Guidance Needs of Nursing

Students in Iloilo City

A paper presented at WVSU Lambunao 1 st
National Research Conference for Cutting-edge Research
December 22, 2016

RYAN MICHAEL F. ODUCADO, PIO REGGIE S. FRIGILLANO,

JESLI JOY T. GUNCE, PRINCESS LOUISE B. JOVER,
PRINCESS N. MELITON, KRISHA T. PANGILINAN

BACKGROUND OF THE STUDY

Education is considered by Filipinos as
a goal that one must achieve or
acquire to live a successful life in the
future. An individual can gain
knowledge, develop skills and attitude
that will shape one to a better version
of himself. However, as one student
moves to a higher level, a student life
is getting more complex.

BACKGROUND OF THE STUDY

According to Broderick (2013) for a majority of young people, college life
can be an enriching and rewarding experience-in terms of academic
success and through the opportunities inherent in the college
environment for personal, social and emotional development. But for
others, college life can pose several challenges and threats to mental
health and well-being as to cope with managing their time, their
studies, their health and their finances.
The transition that is lived up by the students can predispose them to
anxieties and other adversities that can alter their coping mechanism
especially with regards to their studies. Adjustments then are made in
order for them to deal with the everyday life.

BACKGROUND OF THE STUDY

According to Fernandez-Distajo (2013), a college student in the Philippines
is expected to have greater independence in thought and action and
many would like to be treated as an adult, yet unprepared to assume the
role. In fact, many students feel lost in college. Some students even
express that they receive no direction and encouragement from others
and that some teachers are indifferent to their adjustment difficulties.
Studies have shown that college students face a lot of
stressors. Such individuals perceived college life to be
frustrating and stressful. The competition for grades, the
need to perform, relationships, fear of AIDS, career choice,
and many other aspects of the college environment are
some that troubles them (University of Florida Counseling
and Wellness Center, nd).

BACKGROUND OF THE STUDY

In nursing education, studies indicated that the nursing
students experience higher levels of stress and are more
prone to stress than other students and in fact, stress is
acknowledged as one of the most important issues in the
modern world in nursing education (Labrague, 2013).
Pryjmachuk and Richards (2007) found that stress in nursing
students arises from a combination of personal and
extracurricular factors rather than from the educational
program itself.
Meanwhile, Seyedfatemi, Tafreshi,
and Hagani (2007)
reported that the most stressful situations are having new
friends and working with people they dont know.

BACKGROUND OF THE STUDY

In light of the struggles faced by college and nursing students, guidance is
needed to help them properly adjust in varied life situations whether in
education, profession, vocation, social, health, moral, personal and
marital areas.
Guidance and counseling service is needed to
help students deal effectively with the formal
developmental tasks of adolescent life situation
boldly (Prabu, 2015). Without proper guidance,
the students would not be able to function
properly may it be physically, emotionally,
mentally, and socially. This often leads to
inadequate thought and behavior, wrong
decisions and maladjustments (Prabu, 2015).

BACKGROUND OF THE STUDY

There are several studies conducted on guidance needs assessment.
Unfortunately, such were mostly for grade school and high school
students. This is possibly because these individuals are denser and
inexperienced towards dealing with the daily challenges in life. They often
tend to seek help from their parents, teachers, friends and other relatives
or to anyone whom they can find comfort.
In the Philippines, only a few published studies explored the guidance
needs of college students and none particularly among nursing students.
Since stressors are inevitable and recognizing the importance of
guidance in this critical period of development of nursing students, thus
this study.

THEORETICAL & CONCEPTUAL

FRAMEWORK
Maslows Hierarchy of Needs: Maslow postulated that humans have an ascending order of needs
and used a hierarchal pyramid to prioritize them. At the bottom levels of the pyramid are our
physiological needslike food, shelter, and clothingthat we need to survive (Bueno & Jeffrey,
2012).
Missouri's Comprehensive Guidance Counseling Program (CGCP) Model: Addresses the
needs of all students by facilitating their academic, career and personal/social development,
helping create positive and safe learning climates in schools, as well as helping students feel
connected to school and to at least one caring adult (Gysbers and Henderson, 2014).
Grewal (1982): Guidance Needs Inventory (GNI) identified the type and strength of guidance needs
of an individual student in five areas, namely: physical, social, psychological, educational and
vocational (cited in DSouza, Urs, and R, 2008).
Villar (2007): categorized students guidance needs into five areas of concern: self-development,
studies, social relationships, family and career development (cited in dela Cruz, 2014).

THEORETICAL & CONCEPTUAL

FRAMEWORK
Sex
Gender
Year Level
Type of School
Residence
Living Arrangement
Employment Status of
Parents
Monthly Family Income
Number of Siblings
Birth Order
Type of Family

GUIDANCE NEEDS
Personal/Psychological Needs
Family Needs
Physical Needs
Social Needs
Academic/Educational Needs
Career/Vocational Needs

Figure 1 shows the conceptual model of the study which shows the hypothesized differences in the guidance needs of
nursing students according to their personal profile.

In relation to this study, the researchers included aspects of guidance in the following areas: PERSONAL,

FAMILY, PHYSICAL, SOCIAL, ACADEMIC & CAREER.

Furthermore, the researchers postulates that guidance needs may vary according to sex, gender, year
level, type of school, residence, living arrangement, employment status of parents, monthly family
income, number of siblings, birth order and type of family.

STATEMENT OF THE PROBLEM

Generally, this study determined the guidance needs of nursing students in Iloilo
City.
Specifically, it sought to answer the following questions:
1. What is the overall extent of guidance needs of nursing students and in terms
of a) personal needs, b) family needs, c) physical need, d) social needs, e)
academic needs, and f) career needs?
2. Which areas do nursing students need guidance most?
3. Which aspects do nursing students need guidance least?
4. Are there significant differences in the guidance needs of student nurses as a
whole and when grouped according to a) sex, b) gender, c) year level, d) type of
school, e) residence, f) living arrangement, g) employment status of parents, h)
monthly family income, i) number of siblings, j) birth order and k) type of family?

METHODS & METHODOLOGY

Research Design:
Quantitative, descriptive cross-sectional survey
Sampling Technique and Sample:
Stratified proportionate simple random technique

283

sampled nursing students from 4 nursing

schools in Iloilo City, 1st Semester, SY 2016-2017

METHODS & METHODOLOGY

Research Instrument
Guidance Needs Inventory for Nursing Students (GNINS)
Researcher-made, Self-administered Questionnaire
Items adapted from the Guidance Needs Inventory by Dr. J.S. Grewal (1982), Needs
Assessment Survey by Dr. I. V.G. Villar (2007) and N. Sculli (2011), the guidance form of the
West Visayas State University, and individual questions formulated by the researchers.

2 Parts:
PART I Personal Information
PART II 5 point Likert scale ranging from not needed to very highly needed was utilized to
determine the extent of nursing students needs in six aspects of guidance

Validated by 5 experts
Pilot tested
Cronbach alpha reliability coefficient of 0.984

METHODS & METHODOLOGY

Data Gathering Procedure
After finalizing the study instrument, permission to conduct the
study was secured from the four (4) Deans of the College of
Nursing.
The data were collected between July to September 2016.
The objectives of the study were explained and informed
consent was obtained prior to the actual data gathering.
Participants were given ample time to accomplish the
questionnaires.
The questionnaires were then reviewed for completeness
immediately after each data gathering.

METHODS & METHODOLOGY

Statistical Tools
Descriptive Statistics:
Frequency, Percentage, Mean, Standard Deviation,
Ranke
Inferential Statistics:
t-Test for Independent Samples, One-way ANOVA

RESULTS AND DISCUSSION

Overall Extent of Guidance Needs of Nursing Students and in
the Six Aspects of Guidance

Ranking of Guidance Needs of Nursing Students

Differences in the Guidance Needs of Nursing Students
Grouped According to Personal Characteristics

Extent Guidance Needs of Nursing Students in Selected Schools in

Iloilo City and Its Six Dimensions
Table 1. Overall Guidance Needs of Nursing Students and in the Six Aspects
Guidance Needs
Overall

mean
2.88

SD
.884

Personal/Psychological (PER)

2.97

.933

Family (FAM)

2.79

1.004

Physical (PHY)

2.70

1.015

Social (SOC)

2.60

1.012

Academic (ACA)

3.05

1.005

Career (CAR)

3.11

1.064

Description
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need

Rank

3
4
5
6
2
1

Ranking of Guidance Needs of Nursing Students

Table 2. Top Guidance Needs of Nursing Students
Guidance Needs
a. To possess effective job hunting
skills (CAR)
b. To improve my study skills and
habits (ACA)
c. To learn how to spend money more
wisely (PER)
d. To develop my test taking skills
(ACA)
e. To explore ways on how to make
myself competent in my chosen
career (CAR)
f. To learn how to ask help from
teachers concerning lessons I cannot
understand (ACA)

mean
3.27

SD
1.156

3.27

1.178

3.21

1.278

3.19

1.130

3.16

1.214

3.16

1.073

Description
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need

Rank
1.5

Moderate Guidance
Need

5.5

1.5
3
4
5.5

Table 3. Least Guidance Needs of Nursing Students

Guidance Needs
a. To understand the physical ill
effects of illegal drugs, alcohol and
cigarettes (PHY)
b. To improve grooming and physical
appearance (PHY)
c. To be able to get along better with
classmates (SOC)
d. To understand the changing roles of
men and women in todays society
(SOC)
e. To know the importance of seeking
medical treatment when needed
(PHY)
f. To know the Dos and Donts in
dating and boy-girl relationship (SOC)

mean SD
2.29 1.302

Description
Low Guidance Need

Rank
1

2.37 1.252

LowGuidance Need

2.52 1.189

Moderate Guidance
Need
Moderate Guidance
Need

2.55 1.223

Moderate Guidance
Need

5.5

2.55 1.266

Moderate Guidance
Need

5.5

2.54 1.167

Differences in Guidance Needs

Table 4. Guidance Needs of Nursing Students when Grouped According to Different Variables

Categories

SD

Description

A. Sex
Male
Female

2.88
2.86

.971
.862

B. Gender
Straight
LGB

2.87
2.76

.893
.734

Moderate Guidance
Need
Moderate Guidance
Need

C. Year
Level
II
III
IV
D. Type of
School
Public
Private

2.97
2.94
2.69

2.80
2.94

.817
.838
.970

.826
.937

Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need

F/t
value

Sig

Description

.151

.880

No significant
difference

.489

.625
No significant
difference

2.964

.053
No significant
difference

-1.325

.186

Categories
E. Residence
Urban
Rural

SD

Description

F/t value

Sig

Description

2.87
2.86

.859
.929

Moderate Guidance
Need
Moderate Guidance
Need

.109

.914

No significant difference

2.84

.866

1.015

.387

No significant difference

2.90

.910

Moderate Guidance
Need

2.98

.886

Moderate Guidance
Need

.093

.911

No significant difference

.123

.885

No significant difference

F. Living Arrangement
Staying in own
house
Staying in
dormitory/
boarding house/
renting a house
Staying with
relatives
G. Employment
Status of Mother
Deceased
Employed
Unemployed
H. Employment
Status of Father
Deceased
Employed

2.99 1.170
2.86 .881
2.88 .876

2.97
2.86
2.87

.905
.913
.816

Moderate Guidance
Need

Moderate Guidance
Need
Moderate Guidance
Need
Moderate Guidance
Need

Categories
I. Monthly Family
Income
Below 20,000
20,001-40,000
40,001-60,000
60,001-80,000

F/t value Sig

Description

Description

SD

2.85
2.78
2.86
3.06
2.94
2.72

.821
.846
.918
.952
.985
1.055

Moderate
Moderate
Moderate
Moderate
Moderate
Moderate

Guidance
Guidance
Guidance
Guidance
Guidance
Guidance

Need
Need
Need
Need
Need
Need

0.629

.678

No significant difference

2.73
2.85
2.89
3.05

.904
.785
.923
1.216

Moderate
Moderate
Moderate
Moderate

Guidance
Guidance
Guidance
Guidance

Need
Need
Need
Need

.569

.636

No significant difference

2.73
2.84
2.90
2.93

.904
.831
.937
.869

Moderate
Moderate
Moderate
Moderate

Guidance
Guidance
Guidance
Guidance

Need
Need
Need
Need

.401

.752

No significant difference

2.90
2.67
3.01
3.39

.892
.777
.996
1.169

Moderate
Moderate
Moderate
Moderate

Guidance
Guidance
Guidance
Guidance

Need
Need
Need
Need

1.809

.146

No significant difference

80,001-100,000
Above 100,000
J. Number of Siblings
None
1 to 2
3 to 4
5 or more
K. Birth Order
Only child
Eldest child
Middle child
Youngest child
L. Type of Family
Nuclear
Extended
Single Parent
Others

CONCLUSIONS AND RECOMMENDATIONS

Guidance remains to be an integral part of nursing education.
Contrary to the results of studies found in the literature, variation in the
guidance needs of nursing students grouped according to different personal
characteristics is not supported in this study.
Nursing students, regardless of personal characteristics require the same
extent of moderate guidance. Due to a great deal of various stressors
whether in school, external, and clinical setting, nursing students
experience a great load of pressures from time to time with continuous
changes in workload while they are in nursing school. However, myriad of
diversional activities is present in this generation may also contribute to the
management of the problems they are experiencing. Likewise, nursing
students may have developed effective ways of coping with daily life
stressors enabling them to still function in a productive way.

CONCLUSIONS AND RECOMMENDATIONS

Although nearing adulthood or are in their adult years, nursing students still
need help mostly in the area of career and academics. Likewise, they still
need assistance in personal, family, physical and social aspects of their lives.
Nursing students are highly concerned about their academic performance
and their ability to succeed in their chosen fields in the future.
Results of this study can lay the foundation for the development of a
Comprehensive Guidance Program for nursing students responsive and
relevant to their needs. Individual and group guidance and counselling
programs and services should give emphasis on the priority needs of nursing
students without neglecting the other aspects equally important for the total
and holistic development of nursing students in their journey towards
becoming a registered caring professional.