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The number of Gr12 students in Dr. V.

Orestes Romualdez

Eduacational Foundation that will take nursing

Submitted by:
Clark Justin Rosanes Gernale
Gr.12 STEM-F


Research background

It has been a confusion to almost all graduating students in senior high

school of to what course will they be taking after graduation. This study will

help us know the students who are decided of their course to take up

especially nursing.

In this study,we hope to identify the number of Gr12 students in DVOREF

that will take up nursing after graduating senior high in order to predict the

possible number of future nursing students.

Because of the large number of students who desires to take nursing after

senior high school,we came up of an idea of conducting this research in

order to identify that large number of students.


The researcher chose the graduating Gr12 senior high school DVOREF

students batch 2018-2019 as the participants of the study.

Questions/Statement of the problem

The study aims to determine the number of Gr12 students in DVOREF that

will take nursing after graduating. Specific questions that the researcher

aims to answer are the following:

1) What made the students choose nursing?

2) Did they choose nursing from the will of their parents?

3) Where will they take nursing?


Faculty. This will serve as a guide to teachers to determine the number of

students that will be taking nursing for college

Researchers. This will serve as a guide to researchers who desires to

know more about the decision of students in choosing their course.


The study benefits the following people as well as others providing

autoreactive knowledge from the findings of the study.

Data gathering

1.) Instruments

The researcher chose survey as the research instrument of this study.

The researcher will provide a questionnaire for the survey with questions

to be asked for the enrolled students of Dr. V. Orestes Romualdez

Eduacational Foundation for the school year 2018-2019.

2.) Activities

As the researcher will provide questionnaires for the survey, the

researcher will gather the total number of respondents and will

schedule the survey based on the availability of the senior high school



Review of related studies

In a study published this month in Ophthalmology, researchers drew from

previous studies that suggested art observation could improve medical

students' descriptive skills and applied formal research methods to

evaluate extensive art training among first-year medical students. The team

saw significant improvement in observational recognition skills among

students who took an art observation course and demonstrated that art

training alone -- without a clinical component -- could help teach medical

students to become better clinical observers.

"The skills I learned studying fine arts in college are invaluable to me now

as a physician. I saw the impact art education had on my approach to

medicine, and I wanted to recreate that experience for others in the field,"

said the study's lead author, Jaclyn Gurwin, MD, an Ophthalmology

resident in the Scheie Eye Institute at the University of Pennsylvania. "The

results of this study are incredibly encouraging, showing that art

observation training can improve medical and ophthalmological

observational skills. We hope that the improved observational abilities from

this training will translate to improved clinical effectiveness, empathy and,

ultimately, will make better physicians."

Thirty-six first-year medical students were randomly assigned to take six,

1.5-hour art observation courses at the Philadelphia Museum of Art or to be

a part of a control group that received no formal art observation training.

The art sessions were taught by professional art educators using the "Artful

Thinking" teaching approach, which emphasizes introspection and

observation before interpretation. Instruction included sessions in front of

works of art, group discussions, and training in visual arts vocabulary. The

Artful Thinking approach also emphasizes lessons that encourage

particular kinds of thinking such as creative questioning, reasoning, and

perspective taking.

Review of related literature

The hardest conviction to get into the mind of a beginner is that the

education upon which he is engaged is not … a medical course, but a life

course, for which the work of a few years under teachers is but a


—Sir William Osler, The Student of Medicine

Beyond providing a foundation in medical knowledge and skills, an effective

medical education also must develop students' abilities to recognize and fill

current and future knowledge gaps. Given the flood of information and

innovation—often from commercial interests such as pharmaceutical

companies and device manufacturers—our medical students and trainees

must become reflective and skeptical lifelong learners, lest they unwittingly

prescribe ineffective treatments to those who cannot afford them.

This need is universally recognized but widely ignored. The temptation to

cram one more fact into the curriculum prevents the teaching of lifelong

learning skills. The disastrous consequences for medicine have been well

documented—a systematic review of 62 studies showed an inverse

association between years in practice and quality of care, concluding that

“Physicians who have been in practice longer may be at risk for providing

lower-quality care.”1 Even good clinicians fail to recognize areas of

knowledge deficits, are poor at searching for, and being appropriately

critical of, the information that they find, and are unable to integrate new

knowledge into practice. The subsequent cost to the health of individuals

and populations is enormous.

The clinician's task of lifelong learning is daunting. Faced with over 13,000

known diseases, over 2,000 new MEDLINE articles each day, and a deluge

of commercially conflicted information, it is not surprising that we struggle.

An analysis of 100 systematic reviews2 showed that the “half-life” for clinical

research was five and a half years, before a clinically important change

occurred. Coping with this information chaos requires hundreds of hours of

practice and well-honed skills—including self-learning skills and the ability

to recognize knowledge gaps, formulate answerable questions, and search

and critically appraise knowledge. How to perform these skills is included in

medical courses, but the opportunity to practice and receive feedback is

not. It's akin to being shown a stethoscope without being given time for

training or assessment.

Theoretical framework

Initial clinical practice is stressful. Nursing students entering clinical practice

for the first time in a five-year associate degree program in Taiwan are

young and have questionable coping skills, all of which can affect their own

health. This study examined the following: (1) the degree of stress

perceived and types of stressful events; (2) the physic-psycho-social status

of nursing students during the practice; (3) the coping behaviors of these

students; and (4) the effect of different coping behaviors on their physio-

psycho-social health. The subjects were 561 nursing students who had

completed their initial clinical practice at the largest nursing school in

Taiwan. Three measurements, including Perceived Stress Scale (PSS),

Physio-Psycho-Social Response Scale (PPSRS), and Coping Behavior

Inventory (CBI), were adopted. Results showed that stress for these

students came mainly from the lack of professional knowledge and skills as

well as caring of patients. The most common response to stress was social

behavioral symptoms. Staying optimistic had a positive main effect, which

reduced the occurrence of physio-psycho-social symptoms and improved

physio-psycho-social status. Finally, problem-solving behavior also had a

positive main effect, while avoidance had a negative main effect, which

deteriorated physio-psycho-social status. This study has important

implications for nursing educators in helping their students to overcome

stress during clinical practice.




Conceptual framework

The figure 2 shows the conceptual framework of the study. Following this

line through, students or readers would understand the factors that

students encounter in choosing their courses. By using surveys,

questionnaires and interrogation, the researcher came up with a successful







A. Research Locale

The research was conducted at Dr. V. Orestes Romualdez Eduacational

Foundation located at Tacloban City during the school year 2018-2019.

B. Research Respondents

The respondents of the study involve 60 respondents whom are students

and currently enrolled in Dr. V. Orestes Romualdez Eduacational

Foundation, during the school year 2018-2019. Only few were able to answer

the questionnaires provided due to the busy schedules of the students.The

researchers were able to identify how many students will become their

respondents using the Qualtics sample calculator, finding the accurate sample

size the respondents.

C. Data Gathering Procedure

 The researchers prepared a formal written communication seeking for the

administration of the questionnaire to the respondents.

 The respondents were informed about the purpose of the study and whatever

information of everyone involved was strictly kept for confidential purposes.

 Survey questionnaires were distributed to the respondents, and were collected

after 2 hours, since the respondents also have their respective classes.

 After collecting the survey questionnaires answered by the respondents, it was

kept and prepared to be analyzed.

D. Research Instrument

The questionnaires answered by the students were the primary

instrument in gathering the data. The questionnaire was used with a five-point

rating scale to collect the perception of the students taking nursing , from 5

which is equivalent to strongly agree, and the highest point, and 1 which is

strongly disagree, which is the lowest point. The questionnaire contained the

items which determined the perception of the students that are taking nursing.

The research instrument for the students contained the profile characteristics

of the DVOREF students as the following: age, sex, degree program, year


E. Units of Analysis

The units of analysis for this study will be from the answers the respondents

have provided in the questionnaires given to them.

F. Statistical Treatment

The research data collected, will be summarized and presented in tabular and

textual form. Percentages, frequencies and measures of central tendency will be used

in presenting, analyzing and interpreting the research data.


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