CLINICAL PRACTICE EXPERIENCE BY THE BSN IV STUDENTS IN THE

AFFILIATED HOSPITALS OF ST. PAUL UNIVERSITY PHILIPPINES

A Research Study Submitted

to the Director of Research

of St. Paul University Philippines

Submitted by:

BRYIANE P. MEDINA, RN, MAN

SHS FACULTY

S.Y. 2008-2009
 Chapter 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

St. Paul University Philippines is the seat of quality

education in nursing. In fact, among other nursing schools in

the Philippines, the university garnered the highest score in

the search for Center of Excellence in Nursing by the Commission

on Higher Education last 2008. The University is consistently on

the list of the top performing schools nationwide in the Nurse

Licensure Examination.

The School of Health Sciences College of Nursing

continuously upholds the standards as center of excellence in

nursing. The school assured that the quality of nursing practice

is evidenced not only through academic performance but more so

in the related learning experience (RLE) both clinical and

community.

Clinical experience has been the vital part of nursing

education. According to Dunn and Burnette (1995), it is the

avenue for the students to utilize the theories that they’ve

learned in their discussion. It prepares student nurses to be

able of "doing" as well as "knowing" the clinical principles in

practice. The clinical practice stimulates students to use their

critical thinking skills for problem solving. It is where the

student nurses enhance their knowledge in nursing concepts and

principles as well as to develop and improve their skills and

attitude towards rendering quality of nursing services.

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 study was to investigate student nurses' experience about

their clinical practice.

Nursing is known to be a caring profession. In fact,

Florence Nightingale, the founder of nursing, initiated and

developed this role utilizing environmental resources. This

brilliant founder also instituted specialized roles in health

care setting through the years.

In the Philippines, nursing course is evidently enrolled

most of the college students. And the challenge among nursing

schools is to provide this quality education. Evidently, St.

Paul University Philippines College of Nursing does not fail its

students in this quality education.

Review of Related Literature

Nursing students need sufficient practical experience to

qualify with the full range of skills required for effective

practice. The study considers the variety of support to the

criteria in determining the accuracy of the analysis.

Ensuring that nursing students receive sufficient

practical experience to develop the full range of skills they

need for effective practice has become a focus in nurse

education (DOH, 1999).

The clinical placement experience is a significant

learning component within the nursing curriculum. It provides

nursing students with an opportunity to use the theory and

skills they have learned in the classroom and laboratory

settings (Barney).

The rapid changed in the health care environment have

many implications for nursing education and nursing practice.

The rapidity of knowledge changes have resulted in knowledge

become obsolete. Thus, nurses need to keep learning in response

to the rapidly changing healthcare environmenr so they can keep

abreast of expectations of patient and the health care system

(Studdy, Nicol & ox-Hiley, 1994).

Clinical education is a vital component in the curricula of

pre-registration nursing courses and provides student nurses

with the opportunity to combine cognitive, psychomotor, and

affective domains. Various studies have suggested that not all

practice settings are able to provide nursing students with a

positive learning environment. In order to maximize nursing

students' clinical learning outcomes, there is a need to examine

the clinical learning environment. (Chan,)

However, the literature suggests that there is a gap

between theory and practice. It has been identified by Allmark

and Tolly (1994). The development of practice theory, theory

which is developed from practice, for practice, is one way of

reducing the theory-practice gap. Rolfe (1995) suggests that by

reconsidering the relationship between theory and practice the

gap can be closed. He suggests facilitating reflection on the

realities of clinical life by nursing theorists will reduce the

theory-practice gap. The theory- practice gap is felt most

acutely by student nurses. They find themselves torn between the

demands of their tutor and practicing nurses in real clinical

situations. They were faced with different real clinical

situations and are unable to generalize from what they learnt in

theory.

Theoretical Framework

Dr. Patricia Benner is well known in the nursing community

for her work over the past 21 years with the Dreyfus model of

skill acquisition. Recently she has written about her studies in

nursing using the Dreyfus model, in an article entitled “Using

the Dreyfus model of skill acquisition to describe and interpret

skill acquisition and clinical judgment in nursing practice and

education” (Benner, 2004). The Dreyfus model is developmental

and is based on experiential learning.

Benner writes that nursing requires both techné and

phronesis. Techné is defined as explicit knowledge that can be

captured from procedural or scientific knowledge. For techné,

Benner gives the example of providing clear parameters and

guidelines to students for determining fluid balance. At this

stage the learner cannot rely on previous experience, so the

student must be given safe, clear directions on how to proceed.

For adequately teaching techné the nursing program must provide

for specific situated learning in the clinical situation, though

students would benefit from previous simulated experiences.

Phronesis, on the other hand, is more complex; it is a

reasoned practice employed by expert clinicians through

experiential learning, where the nurse is continually improving

her or his practice. According to Benner, the integrated, rapid

response is the hallmark of phronesis (Benner, 2004, p. 196).

Benner (2004, p. 197) gives a complex example of phronesis where

the nurse made some rapid decisions when the patient developed a

carotid hemorrhage. Phronesis is learned in the authentic

situation with patients and feedback from experts.

 Dr. Benner’s stages of skill acquisition include the

“novice,” or the period in the nursing program when students

have no experiential background on which to base their approach

or their understanding of the clinical situation; “advanced

beginner” or new graduate; “competent” or one to two years in

practice; “proficiency,” a transitional stage on the way to

expertise; and “expertise,” which involves practical wisdom or

phronesis. For the purpose of this position statement, the focus

is on the stages of the novice and advanced beginner. In the

novice stage the nursing instructor carefully selects patients

that are stable and predictable. As with the earlier discussion

of techné, Benner (2004) suggests that the novice operates from

the perspective of inflexible, rule-governed behavior. Benner

(2004, p. 191) states, “Skills that are performed easily on a

mannequin in a skills lab require adaptation and communication

and reassurance skills when performed on a range of patients who

may be calm or highly anxious.” Qualified faculty provides

coaching, feedback and reflection throughout the nursing

education program. As graduation approaches, students are

expected to function at the “advanced beginner” stage of skill

acquisition. Newly licensed graduates, who function as advanced

beginners, have a heightened awareness of feedback and they

frequently experience anxiety and excessive fatigue (Benner,

2004).
Conceptual Framework

Ensuring that nursing students receive sufficient

practical experience to develop the full range of skills they

need for effective practice has become a focus in nurse

education (DOH, 1999).

The hospital related learning experience is an important

learning factoring nursing education. In the research paradigm,

nursing students have given the opportunity to utilize the

theory and skills they have learned in the classroom discussion

and skills laboratory.

The related learning experience (RLE) duties in the

hospital will serve as a tool to enhance more the knowledge,

develop the skills, and improve the attitude of the nursing

students.

Research Paradigm

Input Process Output

Theories and
Skills learned in Effective
the discussion Clinical performance:
And in the Practice/ -Enhanced Knowledge
Simulation RLE Duties -Developed Skills
Laboratory -Improved Attitude

Figure 1. A paradigm showing the relationships of the input,

process and output of the study.

Statement of the Problem

This research study aims to investigate the learning

experiences of the BSN 4 students in their clinical practice

from the affiliated hospitals of St. Paul University

Philippines.

Specifically, it answers the following questions:

1. What are the expectations of the BSN 4 students in the

affiliated hospitals of St. Paul University Philippines?

2. How extent from which these expectations have been met?

3. What is the rate of the students on the

managerial/leadership aspects of their Clinical Instructors?

4. How do the students rate the importance of the clinical

activities in the area?

5. How do the students rate their clinical performance as to

their:

a. Knowledge

b. Skills

c. Attitude

6. What are the problems encountered by the students during

their clinical practice?

7. What are the suggestions of the students to improve the

program of the school in the clinical practice?

Significance of the Study

This study will benefit the following groups of people:

Administrators of the University where the researchers as

faculty members are working could use the findings as inputs for

enhancing their administrative and supervisory skills for the

improvement of the nursing program on Related Learning

Experience.

Faculty members who will follow up the students in the

clinical area to improve their managerial/leadership aspects as

clinical instructors.

Students who will enroll and currently enrolled in nursing,

to motivate them to focus on their studies for them to apply the

theories and skills effectively in the clinical practice.

Researcher of the study who is also one of the clinical

instructors of the students to know whether the activities in

the area are performed by the students as well as to know what

to improve on in terms of managerial/leadership aspects in the

clinical practice.

Scope and Delimitation

The study had focused on the BSN 4 students of the School

of Health Sciences and it is limited only to the second batch of

RLE.
 The study had utilized survey questionnaire to

investigate the learning experiences of the students.

Definition of Terms

Affective Domain. Refers to the area on attitude, feelings

and/or emotion of an individual.

Affiliated Hospital. Refers to the clinical placement of

nursing students or any health-related course with an

opportunity to use the theory and skills they have learned in

the classroom and laboratory settings.

Cognitive Domain. Refer to the area of knowledge.

Clinical Instructor. Refers to the person who supervises,

guides and teaches students during the clinical practice in the

hospital.

Clinical Practice. Refers to the related learning

experience of the students in the hospital.

Nursing. Is a profession that utilizes a body of knowledge

integrating physiological and biopsychosocial sciences. It is a

practice discipline using a holistic, caring approach across the

Health – Illness continuum.

 Nursing education. Is a systematic, dynamic process through

which the learner acquires knowledge of the science and art of

nursing. This process is accomplished through the transfer of

theory to practice through meaningful clinical experiences in a

variety of settings.

The nursing curriculum. Is built upon and uniquely

integrated with the humanities, arts and sciences.

Psychomotor. Refers to an area of skills, talent or

abilities of a person.
 Chapter 2

RESEARCH METHODOLOGY AND PROCEDURES

This chapter presents the methods and procedures used in

the study. It includes the research design, locale of the study,

respondents and sampling procedure, data gathering procedure,

and statistical treatment of data.

Research Design

The study had made use of Descriptive Method utilizing both

Quantitative and Qualitative methods to investigate the learning

experiences of the BSN 4 students in the clinical practice.

Locale of the Study

The study was conducted at the School of Health Sciences of

St. Paul University Philippines.

Respondents of the Study

The respondents of the study were the BSN 4 students Batch

2 of RLE on the 2nd semester of the S.Y. 2008-2009.

Research Instrument

A Survey Questionnaire as devised by the researcher was

being used in the study.

Data collection

The researcher floated the questionnaire during the

scheduled plenary sessions. Before the start of the session, the

researcher distributed the questionnaire and then collected them

after the session.

Statistical Treatment of Data

The researchers will use the more efficient and effective

methods of analyzing data in connection with the research

objectives. The use of appropriate statistical instrument

provided a systematic structure for the organization, analysis

and interpretation of research data.

For problem number 1, the frequency distribution and

percentage was used.

For problem numbers 2-5, weighted mean was used and

interpreted by using the Likert scale.

Likert scale interpretation:

POINT SCALE MEAN RANGE QUALITATIVE

INTERPRETATION
5 4.20-5.00 Excellent
4 3.40-4.19 Very Satisfactory
3 2.60-3.39 Satisfactory
2 1.80-2.59 Fair
1 1.00-1.79 Poor
 Chapter 3

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

1. What are your expectations from the affiliated hospitals of

the School of Health Sciences-College of Nursing regarding

your clinical practice? Please check all that applied.

Table 1: Frequency Count and Percentage of Respondents with

their expectations from the affiliated hospitals

EXPECTATIONS FREQUENCY PERCENTAGE

a. Provides opportunities to render
health services and practice 101 100%
nursing in the hospital

b. Provides therapeutic climate for

learning experience 101 100%
c. Opens communication between the
school and the hospital to 101 100%
ensure the safety of the students
d. Allows students to manipulate
facilities or equipment 101 100%
available in the area
e. Nursing staff assumes Role
Models as to practices of 101 100%
punctuality, honesty and
integrity
f. Medical and Nursing Staff share
theories and experiences in 101 100%
their practice
g. Involves students as members of
the health team 101 100%
h. Keeping communication lines open
101 100%
i. Securing the student the
enhancement of knowledge, 101 100%
improvement of skills, and
development of good attitude in
the area
j. Screening competent and
knowledgeable Clinical 101 100%
instructors or preceptors to
qualify in guiding and
 supervising the students

Based from the data at the previous page, 100% of the

respondents had checked all the given possible expectations

from the affiliated hospitals.

2. How will you rate the extent to which these expectations

have been met?

Table 2: Extent to which the respondents’ expectations have

been met

EXPECTATIONS HOSP WEIGHTED INTERPRETATION

MEAN
a. Provides SPH Excellent
4.29
opportunities to
render health CVMC Very Satisfactory
4.10
services and
practice nursing in NDH Excellent
the hospital 4.46

b. Provides therapeutic SPH 4.48 Excellent

climate for learning CVMC 4.13 Very Satisfactory
experience NDH 4.29 Excellent
c. Opens communication SPH 4.35 Excellent
between the school CVMC 4.16 Very Satisfactory
and the hospital to NDH Very Satisfactory
ensure the safety of 4.17
the students
d. Allows students to SPH Excellent
4.42
manipulate
facilities or CVMC 4.31 Excellent
equipment available NDH Excellent
in the area 4.37
e. Nursing staff SPH Excellent
4.70
assumes Role Models
as to practices of CVMC 3.85 Very Satisfactory
punctuality, honesty NDH Very Satisfactory
and integrity 4.18
 f. Medical and Nursing SPH Very Satisfactory
4.16
Staff share theories
and experiences in CVMC 4.41 Excellent
their practice NDH 4.31 Excellent
g. Involves students as SPH 4.63 Excellent
members of the CVMC 4.48 Excellent
health team NDH 4.48 Excellent
h. Keeping SPH 4.52 Excellent
communication lines CVMC 4.14 Very Satisfactory
open
NDH 4.82 Excellent
i. Securing the student SPH Excellent
4.62
the enhancement of
knowledge, CVMC Excellent
4.27
improvement of
skills, and NDH Excellent
development of good 4.50
attitude in the area
j. Screening competent SPH Excellent
4.35
and knowledgeable
Clinical instructors CVMC Excellent
4.71
or preceptors to
qualify in guiding NDH Excellent
and supervising the 4.33
students

3. How do you rate the importance of RLE activities? Have you

experience them?

Table 3.1: Frequency Count and Percentage of the respondents

who experienced RLE activities

RLE ACTIVITIES YES NO

FREQUENCY PERCENT FREQUENCY PERCENT

a. Attending the 101 100%

general endorsement
b. Orientation before
going to patients 101 100%
c. Participating in
the Nursing rounds 101 100%
d. Utilizing the
nursing care plan as 101 100%
tool in patient care
e. Performing nursing
activities s/a 101 100%
- Vital signs taking
- turning.positioning
- bronchial tapping
- suctioning
- NGT feeding
- Medication
administration
- Health Teachings
- others: please
specify

Based from the table above, all of the respondents or 100%

of the population experienced the RLE activities in the area.

Table 3.2: Respondents’ rate of importance on the RLE activities

RLE ACTIVITIES WEIGHTED INTEPRETATION

MEAN
3.88 Very much
a. Attending the general endorsement important
b. Orientation before going to 3.11 Much
patients Important
c. Participating in the Nursing rounds 3.92 Very much
important
d. Utilizing the nursing care plan as 3.95 Very much
tool in patient care important
e. Performing nursing activities s/a 4.00 Very much
- Vital signs taking important
- turning.positioning
- bronchial tapping
- suctioning
- NGT feeding
- Medication administration
- Health Teachings
- others: please specify
 4. How would you rate the managerial/leadership aspects of the
Clinical Instructors?

MANAGERIAL/LEADERSHIP ASPECTS WEIGHTED INTERPRETATION

MEAN
a. Creative and innovative in 3.78 Very
organizing clinical activities satisfactory
b. Secures team work and cooperation 3.72 Very
among students satisfactory
c. Demonstrates competence in the area 3.17 Satisfactory
d. Lets all students involved in goal 3.12 Satisfactory
setting/planning for patient care
e. Secures that the responsibilities in 3.11 Satisfactory
the ares are all shared equally
f. Gives the SNs a free access to the 3.77 Very
facilities to enrich their clinical satisfactory
experience
g. Recognizes students as vital members 3.76 Very
of the health team satisfactory
h. Alerts in identifying student’s 3.13 Satisfactory
needs
i. Keeps students satisfied in the 3.16 Satisfactory
assigned tasks
j. Treats students fairly and as a team 3.52 Very
Satisfactory

5. How would you rate your clinical performance?

CLINICAL PERFORMANCE WEIGHTED INTERPRETATION

MEAN
ATTITUDE
a. Reports for duty on time, neat and 4.74 Excellent
properly groomed
b. Reports for duty with complete Excellent
4.70
paraphernalia
c. Shows respect to CI, staff and Excellent
5.00
other students
d. Collaborates well with others for Excellent
4.86
patient care
e. Shows willingness to learn 4.88 Excellent
f. Uses self therapeutically 4.69 Excellent
g. Opens to corrections and suggestion 5.00 Excellent
h. Possesses caring behavior 4.94 Excellent
i. Shows concern, privacy and comfort Excellent
4.93
to the patient
j. Accepts negative feedback as Excellent
5.00
learning strategy
KNOWLEDGE Excellent
a. Assesses the needs of the patient 4.97
b. Identifies well the problem based Excellent
on the needs of the patient 4.96
c. Plans with patient and other Excellent
members appropriate nursing action 4.91
d. explains the rationale behind each Excellent
intervention 4.73
e. evaluates the patient accurately Excellent
and effectively 4.88
SKILLS Excellent
a. utilizes NCP effectively for
patient care 4.67
b. Performs with accuracy the nursing Excellent
procedures 4.61
c. Records and reports accurately the Excellent
patient’s status/improvement 4.71
d. Manipulates instruments safely 4.70 Excellent
e. Guides and motivates groupmates in Excellent
doing responsibility task 4.50

6. What are the problems encountered by the students during

their clinical practice?

Several students stated that one of their problems

during their clinical practice is their clinical instructor.

“There are some clinical instructors who embarrass

their students in front of the patient”

“Some of the Clinical Instructors are not

approachable”

“There are Clinical Instructors who does not treat

their students fairly”

“Some of the Clinical Instructors are toxic, which

eventually makes me anxious”

 There are also some who stated that one of their

problems was that their patients and significant others

(SOs).

“There are patients who do not want the students to

stay with them inside the room”

“Some of the patients and SOs always ask questions

that sometimes I’m unprepared to answer.”

“Some of the SOs scold the students and even to the

CI.”

The sudden shifting of the schedule was also their

problems during the clinical practice.

“The five-day continuous duty made me so stressed and

always tired that eventually affected my performance in the

area.”

They also had encountered staff nurses who are not

approachable and annoying.

“There are staff nurses particularly at Notre Dame de

Chartres Hospital Baguio City are demanding, not

approachable and always angry with us.”

“Some staff nurses are moody and not approachable.”

7. What are the suggestions of the students to improve the

program of the school in the clinical practice?

 Most of the respondents suggested bringing back the

previous schedule which is three days RLE duty every week

to prevent the toxicity.

”They should change our schedule back to original.”

“The schedule was very toxic. In fact, when the third

day comes, I am already exhausted. Therefore, for the 4th

and 5th day, I can no longer function well.”

Clinical instructors also have to treat the students

fairly and become role models to them.

“The Clinical Instructors should treat the students in

a fair manner to avoid biases.”

“The Clinical Instructors should assume role model to

their students most especially when coming in for duty,

they should not be late.”

“The Clinical Instructor should always be available at

all times and be approachable.”

“The hospital administration should allow the students

utilize all the resources and operate the equipment

available in the area.”

“The hospital should have enough facilities to have

better opportunity for good clinical practice.”

Chapter 4

SUMMARY
Summary

This study was aimed to investigate the clinical practice

experience of the BSN IV students in the affiliated hospitals of

St. Paul University Philippines.

The researcher had designed a survey questionnaire for the

investigation. It involves seven questions. The last two

questions serve for qualitative study and the rest are

quantitative study.

After collecting the survey questionnaire, the researcher

collated the data and tabulated them. After the process of

tabulation, the researcher used statistical tool which is the

frequency count and percentage as well as utilizing likert scale

for evaluation.

From this study, it was found out that the BSN IV students

excellently performed in their clinical practice from the

different affiliated hospitals of the school.

It was found out from this study also that there were

problems encountered by these students during their clinical

practice which include their clinical instructor, sudden change

of schedule, the staff and the patient and significant others.

REFERENCES
A. Books:

Benner, P. (2004). Using the Dreyfus model of skill acquisition

to describe and interpret skill acquisition and clinical
judgment in nursing practice and education. Bulletin of
Science, Technology & Society, 24, 188-199.

Rolfe G. (1994). Listening to students: Course evaluation as

action research. Nurse Education Today, 14(3):223-227

Studdy, S.J., Nicol, M., $ Fox-Hiley, A. (1994). Teaching and

Learning clinical skills (Part 2: Development of teaching
model and schedule of skills development. Nurse Education
Today, 14. 186-193.

B. Journals:

Allmark P. (1995). Classical view of the theory-practice gap in

nursing. Journal of Advanced Nursing, 22(1):18-23

Dunn SV., Burnette P. (1995). The Development of a Clinical

Learning Environment Scale. Journal of Advanced Nursing,
22: 1166-1173.

Tolley K (1995). Theory from practice for practice: Is this a

reality? Journal of Advanced Nursing, 21(1):184-190

C. Internet:

Barney, Amanda. (). Nurses from Across the State Learn the
Importance of Providing A Welcoming Environment.
http://www.hari.org/press/06profdevelop.pdf) April 2,
2009.5:15PM.

Chan, D. (). Nursing Student’s Perceptions of Hospital Learning

Environments: An Australian Perspective.
http://www.bepress.com/ijnes/vol1/iss1/art4. April 2,
2009.5:10 PM.

APPENDIX A
 (Survey questionnaire)

St. Paul University Philippines

SCHOOL OF HEALTH SCIENCES
Tuguegarao City, Cagayan North

March 18, 2009

Dear respondent,

Warm Paulinian Greetings!

I am currently conducting my study entitled: “CLINICAL

PRACTICE OF THE BSN IV STUDENTS IN THE DIFFERENT AFFILIATED

HOSPITALS OF ST. PAUL UNIVERSITY PHILIPPINES.”

In this connection, may I ask your genuine participation by

answering the enclosed questionnaire needed for this research
study. Your active participation is highly appreciated.

Thank you and more power!

Respectfully,

BRYIANE P. MEDINA,MAN
SHS Faculty
Name (optional):
__________________________________________________________
Age: __________________ Sex: _________________

Please answer the following questions correctly and honestly.

1. What are your expectations from the affiliated hospitals of

the School of Health Sciences-College of Nursing regarding
your clinical practice? Please check all that applied.

EXPECTATIONS
a. Provides opportunities to render health
services and practice nursing in the hospital

b. Provides therapeutic climate for learning

experience
c. Opens communication between the school and the
hospital to ensure the safety of the students
d. Allows students to manipulate facilities or
equipment available in the area
e. Nursing staff assumes Role Models as to
practices of punctuality, honesty and
integrity
f. Medical and Nursing Staff share theories and
experiences in their practice
g. Involves students as members of the health
team
h. Keeping communication lines open
i. Securing the student the enhancement of
knowledge, improvement of skills, and
development of good attitude in the area
j. Screening competent and knowledgeable Clinical
instructors or preceptors to qualify in
guiding and supervising the students

2. How will you rate the extent to which these expectations

have been met?
Use the following scale:
5 – Very much
4 – Much
3 – Moderate
2 – Little
1 – Not at all

EXPECTATIONS HOSP 5 4 3 2 1
 a. Provides opportunities to SPH
render health services and CVMC
practice nursing in the NDH
hospital

b. Provides therapeutic climate SPH

for learning experience CVMC
NDH
c. Opens communication between SPH
the school and the hospital to CVMC
ensure the safety of the NDH
students
d. Allows students to manipulate SPH
facilities or equipment CVMC
available in the area NDH
e. Nursing staff assumes Role SPH
Models as to practices of CVMC
punctuality, honesty and NDH
integrity
f. Medical and Nursing Staff SPH
share theories and experiences CVMC
in their practice NDH

g. Involves students as members SPH

of the health team CVMC
NDH
h. Keeping communication lines SPH
open CVMC
NDH
i. Securing the student the SPH
enhancement of knowledge, CVMC
improvement of skills, and
NDH
development of good attitude
in the area
j. Screening competent and SPH
knowledgeable Clinical CVMC
instructors or preceptors to NDH
qualify in guiding and
supervising the students

3. How do you rate the importance of RLE activities? Have you

experience them? Use the following scale:
 4 – very much
3 – much
2 – little
1 – unimportant

RLE ACTIVITIES YES NO 4 3 2 1

a. Attending the general endorsement
b. Orientation before going to patients
c. Participating in the Nursing rounds
d. Utilizing the nursing care plan as
tool in patient care
e. Performing nursing activities s/a
- Vital signs taking
- turning.positioning
- bronchial tapping
- suctioning
- NGT feeding
- Medication administration
- Health Teachings
- others: please specify

4. How would you rate the managerial/leadership aspects of the

Clinical Instructors?

Use the following scale:

5 – Excellent
4 – Very Satisfactory
3 – Satisfactory
2 – Good
1 – Poor

MANAGERIAL/LEADERSHIP ASPECTS 5 4 3 2 1
a. Creative and innovative in organizing
clinical activities
b. Secures team work and cooperation among
students
c. Demonstrates competence in the area
d. Lets all students involved in goal
setting/planning for patient care
e. Secures that the responsibilities in the
ares are all shared equally
f. Gives the SNs a free access to the
facilities to enrich their clinical
experience
g. Recognizes students as vital members of
the health team
h. Alerts in identifying student’s needs
i. Keeps students satisfied in the assigned
tasks
j. Treats students fairly and as a team

5. How would you rate your clinical performance?

Use the following scale:
5 – Excellent
4 – Very Satisfactory
3 – Satisfactory
2 – Good
1 – Poor

CLINICAL PERFORMANCE 5 4 3 2 1
ATTITUDE
a. Reports for duty on time, neat and
properly groomed
b. Reports for duty with complete
paraphernalia
c. Shows respect to CI, staff and other
students
d. Collaborates well with others for
patient care
e. Shows willingness to learn
f. Uses self therapeutically
g. Opens to corrections and suggestion
h. Possesses caring behavior
i. Shows concern, privacy and comfort to
the patient
j. Accepts negative feedback as learning
strategy
KNOWLEDGE
a. Assesses the needs of the patient
b. Identifies well the problem based on the
needs of the patient
c. Plans with patient and other members
appropriate nursing action
d. explains the rationale behind each
intervention
e. evaluates the patient accurately and
effectively
SKILLS
a. utilizes NCP effectively for patient
care
b. Performs with accuracy the nursing
procedures
c. Records and reports accurately the
patient’s status/improvement
d. Manipulates instruments safely
e. Guides and motivates groupmates in doing
responsibility task

6. What are the problems evolved during the Clinical Practice?

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7. What are your suggestions to improve the Related Learning

Experience?
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