Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Return demonstration, clinical skills

Abstract

This study explored the perceived effectiveness of return demonstration and skills enhancement in improving the clinical skills of nursing students. Furthermore, this study aimed to evaluate how return demonstrations and skills enhancement activities contribute to student preparedness and confidence in line with selected nursing core competencies. A quantitative research design was implemented, utilizing survey questionnaires to collect data from respondents who have undergone return demonstrations and skills enhancement sessions. Statistical analysis was conducted to assess the impact of these methods on clinical performance. Ethical considerations, including informed consent and data confidentiality, were strictly observed. This study examined the perceived effectiveness of return demonstrations and skills enhancement activities in enhancing the clinical competencies of third-year nursing students. Data were collected from 279 respondents across seven sections. Both skills enhancement activities (M = 3.44) and return demonstrations (M = 3.43) were rated with high perceived effectiveness. Statistical analysis revealed no significant differences in the perceived effectiveness of return demonstrations by section (F = 1.344, p = 0.238), sex (t = 0.726, p = 0.469), or frequency of participation (F = 0.069, p = 0.934); similarly, no significant differences were found for skills enhancement activities by section (F = 1.253, p = 0.279), sex (t = 0.665, p = 0.507), or frequency (F = 0.028, p = 0.972). These findings underscore the consistent impact of standardized clinical teaching strategies in developing nursing competencies, regardless of demographic factors or participation frequency. This study concludes that both return demonstrations and skills enhancement activities are perceived as highly effective in improving the clinical skills of nursing students, particularly in areas such as safe and quality patient care and documentation. The absence of significant differences based on sex, section, or frequency of participation suggests that the implementation of these teaching methods across the curriculum is consistently achieving its intended educational outcomes.

First Advisor

JULIETA M. DAMIAN, RN, MSN

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