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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

Nursing Student Satisfaction at Our Lady of Fatima University: A Linear Regression Model Annalou Jenn Asidera1,3,4, Reyanne Beatrice Apostol1,3,4, Kristine Ruffa1,3,4, Princess Jane1,3,4, Mark Anthony Perez1,3,4, Michael Joseph Dino, RN, MAN, PhD1,2,3,4

1 2 3

College of Nursing

The Graduate School

Research Development and Innovation Center

4

Our Lady of Fatima University

OUR LADY OF FATIMA UNIVERSITY

COLLEGE OF NURSING

NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

Abstract This study was carried out to de determine the satisfaction and expectation of students in a nursing college of the three main campuses of Our Lady of Fatima University and is descriptive and prospective in nature. Monitoring student satisfaction provide guidance for students and contributes to decision making and derivation of performance indicators on institutional effectiveness. To appreciate student satisfaction is to identify their concerns about learning and teaching.Quantitative satisfaction survey were used, where Higher Education Institution (HEI) students rate the questionnaire items using Likert scale formats to assess the level of reported satisfaction using five different measures (data summaries) among 300 respondent from three main campuses of Our Lady of Fatima

University. We explored the association between the method employed in calculating the levels of student satisfaction with their educational experience and the emergent level of satisfaction. The results provide valuable strategic information for HEIs manager and researches about the affecting factors on student satisfaction and loyalty. Keywords: Student Satisfaction, Teaching Quality, Facilities, Campus Life Quality

OUR LADY OF FATIMA UNIVERSITY

COLLEGE OF NURSING

NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

1.0 Introduction

Life satisfaction is a concept that contains both emotional and cognitive evaluation of ones life (Diene, Oishi, & Lucas 2003). Further, it includes an assessment where the individual checks the imposed standards against the life conditions (Pivot & Diner, 1993). In the context of universities, school administrators viewed life satisfaction synonymous to student satisfaction, and considered a vital indicator of university service outcomes. Student satisfaction is affected by an interplay of multiple indices. Previous studies suggested some considerations which include employee expertise, teacher expertise (Butt & Rehman, 2010), quality education (Alridge & Rowley, 1998) which may eventually lead to improvement in student learning. Most learners also consider the variety and techniques utilized by instructors, while others give value to school environment and safety. In a developing country such as the Philippines, the cost of educational services is important factor that may indirectly influence student satisfaction. Most researchers infer that educational cost is directly proportional to the quality of services, and this is considered a challenging balancing effort to most universities in the Philippines. It is parsimonious to infer that student satisfaction is only forecasted by paucity of researches. Though related researches in the field were done in the developed world (e.g. Johnstone, 2003; Johnes & Johnes, 2008), more researches are warranted. Hence, the present study aspired to explore other factors that may somehow predict student satisfaction in consideration to the cost of university services. This undertaking will benefit the recipients of educational services and may somehow model a theory on how learners in a developing country view the multiple indices of life satisfaction.

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

2.0 Review of Related Literature

2.1. Theoretical Framework Life satisfaction, or the self-perceived well-being, of college students has become an important issue for school administrators (Diener and Larsen, 1993).Student satisfaction is an important research area as several studies have drawn a link between student satisfaction and student motivation, student retention and recruiting efforts in HE settings (Douglas, Douglas, & Barnes, 2006; Elliot & Healy, 2001; Elliot & Shin, 2002; Hoyt, 1973). Moreover, student satisfaction is commonly pronounced within university mission statements, goals and objectives, marketing strategies and promotional activities (Elliot & Shin, 2002). Improving the life satisfaction of college students should help reduce the risks of physical injury and mental disorder among college students (Valois et al., 2004, 2006). 2.2. Literature Review 2.2.1 Teaching Quality When nursing education became an educational programme within universities and university colleges, the aim was to improve the quality of the education. A broad and comprehensive professional education should be provided and acknowledged for both academic learning and practical experience. Both dimensions were regarded as crucial for nursing as a practice discipline (Edmond, 2001). One of the most important missions for all universities is to deliver effective teaching and learning to students, and thus the management of every university has put great effort in monitoring and assessing the outcomes of teaching and learning practices (Guo, 2010). Numerous studies have investigated the reliability and validity of this intention (e.g., Byrne & Flood, 2003; Law & Meyer, 2011; Lizzio, Wilson, & Simmons, 2002; Ramsden, 1991; Richardson, 1994; Trigwell & Prosser, 1991; Wilson et al., 1997).

However, understanding the quality of the educational process requires the recognition of the complex process of student satisfaction with their educational

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL experiences (El Ansari et al., 2002). Monitoring student satisfaction provides guidance for students and contributes to decision-making and derivation of performance indicators on institutional effectiveness. To appreciate student satisfaction is to identify their concerns about learning and teaching (Ansari & Oskrochi, 2004).

These are the factors may improve the Satisfaction of the nursing students in terms of Teaching quality of the University. Teaching-learning interactions, like all interpersonal communications, are characterized by both explicit and implicit communication. Nonverbal aspects of communication and perceptions of interpersonal availability or closeness between students and instructors are important variables in defining communication relationships that are crucial to the teaching and learning process (Gorham, 1988). Patient simulators are being used in nursing education programs at a variety of levels (Nehring & Lashley, 2004). Benefits for students involved in simulation experiences are learning in a risk-free environment, being able to experience interactive learning, having the opportunity to practice skills, and receiving feedback immediately from a faculty member or tutor (Haskvitz & Koop, 2004; McCartney, 2005; Morton, 1997; Nehring, Ellis, & Lashley, 2001). Indeed student attraction, motivation, and retention have been linked to overall student satisfaction, and student satisfaction is related to a university's ability to identify and meet students' needs and expectations (Elliott and Shin, 2002; Chambel and Curral, 2005).

Therefore; the researchers postulated that : H1 (+): The better the teaching quality, the more satisfied students are 2.2.2.Campus Life Quality

Living environment can be examined from various standpoints, such as an architectural, economic, social and cultural perspective (Muslim, Karim, & Abdullah, 2012). Research on the impact of on-campus living satisfaction on student development has consistently shown that students chances of persisting to graduation

OUR LADY OF FATIMA UNIVERSITY

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL are greatly improved by living on campus and having a positive living and learning experience. Students that have a positive experience are more likely to see their program through to completion and have increased satisfaction with their overall university experience (Muslim, Karim, & Abdullah, 2012).

Consequently, the researchers postulated that; H2 (+): The better the campus life quality, the more satisfied students are. 2.2.3.Facilities Education focused on the material itself rather than the learners and the differences between their capabilities and learning skills (Chen Kinshuk, 2005).

These are the factors that contributes to a students to be satisfies in terms of their university facilities. Research on educational effectiveness has shown that classroom processes are an important source of variation in students learning (Creemers & Kyriakides, 2008). The revolution of computer technology, the explosion of the World Wide Web, and the trend of university teaching to become more learner centered have popularized electronic delivery as an alternative or an adjunct to traditional lectures (Stephenson, Brown, & Griffin, 2008).

Also in the benefits of Nursing student, Clinical practice, which takes place in the clinical environment, is a vital component in the nursing curriculum and has been acknowledged as central to nursing education (Lee, 1996; Dunn and Hansford, 1997). The clinical environment encompasses all that surrounds the student nurse, including the clinical setting, the staff, the patient, the nurse mentor, and the nurse educator (Papp et al., 2003). Dunn and Burnett (1995) described the clinical learning environment as an interactive network of forces within the clinical setting that influence the students clinical learning outcomes. It is within this environment that students develop their attitudes, competence, interpersonal communication skills, critical thinking and clinical problem-solving abilities (Dunn and Hansford, 1997).

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL Nursing students perceive the practice setting as the most influential context when it comes to acquiring nursing skills and knowledge (Chan, 2001). Hart and Rotem (1994) found that the culture of the workplace was essential in establishing the value of the learning experience for students.

The researchers postulated that; H3(+):The better the facilities, the more satisfied students are
2.5. Research Simulacrum Figure 1: Hypothesized relationship between the Teaching Quality, Campus Life Quality and Facilities. R= 0.688 Teaching Quality

Campus Life Quality

H2(+)

Student Satisfaction

Facilities

R= 0.688

OUR LADY OF FATIMA UNIVERSITY

COLLEGE OF NURSING

NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

3.0 Research Method 3.1 Research Design The researchers used the quantitative method as their research design for the reason that their study need a statistical analysis to know the relationship of their variables. With the design of a descriptive- evaluative, so that they can express the effects of their research and determine the significance of their study. 3.2 Research Locale The setting of the study was conducted in a 3 branches of Our Lady of Fatima University namely Valenzuela City Campus, Largo Quezon City, and the Antipolo City. They choosed the OLFU as a private nursing University were they can obsolete their survey because they know that it is one of a top performing nursing school and they have believe that they could gather a very satisfying data.

3.3 Population and Sampling They have all in all a 300 respondents as their participant in their study, they ramify into 100 participant per school. They choose the nursing student as their specific person to be query for the disquisition. For Sampling Technique they use Convenient Sampling. 3.4 Research Ethics As for the approval of the study, consent was asked formally from the university, Regarding the going over of study and informed them that everything will be on a confidentiality. And an agreement that all of the information will be destroy after the presentation of the studies. 3.5 Research Instruments As for the research instrument they used the survey questionnaire for the data gathering. This questionnaire includes the different variables and sub topics for the research. The following are campus life, teaching quality, facilities.

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COLLEGE OF NURSING

NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

3.6 Data Collection In the data collection, first they conduct a series of survey in different branch of Our Lady of Fatima University, they set a certain papers and time in gathering data, they used the time very effectively . Each campus were distributed/given a 100 survey form, everyone is very participative in answering the survey form. 3.7 Data analysis Analysis of variance (ANOVA) is a collection of statistical models used to analyze the differences between group means and their associated procedures (such as "variation" among and between groups). In ANOVA setting, the observed variance in a particular variable is partitioned into components attributable to different sources of variation. In its simplest form, ANOVA provides a statistical test of whether or not the means of several groups are equal, and therefore generalizes ttest to more than two groups. In data analysis, to get the validity and the result of the study they used the ANOVA test (analysis of variance).

4.0 Results Satisfaction of Nursing Students at Our Lady of Fatima University: A Linear Regression Study

4.1.Predictors Table 1.Predictors Model Regression Coefficients t P-value Decision Conclusion

(Constant)

.529

2.404

.017

Reject H0 Reject H0

Significant

Teaching

.191

2.947

.003

Significant

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

Campus Life

.187

3.605

.000

Reject H0 Do Not Reject H0

Significant

Service Quality

.109

1.532

.127

Not Significant

Facilities

.371

7.403

.000

Reject H0

Significant

As seen in table 1.1 among the predictors of Student satisfaction , facilities ranked the highest (X4= .371; t value= 7.403) with P value = .000. this was followed by Teaching quality (X1= .191; t value= 2.947) with P value= .003 and Campus life (X2=.187 ;t value= 3.605) with P value=.000.

4.2.Regression Model Where: X1 = Teaching X2 = Campus Life X4 =Facilities

Table 2:Model Summary *Coefficient Determination R Regression Model 0.688 0.473 *R2

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

A regression analysis provided relevant and critical information on the predictors of Student satisfactions. This involve the variables of satisfactions namely teaching quality, campus life and facilities. Subsequently, the SPSS version 17 yielded 3 significant regression models. Using Pearson correlation coefficient of 0.688 this shows the extent to which identified predictors relate to the Student satisfaction. Additionally, Based on the adjusted R2 value, teaching quality, campus life and facilitiesmeasures the amount of variation in the dependent variable that is explained by the independent variables. About 47.3% of the total variation in the dependent variable is explained by the independent variables in the model. Table 3.Anova Test ANOVA F statistic P value Decision Conclusion

Regression Model 63.476

0.000

Reject H0 Significant

Test for overall significance of the Regression Model There is a linear relationship between the dependent variable and the independent variables.

5.0 Discussion Satisfaction is a complex construct that might provide insights into the effectiveness of the instructional design, provided that we can more fully understand the relationship of the predictors into its dependent variable. Satisfaction refers to a range of feelings, from positive to negative. It is about a learners accomplishments and learning experiences (Deci, 1975; Dubuc,2009). Student satisfaction might be influenced by several qualities that a university may have. This research investigated student satisfaction with the following predictors. This includes the following variables, as the predictors, such

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

as teaching , campus life, service and facilities qualities that could predict the overall satisfaction to increase or to decrease. The aim of this study was to describe the following predictors that could help the researchers and the university also to find out what particular variable/s could make the students be satisfied.In the present study, the three predictors such as the teaching, campus life and facilities qualities could make a student be satisfied. The study found out that the teaching quality may include every clinical professors competencies, updated lectures, a good communicating skills, its own teaching quality and punctuality of the professors. Satisfaction of the students may vary. It depends on how a clinical professor did a unique way of demonstrating his lessons. Several subsequent studies that demonstrated simulation to be an effective training tool for clinical and teamwork skills were not designed to rigorously compare simulation with other method of instruction. (Issenberg et al., 2005). Some students were easily get bored when a professor doesnt use a different technique. Some professors just talk and discuss whats in the curriculum , not knowing that several students doesnt understand what theyre talking about. It is necessary to initiate quality studies in nursing education and practice in order to improve nursing education and practice (Aksit, 1998; Corlett, 2000). There is several ways to improve the teaching quality. Based on the study of Ansari, 2002b , It is possible to discover the pitfalls, if any, of an education system and suggest ways to increase its quality. New methods and technique for delivering education have been designed to address the needs of the students and their expectations that educational programs be convenient, flexible, and of high quality (Wheelen & Lisk, 2000). The present study also found another variable that may predict was the campus life qualities of the students. This includes the different activities of the university. Recreationals, intramurals and athletic complexes were included in this study. Another identifying characteristic is that students are motivated by other instrinsic goals more than the vocational ones (Richardson&King, 1998). The last would be the facilities quality. This may include the rooms, environment and the ambience that may satisfy a student. Upgraded technologies beyond facilities could be a one factor to

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

satisfy a student. Distributed classrooms, electronic universities, and the widespread use of computer mediated technology and interactive video teleconferencing (IVT) are changing the education paradigm (Ely, 1996). There are several conditions that help make a students living environment productive, namely: a sense of security and attachment; and processes for involvement (Crimmin, 2008). The examination of the ecological perspective on the relationship between the students and their environments described the influence of environments on persons and persons on environments. Foremost in this relationship is the responsibility of the institution to create an environment conducive to meeting the educational needs of the population (Crimmin, 2008). The quality of life a student has will dictate whether or not that the student chooses to remain in that environment (Nurul Ulyani, Nor Aini, & Nazirah, 2011). The study examined 300 students in three campuses of a private institution. ANOVA test is used to test the overall significance of the Regression Model. Based on the result of this study, the relationship of the dependent variable of this study was directed to the three independent variable whereas follows: the teaching ,campus life and facilities qualities. In the contrary, there is almost no relationship between the service quality and the overall satisfaction of the students of the institution.

About 47.3% of the total variation in the dependent variable is explained by the independent variables in the model.

6.0 Conclusion

Monitoring the satisfaction of students with their learning experiences is an activity that higher education institutions (HEIs) are increasingly undertaking (Kerridge and Mathews, 1998; El Ansari and Oskrochi, 2004, 2006). Globally such monitoring is intended to serve as guidance for students, to aid decision-making at course/corporate levels, or to compute institutional performance indicators (Murphy and Harris, 1995; White et al., 1999). This Research intended to depict the satisfaction of nursing students to a particular university. And thats why, the researchers conduct a survey to 3 branches of Our Lady of Fatima University (Valenzuela City, Quezon City, Antipolo City) and all our respondents is nursing students. Each Campus, we chose 100 nursing students per campus. Each of them having different opinions on how they are satisfies on their campus, which this study also aims. The Researchers, finds the result of this

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

study on how these variables (Teaching Quality, Service Quality, Facilities, Campus Life Quality) affects the student satisfaction.

As a result of the further research and study, they find out that teaching quality, campus

life

quality, and facilities have a direct impact or significant relationship in the satisfaction of the students. Therefore, that these variations included are the strong points of this University in terms of satisfying their students. And they also find out that service quality, has a least significant in terms of student satisfaction.

7.0 Recommendation Studies (Hellsten, 2002; Stoltenberg, 2011) suggest that investigating the overall perspective of what is the institutions educational offering mean for the students. It means that in order to attract the student to enter to an institution, they must meet the expectations of the students in order to satisfy them, especially to institution that has BSN course. As we all know BSN course requires high class facilities, competent professors & clinical instructors, and a high quality experience in order to produce top performing students. Stoltenberg (2011) & Kara and De Shields (2004), reported that we should not misinterpret the concept of student satisfaction. It is important for the institution to satisfy student by upgrading the different predictors, updating the lessons the students must learn, and improving the campus life quality. And in return the students must do their best to meet the effort of the institution. Further research is required in this field. In this research only a small number of respondents are analyzed. Conceivably a quantitative study with a larger number of respondents may allow us to make generalizations and conclusions regarding the relationship of the student satisfaction to the facilities, teaching quality and campus life quality of the educational institution.

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

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Glossary of Terms:

Synonymous-having the same connotations , implications or reference Indices- plural of index Parsimonious- exhibiting or marked by parsimony, frugal to the point of stinginess Paucity smallness of number Explicit a fully revealed or expressed without vagueness , implication or ambiguity Implicit- capable of being understood from something else though unexpressed Perceptions- Perception of Living Expectation- the act or state of expecting anticipation. Satisfaction- the payment through penance of the temporal punishment incurred by a sin

Alternative- offering or expressing a choice Linear-resembling a graph that is a line and especially a straight line Convenient-obsolete; suitable Predict- to declare or indicate in advance Paradigm- an outstanding clear or typical example Variable- a logical set of attributes

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NURSING STUDENT SATISFACTION: A LINEAR REGRESSION MODEL

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