Comparison of the nursing skills, knowledge, and attitude acquired between 6:00 a.m. to 2:00 p.m. and 2:00 p.m. to 10:00 p.m. shifts in terms of the extent of learning experiences of senior nursing students at Dr. Jose P. Rizal National Research Centre

Date of Completion

1995

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Shift Work Schedule, College Students, Nursing, Work Performance

Abstract

This thesis was undertaken to obtain the extent of learning experience in terms of skill, knowledge, attitude and comparative relationship of 6:00 A.M. to 2:00 P.M. and 2:00 P.M. to 10:00 P.M. shifts of senior nursing students based at Dr. Jose P. Rizal National Medical Center. The study was conducted through the use of one set of questionnaires to establish a comparative relationship of 6:00 a.m. to 2:00 p.m. (6-2) and 2:00 p.m. to 10:00 p.m. (2-10). The data was collected , recorded, analyzed to determine the extent of learning experiences of the two shifts in terms of skills, knowledge and attitude of senior nursing students. A pre-test given to ten (10) nursing students was done to measure the comprehensibility and clarify of the questions. The questionnaire was patterned after the student-hospital evaluation tool and procedure checklist. Respondents of this study were forty-two senior nursing students at De La Salle University - Aguinaldo (DLSU), 25% from each section who had been exposed to both 6-2 and 2-10 shifting at Dr. Jose P. Rizal National Medical Research Center (JPMC). Simple random sampling was used, using the "fish bowl" method, while the statistical treatment used was the mean test to determine the extent of learning experience of the expected skills, knowledge, and attitude in the 6-2 and 2-10 shifts and the sign test to determine if there is a significant difference noted between the two shifting.  Using the mean test and sign test to determine the extent of learning experiences of senior nursing students and the comparison of the 6-2 and 2-10 shift in terms of skills, knowledge and attitude, the researchers were able to enumerate the significant and non significant differences in 6-2 and 2-10 shift. The following are: A. Using two methods of statistical treatment, the sign test in table II-A gathered the significant difference and the mean test for table I-A to have the frequency of performance of different nursing procedures that were experienced by the senior nursing students who had been exposed to the two different shifts. Different categories of nursing procedures were presented to the respondents. Findings show two different results from the two different statistical treatment used. Some items gave a significant difference in the sign test, but have a different result in the mean test. Nevertheless, findings show that the extent of learning experience between 6-2 and 2-10 shifts in terms of skills were able to be experienced by the senior nursing students on both shifts, but vary in the frequency and have a significant difference. B. Using the mean test, table I-B shows that some of the extent of learning experience of the senior nursing students in terms of knowledge fall under always in both shifts. These are the application of scientific principles in identifying health care problems of the patients, observant with symptoms, application of nursing theories in nursing practice, planning unit activities with co-students, prioritizing plan of action according to patient's needs, assessing general situation, availability of equipment, and supplies. Conducting bedside conference about the patient's case is the only finding which falls under the occasionally done in both shifts. Using the sign test, in terms of knowledge (TOK) of table I-B also has the same result with the table II-B wherein it is considered no significant difference in both shifts. However, there are two in TOK which have different results. These are reviewing patient charts. In table I-B, it is always done in both shifts and in table II-B, there is significant difference in favor of the 6-2 shifts. The other TOK is giving health teachings wherein it is always experienced in both shifts and there is a significant difference in favor of the 6-2 shift. This is because of the statistical method used. The result also indicated that there is significant difference in assessing change of shift thru Kardex and rounds. Table I-B shows that it is always done in the 6-2 shift and occasionally done in the 2-10 shift. While in table II-B it is significant in 6-2 shift. C. Using the mean test, table I-C shows that all items in the expected Attitude fall under always in both the 6-2 and 2-10 shifts. While using the Sign test, there are noted five significant differences: showing reliability in performance of assigned task, calm and compose specially during critical situation, cooperative, shares knowledge with others, flexibility in performing activities based on priorities, and ability to motivate team members towards attainment of a goal. As shown in table II-C, these enumerated attitudes are considered significant in favor of the 6-2 shift. While in the table I-C these are always done in both shifts. The results are such because of the two different statistical methods used. From the gathered results, the respondents agree that there are more skills performed in the 6-2 shift than in the 2-10 shift. Based on the findings of this study, the researchers conclude the following: 1. The extent of learning experience expected to senior nursing students is greatly achieved as shown in the gathered overall means of 2.47 (Always), 2.52 (Always), and 2.63 (Always) of skills, knowledge, and attitude respectively. 2. There is a significant difference in learning experience of senior nursing in terms of skills, knowledge and attitude between the 6-2 and 2-10 shifts. This study is significant mainly for the senior nursing students who participate actively and who anticipate the every needs of patients, particularly their assigned patients. It is not only beneficial to their patients but also to the student nurses respectively. It can also help to enhance and improve every skill, knowledge, and attitude acquired in any of the shifts. For the clinical instructors the study helps to motivate more student nurses about the nursing procedures that are sometime neglected but which are included in routine procedures. For the College of Nursing and Midwifery, provision of balance schedule of rotation for student to have equal experiences and opportunities is beneficial to student nurses. They should have knowledge of the strengths and weaknesses of the two different shifts and be able to improved and adjust hospital rotations of student nurses, and lastly, for the future researchers who would like to explore and deepen the study, they must include nurse patient interaction in formulating questionnaires that would lead to more reliable results.

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