Date of Completion

2023

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Students' Satisfaction, Professional Courses

Abstract

Objectives of the Study: General: The study was conducted to identify and assess the factors affecting the satisfaction of nursing students, specifically the DLSMHSI BSN Batch 2023, on their professional courses. Specific: Specifically, the study aimed to identify the following: 1. The demographic profile of DLSMHSI BSN Batch 2023 in terms of sex, student housing, citizenship, and monthly family income 2. The factors affecting satisfaction of DLSMHSI BSN Batch 2023 on their professional courses in terms of the Course Curriculum, Faculty Teaching Methods, Student-Faculty Social Interactions, and Learning Environments 3. If there is a significant difference in the factors affecting satisfaction of DLSMHSI BSN Batch 2023 on their professional courses when the respondents are grouped according to the demographic profile variables

Methodology: Through a quantitative descriptive analytical research design, the group utilized an adapted and modified research tool from the research entitled, “Development and psychometric testing of the nursing student satisfaction scale” (Chen, H. C. et al., 2012). A total of 153 respondents from DLSMHSI BSN Batch 2023 were surveyed using digital hyperlinked Google form questionnaires sent through social media messaging apps and group chats on Facebook and Messenger. The gathered data was then treated and analyzed through frequency count, standard deviation, weighted mean, one-way analysis of variance (ANOVA), and independent T-test to answer the statement of the problems raised in this study

Findings The following results and findings were acquired from the study: 1. Among the total of 153 respondents, 105 or 68.6% were females, most of the students stayed in their own households (73 or 47.7%), almost all were Filipinos (146 or 94.2%), and the majority (55 or 35.9%) had a monthly family income of at least ₱182,00. 2. The factors affecting the satisfaction of the respondents on their professional courses had the following results: a. In terms of course curriculum, “Prepares me to become a professional nurse in the future” and “Is relevant and appropriate to the current nursing practice” had the highest weighted mean (M = 3.55), while “Is relevant and appropriate to the current nursing practice” had the lowest weighted mean (M = 3.36). All factors under the course curriculum affected student satisfaction to a very high extent, with an overall weighted mean of 3.50. b. In terms of faculty teaching methods, “Help me progress understanding simple to complex nursing concepts” and “Effectively use technology to enhance my learning” had the highest weighted mean (M = 3.48), while “Make an effort to make their topics interesting and engaging” had the lowest weighted mean (M = 3.34). All factors under faculty teaching methods affected student satisfaction to a very high extent, with an overall weighted mean of 3.42. c. In terms of student-faculty social interactions, “The nursing faculty encourages my learning experience based on a reasonable expectation of my performance” had the highest weighted mean (M = 3.47). On the other hand, “I feel comfortable asking questions to the nursing faculty” had the lowest weighted mean (M = 3.20) which was interpreted as affecting student satisfaction to a high extent. All factors under student-faculty social interactions affected student satisfaction to a very high extent, with an overall weighted mean of 3.38. d. In terms of learning environment, “The environment in the hospital has ample learning space to be engaged in a higher level of practice and refine nursing skills” had the highest weighted mean (M = 3.31, while “Blended learning setting (a mix of online and face-to-face classes) helps in my learning and enables me to focus on my learning experience” had the lowest weighted mean. All factors in learning environments affected student satisfaction to a high extent, with an overall weighted mean of 3.17.e. Overall, the factors: course curriculum faculty teaching methods, faculty – student social interactions, and learning environment were affecting the satisfaction of the respondents on their professional courses to a very high extent, with a weighted mean of 3.37. 3. The comparison of the factors affecting the satisfaction of the respondents on their professional courses had the following results: a. In terms of comparing the factors affecting student satisfaction with sex, the course curriculum had a calculated t-value of -1.689 and p-value of 0.093, faculty teaching methods with a t-value of -1.804 and p-value of 0.073, student-faculty social interactions with t-value of -0.733 and p-value of 0.464, and learning environments with t-value of -0.484 and p-value of 0.629. All aforementioned p-values were greater than the 0.05 level of significance using the 151 degrees of freedom and thus, the null hypothesis stating that there was no significant difference in the factors affecting the satisfaction of the respondents on their professional courses when grouped according to sex was accepted. b. In terms of comparing the factors affecting student satisfaction with student housing, the course curriculum had a computed F-value of 0.526 and pvalue of 0.717, faculty teaching methods with an F-value of 2.032 and pvalue of 0.093, student-faculty social interactions with an F-value of 1.380 and p-value of 0.244, and learning environments with F-value of 1.053 and p-value of 0.382. All aforementioned p-values were greater than the 0.05 level of significance using the 4 and 148 degrees of freedom and thus, the null hypothesis stating that there was no significant difference in the factors affecting the satisfaction of the respondents on their professional courses when grouped according to student housing was accepted. c. In terms of comparing the factors affecting student satisfaction with citizenship, the course curriculum had a computed F-value of 0.521 and pvalue of 0.595, faculty teaching methods with an F-value of 0.727 and pvalue of 0.485, student-faculty social interactions with an F-value of 1.306 and p-value of 0.274, and learning environments with F-value of 1.787 and p-value of 0.171. All aforementioned p-values were greater than the 0.05 level of significance using the 2 and 150 degrees of freedom and thus, the null hypothesis stating that there was no significant difference in the factors affecting the satisfaction of the respondents on their professional courses when grouped according to citizenship was accepted. d. In terms of comparing the factors affecting student satisfaction with monthly family income, the course curriculum had a computed F-value of 0.610 and p-value of 0.722, faculty teaching methods with an F-value of 1.026 and pvalue of 0.411, student-faculty social interactions with an F-value of 1.046 and p-value of 0.398, and learning environments with F-value of 1.270 and p-value of 0.275. All aforementioned p-values were greater than the 0.05 level of significance using the 6 and 146 degrees of freedom and thus, the null hypothesis stating that there was no significant difference in the factors affecting the satisfaction of the respondents on their professional courses when grouped according to monthly family income was accepted.

Conclusions Based on the findings of the study, the following conclusions were identified: 1. The majority of the respondents were Filipino females who stayed in their own households and had a monthly family income of at least ₱182,001. 2. Course curriculum, faculty teaching methods, and student-faculty social interactions were the factors that affect student satisfaction to a very high extent. On the other hand, the learning environment was the factor that affects student satisfaction to a high extent. 3. There were no significant difference in the factors affecting satisfaction of DLSMHSI BSN Batch 2023 on their professional courses when the respondents are grouped according to the demographic profile variables.

First Advisor

Mercedita A. Quiambao, RN, MAN

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