The perceptions of the third year nursing students batch 93 of De La Salle University-EAC regarding their role requirements and its effect to their clinical and academic performance

Date of Completion

1993

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

College Students, Nursing, Academic Performance, Clinical Competence

Abstract

This study was descriptive survey as a research design. A total of 80 students from four different sections of the third year nursing students Batch ’93 served as respondents who were selected through stratified random sampling wherein 20 students from every section were chosen. The researchers interviewed the respondents with the use of a questionnaire consisted of 2 questions only. Data were interpreted and analyzed using the statistical formula of mean and frequency and distribution. The findings of this study were as follows: 1) The third year nursing students perceived the RLE requirements help students in providing quality nursing care while they least perceived it as stressful and difficult task and consume most of their time. Others gave their reasons or cite their perceptions differently; 2) Majority of the respondents stated the RLE requirements had a moderate significant effect on their clinical performance while others have answered that it had great significant effect then followed by some students who find it as having a less significant effect to their clinical performance; and 3) Most of the respondents answered that the said requirements had a great significant effect to their academic performance, followed by having a moderately significant effect while others answered that it has less significant effect. Based on the findings of the studies, the following conclusions were drawn: 1) The most common perception that the nursing students have answered regarding their RLE requirements is that, it helps nursing students in providing quality nursing care thus rejecting the first hypothesis; 2) The RLE requirements had a moderate significant effect to their clinical performance and great significant effect to their academic performance, therefore the second hypothesis is rejected.

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