Times 4 and Above Total

FREQUENCY 2 38 40

PERCENTAGE 5% 95% 100%

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This shows that the respondents were 95% handled four times and above by Victor R. Potenciano Medical Center built in Clinical Instructor. The level 4 students are mostly handled by built-in.

Table 2 Frequency and Percentage Distribution of the Qualities of Built in Clinical Instructors in terms of Knowledge (Presents Information based on Fact) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 9 16 11 3 1 40 PERCENTAGE 23% 40% 28% 7% 2% 100%

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Majority of the respondents shows that 40% agreed that Qualities of built in Clinical Instructors and favorable based on present Information. Most of the built in instructors came from respected and quality school.

Table 2.2 Frequency and Percentage Distribution of the Qualities of Built in Clinical Instructors in terms of Knowledge (Mastery of the subject) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 8 18 9 4 1 40 PERCENTAGE 20% 10% 23% 45% 20% 100%

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45% of the respondents agreed that built instructors shows mastery of the subject and some of clinical instructors is doesnt have the, mastery of the subject according to the students analysis.

Table 2.3 Frequency and Percentage Distribution of the Qualities of Built in Clinical Instructors in terms of Knowledge (Set appropriate ways an example) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 6 18 14 1 1 40 PERCENTAGE 15% 45% 35% 3% 2% 100%

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Majority of the respondents which is 45% agreed that built-in clinical instructors demonstrate appropriate ways when it comes to problem solving.

Table 3 Frequency and Percentage Distribution of the Qualities of Built- In Clinical Instructors in terms of Skills (Clear and Well Organized Information) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 7 18 11 3 1 40 PERCENTAGE 18% 45% 28% 7% 2% 100%

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Table shown above tells us that 45% of the respondents agreed that built in clinical instructors presents clear and well organized information.

Table 3.2 Frequency and Percentage Distribution of the Qualities of Built- In Clinical Instructors in terms of Skills (Able to demonstrate clinical expertise in their practice area) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 11 17 8 2 2 40 PERCENTAGE 28% 42% 20% 5% 5% 100%

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42% of the respondents agreed that built in clinical instructors are able to demonstrate expertise in their area by giving basic and technical information about their field. Table 3.3 Frequency and Percentage Distribution of the Qualities of Built- In Clinical Instructors in terms of Skills (Professionalism) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 14 15 6 23 2 40 PERCENTAGE 35% 38% 15% 7% 5% 100%

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This shows that 38% of respondents believe in the professionalism of built in clinical instructors. Based on their oath no matter what gender, race, and status they will treat their patient equally with the use of ethical professionalism. Table 3. 4 Frequency and Percentage Distribution of the Qualities of Victor R. Potenciano Medical Center Built- In Clinical Instructors in terms of Skills (Confidence while doing nursing action) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 13 17 5 17 13 40 PERCENTAGE 33% 43% 12% 7% 5% 100%

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43% of the respondents agreed that the Built-In Clinical Instructors shows confidence in doing nursing actions while 5% strongly disagree.

Table 4 Frequency and Percentage Distribution of the Qualities of Victor R. Potenciano Medical Center Built- In Clinical Instructors in terms of Attitude (Competent) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 10 18 8 1 3 40 PERCENTAGE 25% 45% 20% 3% 7% 100%

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This shows that 45% the respondents believes in the competency of built in clinical instructors while 7% strong disagree. Table 4.2 Frequency and Percentage Distribution of the Qualities of Victor R. Potenciano Medical Center Built- In Clinical Instructors in terms of Attitude (Accepts Critics) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 4 8 21 6 1 40 PERCENTAGE 10% 20% 53% 15% 2% 100%

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This shows that 53% the respondents slightly disagree that built in clinical instructors never accepts criticism. Some of the built in clinical instructors doesnt want to be criticize by others. Table 4.3 Frequency and Percentage Distribution of the Qualities of Victor R. Potenciano Medical Center Built- In Clinical Instructors in terms of Attitude (Acknowledge personal limits) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 5 16 11 67 1 40 PERCENTAGE 12% 40% 28% 18% 2% 100%

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Majority of the respondents at 40% agreed on showing acknowledgements of a built in clinical instructor. There are train malpractice, negligence and other ethical issues. Table 4.4 Frequency and Percentage Distribution of the Qualities of Victor R. Potenciano Medical Center Built- In Clinical Instructors in terms of Attitude (Punctuality) CATEGORY Strongly Agree Agree Slightly Disagree Disagree Strongly Disagree Total FREQUENCY 6 10 11 11 2 40 PERCENTAGE 15% 27% 28% 25% 15% 100%

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This shows that28% of the respondent disagrees in the punctuality of built in clinical instructors for the reason that they are not on time. Table 5 Frequency and Percentage Distribution on How Important the Qualification Built- In to serve as a Clinical Instructor Category Very important Important Not Important Total Frequency 26 10 4 40 Percentage 65% 25% 10% 100%

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Majority of the respondents at 65% believes on how important a built in clinical instructor is. Because they are one who build future nurses.

Chapter 5: Discussion, Conclusion and Recommendations Summary of findings Conclusion and Recommendations This chapter presents the summary of findings, conclusion and their corresponding Summary of Findings This research evaluated on the qualities of Built-in clinical instructor: Its relationship to the clinical performance of Level IV nursing students.

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A total of 40 fourth year nursing students who were chosen by means of stratified random sampling participated in the study. Study was conducted during Study was conducted during the f the first semester of the school year 2011-2012. The researchers used descriptive survey method of research. The tool used in the gathering of data was the questionnaire which was constructed by the researchers, which is made up of 3 parts. Part I aimed to gather information on the profile of the respondents such ass name (optional) age, gender, civil status

. Summary of findings

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The researchers used descriptive survey method of research. The tool used in the gathering of data was the questionnaire which was constructed by the researchers, which is made-up of 3 parts. Part I aimed to gather information on the profile of the respondents such as name (optional), age, gender, civil status and no. of times handled by built-in instructors at VRPMC. Part II was used to gather data regarding the qualities of the built-in clinical in terms of knowledge, skills and attitude that are interpreted as 5 - strongly agree, 4 - agree, 3 - slightly disagree, 2 - disagree, 1 strongly disagree. Part III aimed to gather data regarding to how important of builtins to serve as clinical instructors that are interpreted as 1 - very important, 2 important, 3 not important.

The data gathered were analyzed and interpreted using the frequency counts and percentage. The following are specific problems considered with their corresponding findings. 1. What is the socio-demographic profile of the respondents as regard of age, sex, civil status, and unit assigned in the clinical area. 1.1 majorities of the respondents are 20 years old which are the young adults. 1.2 The respondent compromise 70% females and 30% of males. It simply shows that there is a great difference between both genders that participated in the survey. Based on the findings both female and male were relatively

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represented this reality allowed the researchers to gather data that most of the ideas came from the female groups. 1.3 All of the respondents are single. This findings explains that respondents belong to the young adult age group. Which is normally considered single in civil status? 1.4 The most of the students were handled by built-in clinical instructors, 4 times and above. 2. What are the factors influencing the activities of built- in clinical instructors: a) b) c) Knowledge Skills Attitude 2.1 With regards to the built- in clinical instructors knowledge the respondent agree with the Percentage of 43 based on the results, it signifies that the respondents agree knowledge are considered as one of the factors influencing the clinical performance of the students in relation to built-in clinical instructors qualities.

2.2 With regards to the built- in clinical instructors skills the respondent agree with the Percentage of 41 based on the results, it signifies that the respondents agree skills are considered as one of the factors influencing the

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clinical performance of the students in relation to built-in clinical instructors qualities.

2.3 With regards to the built- in clinical instructors attitude the respondent agree with the Percentage of 16 based on the results, it signifies that the respondents agree skills are considered as one of the factors influencing the clinical performance of the students in relation to built-in clinical instructors qualities. 3. What the importance of qualification is of built in to serve as the clinical instructor of fourth year student nurses of our lady of Guadalupe colleges? The computed percentage of which rank as 1 indicates that qualification of built in clinical instructor is important because it will enhance their ability of critical thinking of the students therefore, they will able to apply it in different situation. clinical instructor that are use varied techniques in teaching with good personal attributes such as sense of humor and enthusiasm will increase chance of gaining the attention of the students. Therefore helping them retains information learning.

Recommendations

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The combine assessment of the respondents to the questionnaire suggested to the result of our study thus, the researchers come up with the following recommendation. 1. The built in clinical instructor should continue and to be more effective and continue to inspire every student of our lady of Guadalupe colleges. 2. The respondent should focus to the clinical procedure, listen to their clinical instructor and give their full attention to their assigned area this will be help to their process of learning. 3. The school administrator should continue to support the built in clinical instructor as well as the students.
4. To the researcher may this serve as a basis of learning and to inspire and

improve the further studies related to this topic.