Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Clinical exposure, learning experiences

Abstract

This study explored the related learning experiences and perceived performance of DLSMHSI nursing students during their clinical exposure in public and private affiliated hospitals. It sought to address how differences in workload, resources, and the overall clinical environment influence the students' performance. This study utilized a convergent parallel mixed methods design approach to systematically investigate The Experiences and Perceived Performance of Nursing Students of De La Salle Medical and Health Sciences Institute (DLSMHSI) in their clinical exposure in public vs. private affiliated hospitals. The study population comprised second-year to fourth-year nursing students from the College of Nursing at DLSMHSI during the Academic Year 2024-2025, whether male or female, and currently participating in their Related Learning Experience (RLE) duties in public and private hospitals affiliated with DLSMHSI. Participants were selected using cluster sampling for the quantitative part, and purposive, non probability sampling was used for the qualitative part of the study to enable the selection of participants who meet specific criteria or exhibit particular characteristics relevant to the study’s objectives. Quantitative data were collected using surveys and qualitative-focused group discussions utilizing standardized instruments such as a Likert-scale survey to ascertain perceived performance, a self-assessment questionnaire on clinical competency, and structured interview guides for qualitative responses. The results revealed that nursing students in both public and private hospitals reported a very high perception of performance in Related Learning Experience (M=3.27), indicating confidence and preparedness across clinical environments. Students demonstrated strong engagement and adaptability across Kolb’s four learning domains, with Abstract Conceptualization scoring the highest (M=3.50), reflecting effective integration of theoretical knowledge. ANOVA showed no significant differences in perceived performance based on age (p = 0.392), gender (p = 0.942), year level (p = 0.066), or hospital type (p = 0.075), leading to acceptance of the null hypothesis. Thematic analysis supported these findings, emphasizing the impact of hands-on experience, mentorship, and diverse patient exposure. A strong convergence between quantitative and qualitative data confirmed the alignment between students’ perceptions and experiences. A partial convergence in Reflective Observation suggested that it was not always explicitly expressed while reflection occurred. The study concludes that experiential learning is viewed by DLSMHSI nursing students as being very effective, with Abstract Conceptualization being the dominant learning style. There are no significant differences across age, gender, and year level, which suggests homogeneous and inclusive results. The merging of qualitative and quantitative findings corroborates the agreement between student perception and practice. Given the dominance of Abstract Conceptualization, it is recommended to implement learning activities that promote theoretical analysis, critical thinking, and systematic problem-solving. Strategies such as case studies and evidence-based practice projects should strengthen reflective writing. These approaches align with nursing students' preference for forming ideas and theories that will optimize learning outcomes.

First Advisor

Ronald Ian T. Lim RN, MAN

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