i

UPHSD-LP BSN GRADUATES ATTRIBUTES AND CURRICULAR EVALUATION TOWARD FRAMEWORK DEVELOPMENT

A Thesis Presented to The Faculty of Graduate School of Education University of Perpetual Help Las Pias City

In Partial Fulfillment of the Requirements for the Degree Master of Arts in Nursing Major in Nursing Administration

MA. ELIZABETH N. DAOS October 2012

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APPROVAL SHEET

This thesis entitled, UPHSD-LP BSN GRADUATES ATTRIBUTES AND CURRICULAR EVALUATION TOWARD FRAMEWORK DEVELOPMENT prepared and submitted by MA. ELIZABETH N. DAOS in partial fulfillment of the requirements for the degree of Master of Arts in Nursing Major in Nursing Administration, has been examined and recommended for acceptance and approval for oral examination.

HAZEL N. VILLAGRACIA, MAN, EdD Adviser ORAL EXAMINATION COMMITTEE Approved by the Oral Examination Committee with a grade of _________.

FRANCISCO B. SOSA, JR., MAN Member

ATTY. IRINEO F. MARTINEZ, JR., PhD Member

YOLANDA T. CANARIA, PhD

Chairman Accepted and approved in partial fulfillment of the requirements for the degree of Master of Arts in Nursing Major in Nursing Administration.

ATTY. IRINEO F. MARTINEZ, JR., PhD Dean, Graduate School

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ACKNOWLEDGEMENT The researcher would like to thank the following persons who helped in the completion of her thesis: DR. YOLANDA T. CANARIA, Chairman of the Panel of Examinees, for assisting the researcher by providing invaluable materials for her study. DR. HAZEL N. VILLAGRACIA, her thesis adviser, for the gems of guidance. ATTY. IRINEO F. MARTINEZ, JR., Dean of the University of Perpetual Help System DALTA (UPHSD) Graduate School and MR. FRANCISCO B. SOSA, JR., members of the Panel of Examinees, for providing important recommendations that have enriched the current work. DR. ALBERTO P. MENDOZA, DR. IMELDA O. JAVIER, and DR. FLORENCIA C. MARFIL, for validating the research instrument. MS. CARMEL A. VILLEGAS, Dean of Southville International School and Colleges (SISC) Nursing and MR. RENE E. ALIGONERO of

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the alumni office of SISC, for providing the researcher data necessary for the pilot testing of the study. DR. JESUS B. GOLLAYAN, for lending his expertise in dealing with the statistical requirements of this current work. MS. EDNA LIQUE from the UPHSD-LP College of Nursing and DR. ALBERT S. ALDAY, UPHSD University Registrar, for providing initial data with regard to the respondents of this study. MS. JASMIN L. VITA, UPHSD Graduate School Secretary, for the selfless assistance extended throughout the research period. The researchers family, especially her son, AIDAN, her mother NORA, her TITA SHELLANE, and TITO SONNY, as well as the rest of her family, for being an inspiration to finish her thesis. Lastly, to our DEAR LORD and GOD, for answering her prayers for guidance to enable her to finish her thesis.

ABSTRACT Name of Institution: University of Perpetual Help System DALTA Address: Title: Pamplona, Las Pias City UPHSD-LP Curricular Development Author: Degree: Major: Ma. Elizabeth N. Daos Master of Arts in Nursing Nursing Administration BSN Graduates Attributes and

Evaluation

toward

Framework

Date of Completion: October 2012

STATEMENT OF THE PROBLEM: The study answered the following questions: 1. What are the UPHSD-LP BSN Graduates Attributes in terms of: 1.1. Personal 1.1.1. Age; 1.1.2. Gender; 1.1.3. Civil Status;

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1.2. PNLE Rating; 1.3. Employability; 1.3.1. Number of Graduates Employed; 1.3.2. Position in Current Employment; 1.3.3. Time Spent to Get First Employment after Graduation; and 1.3.4. Predominant Activities in the Present Job? 2. What is the assessment of respondents in relation to identified

aspects of the UPHSD-LP BSN Curriculum: 2.1. Related Learning Experience (RLE); 2.2. Major Subjects; 2.3. Study Provisions and Conditions Experienced in College; and 2.4. Application of the Course after Graduation? 3. Is there a significant difference in the assessment of respondents

in relation to identified aspects of the UPHSD-LP BSN Curriculum when grouped according to profile variables? 3.1. Personal Attributes vs. Curricular Evaluation 3.1.1. Age vs. Curricular Evaluation 3.1.2. Gender vs. Curricular Evaluation 3.1.3. Civil Status vs. Curricular Evaluation 3.2. PNLE Rating vs. Curricular Evaluation

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3.3. Employability vs. Curricular Evaluation 3.3.1. Number of Graduates Employed vs. Curricular Evaluation 3.3.2. Position in Current Employment vs. Curricular Evaluation 3.3.3. Time Spent to Get First Employment after

Graduation vs. Curricular Evaluation 4. study? What framework can be developed based on the findings of the

METHODOLOGY This study used the Quantitative Descriptive Survey Method of research. The subjects of the study were UPHSD-LP BSN graduates from Academic Years 1999-2009. There were 100 respondents in this study. They answered a self-made type of survey questionnaire. Part I of the questionnaire covered the UPHSD-LP BSN graduates attributes which include Part I.A. Personal (age, gender, and civil status); Part I.B. PNLE rating; and Part I.C. Employability. Part II comprised the curricular evaluation of the respondents. Adequacy of their responses was

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measured by a 5-point Rating Scale: 5 Very Adequate, 4 Adequate, 3 Fairly Adequate, 2 Minimally Adequate, and 1 Inadequate. Frequency, Percentage, Mean and Rank distributions, t-test, and ANOVA were used for the statistical tests. In the course of the study, the hypothesis was examined as to whether there was no significant difference in the assessment of respondents in relation to identified aspects of the UPHSD-LP BSN Curriculum when grouped according to profile variables.

SUMMARY OF FINDINGS The following findings were presented in this section: 1. The UPHSD-LP BSN Attributes in terms of: 1.1. Personal 1.1.1. Age; In age profile, Out of the 100 respondents, majority were in the 20-29 age bracket, which had 81 or 81% of the respondents, and the least had 1 or 1% of the respondents in the 40-49 age group.

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1.1.2. Gender; Out of the 100 respondents, majority of them are female. There were 68 or 68% of the female respondents, while 32 or 32% respondents are male. 1.1.3. Civil Status; Out of 100 respondents, most of them are single. 83 or 83% of the respondents fall in that category, while the remaining 17 or 17% of the respondents are married. 1.2. PNLE Rating A large part of the respondents had a rating of 75 to 79% in the PNLE. Out of 100 respondents, there were 78 or 78% which belong to that category. Meanwhile, 2 or 2% of the respondents had 85 to 89% PNLE ratings. The foregoing shows that the respondents belong to the average or below average level; nevertheless, there were 2 respondents who got 85-89% PNLE ratings. 1.3. Employability 1.3.1. Number of Graduates Employed; Out of 100 respondents, majority were employed in private institutions, that is, 79 or 79% of the respondents.

On the other hand, there are 7 or 7% of the same who were employed in government institutions. 1.3.2. Position in Current Employment; Out of 100 respondents, majority of the

respondents, that is, 40 or 40% of the nurses were employed locally, whereas, of said respondents, 14 or 14% were unemployed 1.3.3. Time Spent to Get First Employment after Graduation; Out of 100 respondents, majority of them got a job one month to a year after graduation, that is, 68 or 68% of the same, while quite a few got their job before graduation, that is, 2 or 2% of the respondents. 1.3.4. Predominant Activities in the Present Job Out of 100 respondents, a majority of them were with a regular job; there were 61 or 61% respondents in that category. Only a few of the respondents, that is, 3 or 3% of them had more than one job at the same time.

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2.

The assessment of respondents in relation to identified aspects of the UPHSD-LP BSN Curriculum: 2.1. Related Learning Experience (RLE); 2.2. Major Subjects; 2.3. Study Provisions and Conditions Experienced in College; and 2.4. Application of the Course after Graduation The category that ranked the highest was RLE with a mean of 3.65, while the lowest ranked was the Application of the Course after Graduation aspect which had a mean of 3.53. Mean ratings in all 4 categories had an interpretation of Adequate. Total mean was 3.60 with an interpretation of Adequate. Detailed mean and rank distributions on UPHSD-LP BSN curriculum is shown in Appendix D. In RLE, Nursing graduates had most exposures in Community, Operating, and Delivery areas, and had least exposures in Orthopedic and Hemodialysis areas. In major nursing subjects, least ranked was the Reliability of the Methodology in Preparation for the PNLE aspect. In Study Provisions and Conditions Experienced in College, least ranked was Chances to Participate in Activities; in Application of the Course after Graduation, least ranked was For the Economic Development of the Country.

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3.

Significant difference in the assessment of respondents in relation to identified aspects of the UPHSD-LP BSN Curriculum when grouped according to profile variables 3.1. Personal Attributes vs. Curricular Evaluation 3.1.1. Age vs. Curricular Evaluation The mean ratings of the 20-29 and the 30 and above age brackets were 3.69 and 3.54 respectively in RLE; 3.69 and 3.49 in Major Nursing Subjects were registered; 3.60 and 3.40 in Study Provisions and Conditions Experienced in College; and 3.23 and 3.61 were registered in Application of the Course after Graduation. Analysis shows that difference in mean ratings on Age were found Not Significant in RLE, Major Nursing Subjects and Study Provisions and Conditions

Experienced in College because their computed t-value, of 1.080, 1.517, and 1.451 are lower than the critical value of 1.984. Thus, the null hypothesis is Not Rejected. However, analysis shows that the difference in mean ratings on Age was found Significant in Application of the Course after Graduation since their

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computed t-value of -2.178 is higher than the critical value of 1.984. Therefore, the null hypothesis is Rejected. 3.1.2. Gender vs. Curricular Evaluation . The mean ratings of male and female group were 3.56 and 3.70, respectively on RLE; 3.64 and 3.66 on Major Nursing Subjects; 3.49 and 3.60 on Study Provisions and Conditions Experienced in College; and 3.29 and 3.31 on Application of the Course after Graduation. Analysis shows that the difference in mean ratings on gender were found Not Significant in all four categories in curricular evaluation since the computed tvalue of -1.232 on RLE; -0.235 on Major Nursing Subjects; -0.940 on Study Provisions and Conditions Experienced in College; and -0.160 on Application of the Course after Graduation were all lower than the critical value of 1.984 in all categories, therefore, the null hypothesis is Not Rejected. 3.1.3. Civil Status vs. Curricular Evaluation The mean ratings of single and married groups were 3.71 and 3.42, respectively in RLE; 3.69 and 3.47 on

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Major Nursing Subjects; 3.60 and 3.36 on Study Provisions and Conditions Experienced in College; and 3.29 and 3.40 on Application of the Course after Graduation. Analysis shows that difference in mean ratings on Civil Status was found Significant in RLE due to the fact that the computed t-value of 2.106 is higher than the critical value of 1.984; hence, the null hypothesis is Rejected. Analysis shows that the difference in mean ratings on Civil Status was found Not Significant on Major Nursing Subjects, Study Provisions and Conditions Experienced in College, and on Application of the Course after Graduation as evidenced by their computed t-value of 1.600 Major Nursing Subjects; 1.657 on Study Provisions and Conditions Experienced in College; and -0.610 on Application of the Course after Graduation- all lower than the critical value of 1.984. Consequently, the null hypothesis is Not Rejected.

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3.2. PNLE vs. Curricular Evaluation The mean ratings of 75-79% and 80% and above in the PNLE were 3.62 and 3.79 respectively, on RLE; 3.58 and 3.91 on Major Nursing Subjects; 3.48 and 3.85 on Study Provisions and Conditions Experienced in College; and 3.21 and 3.65 on Application of the Course after Graduation. Analysis on the difference regarding PNLE ratings was deemed Significant in Major Nursing Subjects, Study

Provisions and Conditions Experienced in College, and on Application of the Course after Graduation for their computed tvalue is -2.688 on Major Nursing Subjects; -2.869 on Study Provisions and Conditions Experienced in College; and -2.764 on Application of the Course after Graduation which exceeded the critical value of 1.984. Thus, the null hypothesis is Rejected. The analysis in the difference on PNLE ratings was found Not Significant in RLE since the computed t-value of -1.357 is lower than the critical value of 1.984. hypothesis is Not Rejected. Therefore, the null

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3.3. Employability vs. Curricular Evaluation 3.3.1. Number Employed vs. Curricular Evaluation The mean ratings on Government, Private and Not Employed categories were 3.53, 3.68, and 3.59 in RLE; 3.19, 3.73, and 3.48 in Major Nursing Subjects; 3.29, 3.65, and 3.23 in Study Provisions and Conditions Experienced in College; and 3.21, 3.38, and 2.95 in Application of the Course after Graduation. An analysis on difference in employment status was found Not Significant in RLE and Application of the Course after Graduation since the computed F-value is 0.410 and 2.519 lower than the computed critical value of 3.090. Therefore, the null hypothesis is Not Rejected. However, analyses on difference in employment status were found significant on Major Nursing Subjects and Study Provisions and Conditions Experienced in College since the computed F-value are 4.655 and 4.816, respectively, which are higher than the computed critical value of 3.090. Thus, the null hypothesis is Rejected.

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3.3.2. Position in Current Employment vs. Curricular Evaluation Mean ratings on Nurse, OFW , Others, and Not Employed categories are 3.62, 3.67, 3.85 and 3.47, respectively, on RLE; 3.69, 3.56, 3.83, and 3.45, respectively, on Major Nursing Subjects; 3.64, 3.49, 3.73, and 3.23, respectively, on Study Provisions and

Conditions Experienced in College; and 3.48, 3.57, 2.94, and 2.88, respectively, on Application of the Course after Graduation. Analysis on difference in position in current

employment is Significant in Study Provisions and Conditions Experienced in College and Application of the Course after Graduation since the computed F-value of 3.020 and 7.159 are higher than the critical value of 2.699. Therefore, the null hypothesis is Rejected. On the other hand, analysis on difference in position in current employment is Not Significant in RLE and Major Nursing Subjects since the computed F-value of

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1.553 and 1.843 are lower than the critical value of 2.699. So, the null hypothesis is Not Rejected. 3.3.3. Time Spent to Get First Employment after

Graduation vs. Curricular Evaluation. Mean ratings in categories Before Graduation, 1 Month 1 Year After Graduation, More Than 1 Year after Graduation, and No Job Search are 3.72, 3.69, 3.51, and 3.88, respectively, in RLE; 3.50, 3.68, 3.62, and 3.56, respectively, in Major Nursing Subjects; 3.40, 3.64, 3.42, and 3.13, respectively, in Study Provisions and Conditions Experienced in College; and 3.00, 3.44, 2.92, and 3.33, respectively, Graduation. Analysis on difference in Time Spent to Get First Employment after Graduation is Not Significant in RLE, Major Nursing Subjects, and Study Provisions and Conditions Experienced in College since the computed Fvalue of 0.971, 0.175, and 1.802 are lower than the critical value of 2.699. Rejected. Therefore, the null hypothesis is Not in Application of the Course after

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In spite of this, analysis on difference in Time Spent to Get First Employment after Graduation is Significant in Application of the Course after Graduation because the computed F-value of 4.205 is higher than the critical value of 2.699. As a result, the null hypothesis is Rejected. 3.3.4. Predominant Activities in the Present Job vs. Curricular Evaluation. The mean ratings in categories I Have Spent Most of my Time on the Regular Job, I Had Mainly Various Temporary Jobs, I Had Mainly More Than One Job at the Same Time, and Others are 3.69, 3.62, 3.62, and 3.58 respectively, on RLE; 3.73, 3.53, 3.56, and 3.52, respectively, on Major Nursing Subjects; 3.65, 3.51, 3.67, and 3.18, respectively, on Study Provisions and

Conditions Experienced in College; and 3.54, 2.84, 3.67, and 2.95 on Application of the Course after Graduation. Analysis of the difference on predominant activities in the present job is Not Significant in RLE, Major Nursing Subjects, and Study Provisions and Conditions Experienced in College since the computed F-value of

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0.217, 1.209, and 2.493, respectively, are lower than the critical value of 2.699. Therefore, the null hypothesis is Not Rejected. On the other hand, analysis in the difference of Predominant Activities in the Present Job is Significant in Application of the Course after Graduation since the computed F-value of 9.567 is higher than the critical value of 2.699. Thus, the null hypothesis is Rejected. 4. Framework development based on the findings of the study A framework is developed based on the findings on Curricular Evaluation, PNLE Rating, and Employability. These three were the vital roles used in this study for framework development on the BSN program at the UPHSD-LP.

Conclusions Based on the findings of the study, the following conclusions were made: 1. In UPHSD-LP BSN Graduates Attributes, nurses were

predominantly 20-29 years old. They were characterized as the female domain wherein most of them are single. Majority of the board passers obtained ratings from 75-79%. In Employability, a majority was

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employed in private institution, employed locally as nurses, got a job one month to a year after graduation, and spent most of the time in a regular job. 2. In assessment of identified aspects in UPHSD-LP BSN Curriculum, nursing graduates had the most exposures in the Community, Operating and Delivery areas, and had least exposures in Orthopedic and Hemodialysis areas. Least ranked in Major Nursing Subjects was the Reliability of the Methodology in Preparation for the PNLE. In Study Provisions and Conditions Experienced in College, least ranked was Chances to Participate in Activities; and in Application of the Course after Graduation, least ranked was For the Economic Development of the Country. 3. The significant difference in Attributes vs. Curricular E valuation were in Application of the Course after Graduation in Age; RLE in Civil Status; Major Nursing Subjects, Study Provisions and Conditions During College, and Application of the Course after Graduation in PNLE Ratings; Major Nursing Subjects and Study Provisions and Conditions in Employment Status; Study Provisions and Conditions and Application of the Course after Graduation in Position in Current Employment, Application of the Course after Graduation in Time Spent to Get Job and in Predominant Activities in Job.

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4. A framework was developed based on the findings on Curricular Evaluation, PNLE Rating and Employability. These three were the vital roles used in the study for framework development for the BSN program in UPHSD-LP.

Recommendations Based on the foregoing findings and conclusions, the following recommendations are submitted: 1. For the UPHSD-LP BSN program, to consider this study and apply the framework developed herein. 2. For the UPHSD-LP institution, to support this undertaking to strengthen and implement the framework developed herein. 3. For future researchers, to undertake a similar study for the continuous development of the BSN program at the UPHSD-LP.

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TABLE OF CONTENTS PAGE TITLE PAGE APPROVAL SHEET ACKNOWLEDGEMENT ABSTRACT TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction Theoretical Framework Conceptual Framework Statement of the Problem Hypothesis Scope and Delimitation Significance of the Study Definition of Terms 2 REVIEW OF RELATED LITERATURE AND STUDIES Related Literature 12 1 3 5 6 8 8 9 10 i ii iii v xxiii xxvi xxviii

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Related Studies Synthesis 3 METHODOLOGY AND SOURCES OF DATA The Research Design Population and Sampling Respondents of the Study The Research Instrument Validation of Instrument Data Gathering Procedure Statistical Treatment of Data 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA Problem 1 Problem 2 Problem 3 Problem 4 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Summary of Findings Conclusions Recommendations REFERENCES

17 20

22 23 23 24 24 26 26

30 40 43 62

69 80 82 83

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APPENDICES A. B. C. D. CHED Memorandum Order No. 18, s. 2011 86

Number of UPHSD-LP BSN Graduates from 1999-2009 92 Survey Questionnaire Detailed Assessment of Respondents in Relation to Identified Aspects of the UPHSD-LP BSN Curriculum 93 98

E. F. G. H. I.

Request Letters for Validation of the Questionnaire Request Letters for Pilot Study Request Letters for Data Gathering Certification of Statistical Treatment Certification of Editing

100 103 105 107 108 109

CURRICULUM VITAE

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LIST OF TABLES TABLE 1 2 Distribution of Respondents per Year from 2001-2009 Frequency and Percentage Distribution of Respondents Personal Attributes Frequency and Percentage Distribution of Respondents PNLE Rating Frequency Distribution of Respondents Current Employment Status Frequency Distribution of Respondents Position in Current Employment Frequency Distribution of Respondents Time Spent to Get First Employment after Graduation Frequency Distribution of Respondents Predominant Activities in the Present Job Mean Assessment of Respondents in Relation to Identified Aspects of BSN Curriculum Comparative Analysis on UPHSD-LP BSN Curricular Evaluation of Respondents When Grouped According to Age Comparative Analysis on UPHSD-LP BSN Curricular Evaluation of Respondents When Grouped According to Gender Comparative Analysis on UPHSD-LP BSN Curricular Evaluation of Respondents When Grouped According to Civil Status PAGE 23 30

33

4 5

35 36

38

39

8 9

40 43

10

45

11

47

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LIST OF TABLES TABLE 12 Comparative Analysis on UPHSD-LP BSN Curricular Evaluation of Respondents When Grouped According to PNLE Rating Comparative Analysis on UPHSD-LP BSN Curricular Evaluation of Respondents When Grouped According to Employment Status Comparative Analysis on UPHSD-LP BSN Curricular Evaluation of Respondents When Grouped According to Position in Current Employment Comparative Analysis on UPHSD-LP BSN Curricular Evaluation of Respondents When Grouped According to Time Spent to Get First Employment after Graduation Comparative Analysis on UPHSD-LP BSN Curricular Evaluation of Respondents When Grouped According to Predominant Activities in the Present Job Mean and Rank Distributions of Ratings on RLE Mean and Rank Distributions of Ratings on Major Nursing Subjects Mean and Rank Distributions of Ratings on Provisions and Conditions Experienced in College Mean and Rank Distributions of Ratings on Application of the Course After Graduation PAGE 49

13

52

14

54

15

57

16

60

17 18

98 98

19

99

20

99

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LIST OF FIGURES FIGURE 1 2 Conceptual Paradigm of the Study Framework Development PAGE 5 62

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Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction

The University of Perpetual Help System DALTA believes and invokes

divine guidance in the betterment of the quality of life through national development and transformation, which are predicated upon the quality of education of its people. Towards this end, the institution is committed to the ideas of teaching community service, and research as it nurtures the value of Helpers of God with Character Building as Nation Building as its guiding principles UPHSD Philosophy

From 2004 to 2009, the Bachelor of Science in Nursing (BSN) degree program was in demand in the Philippines due to the global nursing shortage. A large number of students took up BSN with most, if not all, wanting to work abroad due to the fact that our country has been one of the top countries that provide the world with nurses who have received quality education and are armed with excellent work ethic. The number of nursing schools in the Philippines grew bigger and bigger and, by 2009, there were as much as 460 nursing schools in the country. It doubled as compared to the 231 nursing schools in 2003 (Barawid, 2011).

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Economic development requires people to have the knowledge, skills, and attitude that reflect what they have learned in school. In more recent times, this necessity has taken a backseat and the country has focused itself more on riding the wave of this shortage so as to improve the quality of living of these health practitioners families, among others. A total of 94,462 have taken the November 2009 Philippine Nursing Licensure Examination (PNLE), but only 37,527 have passed. This is less than half of the entire number of examinees. There were too many nursing graduates but most of them were either unemployed or underemployed. This resulted to an overpopulation of nurses in the

country. The Commission on Higher Education (CHED) has warned 152 nursing schools in the country to improve their respective passing rates in the Philippine Nursing Licensure Examination (PNLE) or face closure of their nursing program. Hence, the CHED issued CMO No. 18, series of 2011, and Amendments to Article XI- Sanctions of CMO. No. 14 s. 2009 on Policies and Standards for the Bachelor of Science in Nursing (BSN) Program on July 29, 2011. CMO #18 s. 2011 stipulates the conduct of monitoring and evaluation of Higher Education Institutions (HEIs) offering the Bachelor of Science in Nursing program, the bases for retention and /or phasing out of nursing programs, and corresponding

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sanctions to be imposed, adopted, and promulgated by the Commission. (see Appendix A) From 1999-2009, Bachelor of Science in Nursing (BSN) graduates in UPHSD-LP started to increase. (Academic Years 20052009 as shown in Appendix B). However, PNLE ratings started to

decline. In 2005, out of 125 PNLE examinees, there were 100 or 80% passers, but in 2009, examinees reached up to 2,852, but only 1,002 or 35% passed the PNLE. As a graduate in UPHSD-LP and a nurse by profession for 3 years, my desire to practice the profession outside the country is not only for a better future but also for self fulfillment in terms of goal achievement. It is for this reason that development of a framework to contribute for the continuing expansion on the institution by analyzing the graduates attributes and curricular evaluation. Graduates attributes includes a profile of age, gender and civil status, PNLE rating and employability. Curricular evaluation includes RLE, major nursing subjects, study provisions and conditions experienced in college and application of the course after graduation.

Theoretical Framework

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The basis of this research is the Self-Care Deficit Model of Dorothea E. Orem. Here, when the client incurs an insult that renders him or her incapable of fully functioning, there is a self-care deficit which makes nursing intervention necessary. The object of Orems theory is to restore the clients self-care capability to enable him or her to sustain structural reliability, performance, and growth through purposeful nursing intervention. The aim of such intervention is to help the client cope with unmet care needs by acquiring the maximum level of function. This

would be to either regain previous function or maximize available function present after the insult, hence restoring a sense of well-being (Cherry and Jacob, 2005). This work endeavored to know what can be done to enhance the quality of nursing graduates in UPHSD-LP thru an assessment on what they have learned in identified aspects on their curriculum, attributes in terms of personal aspects as to age, gender, civil status, PNLE rating, and their employability as a whole. Comparative analysis was done between identified aspects of curricular evaluation and attributes to realize framework development for the UPHSD-LP BSN institution.

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Conceptual Framework The paradigm of the study is presented in Figure below. It shows that the study revolved around the UPHSD-LP BSN graduates attributes and curricular evaluation, thus: Input Process Output

Assessment of UPHSD LP BSN Graduates: 1. Attributes 1.1. Personal 1.1.1. Age 1.1.2. Gender 1.1.3. Civil Status 1.2. PNLE rating 1.3. Employability 2. Curricular Evaluation

Comparative analysis between the identified aspects of UPHSD-LP BSN graduates curricular evaluation and attributes

Framework Development for the UPHSD-LP BSN institution

Figure 1 Conceptual Paradigm of the Study The foregoing diagram is an adaption the Input, Process, Output/ IPO Model of Schultz (1976).The Input contains the assessment of

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UPHSD-LP BSN Graduates attributes according to Personal, PNLE Rating, and Employability; and Curricular Evaluation. The Process involved a comparative analysis between the identified aspects of BSN curricular evaluation and attributes, while the Output dealt with framework development for the UPHSD-LP BSN institution.

Statement of the Problem This work sought to assess the UPHSD-LP BSN graduates attributes and curricular evaluation. This study answered the following questions: 1. What are the UPHSD-LP BSN graduates attributes in terms of: 1.1. Personal 1.1.1. Age; 1.1.2. Gender; and 1.1.3. Civil Status; 1.2. PNLE Rating 1.3. Employability 1.3.1. Number of Graduates Employed; 1.3.2. Position in Current Employment;

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1.3.3. Time Spent to Get First Employment after Graduation; and 1.3.4. Predominant Activities in the Present Job? 2. What is the assessment of respondents in relation to identified

aspects of the UPHSD-LP BSN Curriculum: 2.1. Related Learning Experience (RLE); 2.2. Major Subjects; 2.3. Study Provisions and Conditions Experienced in College; and 2.4. Application of the Course after Graduation? 3. Is there a significant difference in the assessment of respondents

in relation to identified aspects of the UPHSD-LP BSN Curriculum when grouped according to profile variables 3.1. Personal Attributes vs. Curricular Evaluation 3.1.1. Age vs. Curricular Evaluation 3.1.2. Gender vs. Curricular Evaluation 3.1.3. Civil Status vs. Curricular Evaluation 3.2. PNLE Rating vs. Curricular Evaluation 3.3. Employability vs. Curricular Evaluation 3.3.1. Number of Graduates Employed vs. Curricular Evaluation

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3.3.2. Position in Current Employment vs. Curricular Evaluation 3.3.3. Time Spent to Get First Employment after

Graduation vs. Curricular Evaluation? 4. study? What framework can be developed based on the findings of the

Null Hypothesis There is no significant difference in the assessment of respondents in relation to identified aspects of the UPHSD-LP BSN Curriculum when grouped according to profile variables

Scope and Limitations The study assessed the UPHSD-LP BSN graduates attributes and identified aspects of curricular evaluation to develop a framework development for the said institution. The study was limited to 100

UPHSD-LP BSN graduates from Academic Years 2001-2009. Numbers of respondents per year were based on the number of survey questionnaires sent back by the respondents. The survey questionnaire had two parts. Part 1 includes the profile in terms of 1.A. Personal, that

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is, on Age, Gender, and Civil Status; 1.B. PNLE Rating; and 1.C. Employability. Part 2 contains the identified Curricular Evaluation, that is, limited to RLE, Major Nursing Subjects, Study Provisions and Conditions Experienced in College; and Application of the Course after Graduation.

Significance of the Study The study would benefit the following groups: Nurses. This study would serve as a reference by the nurses and future nurses about the evolution of nursing profession in UPHSD-LP. They may be able to evaluate the market demand and supply of nurses. Nursing Administrators. This study would serve as a

contribution to nursing administrators on the responses of respondents in curricular evaluation for the improvement of their facultys teaching abilities. Hospital Administrators. This study may be able to serve as a guide for the hospital administrators for the improvement on the quality of their service to enhance the demand and supply of nurses.

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Definition of Terms For purposes of this research, the following terms mean: Attributes. This refers to UPHSD-LP BSN graduates profile in terms of 1. Personal which includes name (optional), age, gender, civil status; 2. Philippine National Licensure Examination (PNLE) rating; and 3. Employability. Philippine Nursing Licensure Examination (PNLE). This refers to the licensure examination given by the Professional Regulation Commissions Board of Nursing to Bachelor of Science in Nursing (BSN) graduates. Employability. This refers to employment status or employment background from the time the respondents graduated from UPHSD-LP. Curricular evaluation. This refers to the evaluation of Nursing Education in UPHSD-LP in terms of Related Learning Experience (RLE);

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Major Nursing Subjects; Study Provisions and Conditions Experienced in College; and Application of the Course after Graduation. The evaluation is measured through a 5-point Rating Scale, 5 Very Adequate, 4 Adequate, 3 Fairly Adequate, 2 Minimally Adequate, 1- Inadequate UPHSD-LP Nurses. They are those Bachelor of Science in Nursing (BSN) graduates of UPHSD-LP covering Academic Years 20012009.

xl

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

The literature and studies reviewed focused on attributes and curricular evaluation of nurses. Verily, this part of the work provides essential details, statistics, and information. The Related literature include on-line articles and related studies taken from thesis and work papers.

Related Literature In UPHSD-LP, the frequency and percentage distributions of UPHSDLPs overall PNLE examinees and passers from 1999 to 2009 show that a total of 7,893 graduates had taken the PNLE exam from 1999 to 2009. Less than half of the examinees passed the board exam, that is, 3,464 or 44% of the students passed the exam. In 2001, out of nine students who took the exam, eight or 89% of them passed the exam which shows that the year 2001 had the lowest number of examinees but had the highest number of passers. In 2009,

xli out of the 2,852 examinees, 1,002 or 35% of the examinees passed. This year registered the highest number of examinees but had the lowest number of passers (UPHSD-LP Deans Office of the College of Nursing).

Employability As of 2003, registered nurses, taking into account deaths and retirement, was 332,206, according to the Professional Regulation Commission (Lorenzo et al. 2005). Of these, it is estimated that only 58% were employed as nurses in the Philippines or abroad. No data is available to explain why the remainder left the profession. Thus, a majority of our nurses were working abroad. Among the 15.25 percent employed in the Philippines, most were

employed by government agencies, while the rest worked in the private sector or in nursing education institutions (Corcega et al., 2000). In the major thrusts of both the Department of Labor and Employment (DOLE) and Commission on Higher Education (CHEd), it may seem that the CHEd prioritizes courses wherein there is a great demand for workers. Toward this end, collaboration among the DOLE, CHEd, and the PRCC is extensively being done. Alarmed by the growing mismatch between the skills of graduates and the needs of the job market, the CHEd bared the priority courses in tertiary education that it would prefer college students to take by academic year 2011. In accordance with the pertinent provisions of the Higher Education Act of 1994

xlii (RA 7722), based on the national development plans, manpower demands for School Years 2011-2015, DOLEs Jobs Fit 2020 Vision, and CHEds En Banc resolution dated March 14, 2011, the following are the priority courses that shall be followed within the next five years, or from School Years 2011-2012 to 20152016 where the incoming grantees of the Student Financial Assistance Program (StuFAP) will be directed to enroll; Thus, Ched chairperson Dr. Licuanan said that 10% of the enrollees should go to Information Technology (IT) courses, Science, and Math; 15% each in Agriculture, Teacher Education and Health Sciences; 20% in Engineering; and 5% each in Arts and Humanities, Atmospheric Science, and Environmental Science. Licuanan

averred that they are also coordinating with colleges, universities, and other stakeholders to ensure the quality of the degree programs they are offering. In 1999-2010, enrollment in medical and allied courses, which includes nursing, went from 150,634 to 654,611. Coupled with the increase in enrolment in the oversubscribed courses was the decline in the performance level across all programs in licensure examinations administered by the Professional Regulatory Commission from 38% in 2006 to 36.50 last year (Sunstar.com, 2011). Most of the nursing graduates, even those who passed the board examinations, have remained unemployed due to the decreasing demand for the profession. The majority of the nursing graduates fail to find employment in their preferred profession and finding the opportunity to have jobs related to

xliii their chosen career has become part of their efforts to survive after graduation (mb.com.ph, 2012). LPG Marketers' Association (LPG-MA) Representative Arnel Ty has been pushing for new legislation that would establish a special local jobs plan for the growing number of unemployed Filipino nurses, estimated at more than 200,000 by the Department of Health as of March 31. As proposed by Ty in House Bill 4582, the jobs plan would be an expanded version of the Nurses Assigned in Rural Service, the short-lived Philippine government project that enlisted nurses to improve healthcare in the 1,000 poorest towns in 2009. The bill seeks to install a Special Program for the Employment of Nurses in Urban and Rural Services (NURSE) which hopes to mobilize a total of 10,000 practitioners every year. Here, they would each serve a six-month tour of duty, and get a monthly stipend not lower than the amount commensurate to Salary Grade 15, the higher starting pay for public nurses mandated by a 2002 law. To qualify, nurses must not be over 35 years old and must have a valid license. Meanwhile, Ty cited the need for the Philippine government to push for the opening of new foreign labor markets for Filipino nurses. The lawmaker said that we can no longer count on the US labor market for jobs. On the supply side, America has been internally generating a large number of nurses. In 2010 alone, US colleges produced a total of 167,597 nursing graduates. As to the demand side, American hospitals and nursing homes continue to reel from subsidy cutbacks at the federal, state, and municipal levels (mb.com.ph, 2011).

xliv In the Nursing Roadmap by 2030, the Philippines shall be the lead in promoting Professional Nursing in the Asia Pacific Region. Its mission is for the Filipino nurses to be committed to provide society with professional Nursing service through innovations in education and training research and management that will improve the well-being and quality of life (Arguelles, 2009). The construct of work orientations is used to consider a range of aspects that influence how employees relate to their work, the tasks they are expected to perform and the learning involved. It provides a framework for considering aspects like employees role performance, attitudes toward learning, occupational choices, and career plans, but also work motivation, levels of identification with work and commitment. Re-skilling or up-skilling could be achieved through self-directed learning, formal retraining or a return to education, but individuals also respond by switching to part-time work. Balancing work and private life is one of the key concerns when people need or seek to adjust their individual careers and having more balanced life is often the main driver for people making adjustments in their work lives (Kirpal, 2010).

Related Studies Attributes Age, Gender, Civil Status

xlv A study entitled The Younger, the Better? Age-Related Differences in Academic Performance at University stated that the importance of age-related differences in education attainments has been documented by several studies: within a given cohort or class, relatively younger individuals have a different performance with respect to relatively older individuals. More specifically, the oldest pupils in a given class or cohort typically outperform their youngest mates in a wide array of cognitive and academic outcomes. Contrary to most of the existing evidence, it was found that at the undergraduate level, the youngest students within a cohort perform better than their oldest peers, particularly in the most technical subjects. The first explanation is a combination of early learning and progression over the age profile of cognitive development. Although there still is some

controversy on this issue, several studies (Fredriksson and Ockert 2005; Goodman and Sianesi 2005; Skirbekk 2005; Skirbekk et al., 2004) have shown that going to school earlier improves later outcomes. At the same time, the medical and psychological literature documents that, just like physical strength, cognitive abilities first develop and then deplete with age, with the turning point for the average person being probably in the early twenties (Jones 2010 and Salthouse., et al 2004). Hence, in the early stages of childhood development the effect of older students being more mature probably dominates the benefits of early learning. Later, such an advantage fades out and possibly reverses,

xlvi thus leading to the observed better performance of the youngest students in the cohort. Hence, we also explore a second possible explanation. Several psychological studies (Thompson et al., 2004 and Dhuey and Lipscomb, 2006) document the important role of relative age differences in the development of personality traits that favor the oldest pupils in a group. According to these studies, the youngest students in a cohort, who have likely been the smallest kids in their reference groups at early ages, should be less socially active and, hence, spend more time on studying, as predicted by a simple model of optimal time allocation. Relatively older students exert less effort and perform worse. Interpretation in this particular effect emerges only at university and it is irrelevant at younger ages because it is only in college that one gets full control of ones time (Pellizari and Billari, 2011). A study entitled A Tracer Study of Batch 2006 Graduates of the College of Nursing University of Perpetual Help System DALTA-Molino Campus. Out of 59 respondents, majority of them or 50.85% were 26-30 years old, 69.59% are single, and 75% are female (Basilio et al.,2008) A study entitled Job Satisfaction and Acculturation Among Filipino Registered Nurses dealt with Filipino Nurses working in the US. Generally, the demographic profile of the sample was comparable to the overall profile of RNs in the US (U.S. Department of Health and Human Services [USDHHS], 2004). Similar to the national profile of RNs who are predominantly women (94.3%),

xlvii majority of Filipino RNs sampled were also women (88.5%). Other areas of similarities included age (mean age of sample was 43.72 compared to the national average of 46.8), area of clinical practice (63.5% of sample worked in acute care setting versus 56.2% of all U.S. RNs), and marital status (65.6% of sample were married compared to 70.5% of U.S. RNs; USDHHS, 2004). Noticeable differences were in areas of basic nursing education (96.9% of Filipino RNs were baccalaureate-prepared compared to 30.5% of U.S. RNs) and highest educational attainment (baccalaureate degree was the highest education for 79.2% of this sample compared to 34.2% of all U.S.RNs; USDHHS, 2004). This result however, was not surprising because the

minimum entry-level requirement needed to practice nursing in the Philippines is a baccalaureate degree. Furthermore, the participants average length of U.S. residency was 15.5 years which was almost identical to the average length of respondents nursing practice in the US (15 years). The majority (n=70, 72.9%) of the participants reported individual gross earnings of more than $60,000 per year (Ea et al., 2008). Philippine Nursing Licensure Examination (PNLE) A study entitled, Market Demand and Supply of Filipino Nurses from 1998-2002: A Trend Analysis reflect statistically among others, the number of PNLE passers, that is, 29,359 or 59.29% of the 57,242. It was 55.80% or 9,541 out of 17,101 in 1998; 49.86% or 6,558 out of 13,152 in 1999; 49.64% or 4,602

xlviii out of 9,271 in 2000; 53.57% or 4,430 out of 8,269 in 2001; and 44.74% or 4,228 out of 9,449 in 2002 (Daplas, 2004).

Synthesis The literatures and studies reviewed supported the present study. The same strengthened the views of this study. Corcega, Arguelles, Kirpal, and news from sunstar.com and mb.com dealt with employability of nurses as to employment status, position in current employment, and provisions made by the government to enhance the nursing profession in the Philippines. The studies of Pellizari and Billiari, Basilio, Ea, and Daplas provided nurses statistics on age, gender, civil status, and PNLE reviews which helped the researcher understand pertinent factors in the nursing profession. Becoming deeply aware of what is happening in the nursing profession is indeed, one vital role of this work. To be sure, the related studies and literatures were invaluable in developing a framework for the BSN institution in UPHSD-LP.

xlix

Chapter 3

METHODOLOGY

This section discusses the following significant components of the study: the Research Design; Population and Sampling; Respondents of the Study; Research Instrument; Validation of Instrument; Data Gathering Procedure; and Statistical Treatment of Data.

Research Design

l The study used the Quantitative Descriptive Survey Method of research. Quantitative Research uses statistics to analyze and interpret the data. According to Manuel and Medici, descriptive research describes what is. It involves the description, recording, analysis, and interpretation of the present nature, composition, and process of phenomena. Descriptive Survey Method is usually used by graduate students to attempt to analyze, interpret, and report the present status of their subject matter or problem (Ariola, 2006). In this study, UPHSD-LP BSN graduates attributes and curricular evaluation were described through survey questionnaires; the same were thereafter analyzed and interpreted to come up a framework for development.

Population and Sampling

UPHSD-LP BSN Graduates who passed the PNLE Board Examination from Academic Years 2001-2009 served as the population for this undertaking. Convenience sampling was used in this study. In convenience or

accidental sampling, it uses the most conveniently available people as participants (Polit et al., 2006). College of Nursing. Data sample came from the UPHSD-LPs

li

Respondents/ Participants of the Study

Respondents of the study were UPHSD-LP BSN graduates who passed the board exam from 2001-2009. Table 1 Distribution of Respondents per year from 2001-2009

SCHOOL YEAR

FREQUENCY

__________________________________________________________ 2009 2008 2007 2006 2005 2001-2004 Total 37 9 13 11 17 13 100

lii Table 1 presents the distribution of respondents per year from 2001 to 2009. There were 100 respondents in this study: 37 for 2009; 17 in 2005; 13 in 2007; 13 for 2001-2004; 11 in 2006; and nine in 2008.

Research Instrument

The instrument that was used is a self-made type of survey questionnaire. It was designed to draw attributes and curricular evaluation of nurses. The questions were answered by UPHSD-LP nurse graduates from Academic Years 2001-2009. Part I of the questionnaire covered UPHSD-LP BSN graduates attributes which include Part I.A. Personal (age, gender, and civil status); Part I.B. PNLE rating; and Part I.C. Employability. Part II dealt with the curricular evaluation of the respondents. Adequacy of their responses was measured utilizing a 5-point rating scale: 5 Very Adequate, 4 - Adequate, 3 Fairly Adequate, 2 Minimally Adequate, and 1 Inadequate.

Validation of Instrument

liii The instrument was validated by the following experts: (1) Ma. Imelda Javier, MAN, Dean of the UPHSD-LP College of Nursing; (2) Florencia Marfil, PhD, Dean of the UPHSD-LP College of Education; and (3) Alberto Mendoza, EdD, Professor at the UPHSD-LP Graduate School of Education. Truly, their comments and suggestions formed the backbone for the improvement of the research instrument. To test the reliability of the instrument, a pilot study was conducted to 10 nursing students at the Southville International School and Colleges. The Dean of Nursing, Dean Carmel Villegas, and Student Service Coordinator, Mr. Rene Aligonero, provided needed data to perform the said pilot testing. The Pilot study was analyzed by Dr. Jesus B. Gollayan. The set of gathered data was analyzed using the Split half method for reliability coefficient with the application of Pearson Product Moment of Coefficient of Correlation. Based on data obtained from odd-even items, the computed r- value of 0.862 being higher than the critical r- value of 0.632, at five percent level of significance, revealed a significant high reliability of the instrument. Ma. Imelda Javier, the Dean of the UPSHD-LP College of Nursing and Mr. Albert S. Alday, UPHSD-LP Registrar provided data needed regarding UPHSD-LP nurse graduates.

liv

Data Gathering Procedure The following were done to gather data needed for this study: 1. The researcher wrote a letter of request addressed to the UPHSD-LP College of Nursing Deans Office and the UPHSD-LP Registrar. The letter was then reviewed for approval. 2. The UPHSD-LP College of Nursing and the UPHSD Registrar were given details on the objective of the study. 3. Survey Questionnaires were given to the respondents at the UPHSD-LP Medical Center and through social networking websites such as Face book and Linked In. 4. Data gathered were verified to confirm that every question was answered. 5. Subsequently, assessment and analysis of the data were done.

Statistical Treatment of Data

lv The data were gathered and evaluated using the following statistical tests; thus: Frequency and percentage distribution. Frequency distributions are methods of imposing order on numeric data. Frequency Distribution is a

systematic arrangement of numeric values from the lowest to the highest, together with a count/ percentage of the number of times each value was obtained (Polit et al., 2006). Percentage distributions refer to the number of parts divided by 100. Frequency and Percentage always go together for a certain number or characteristics to be fully described. These two measures both appear in

presenting and analyzing tabular data or in the discussion of the information found in pertinent tables. The simplest way to calculate percentage is to divide the given amount by the total amount then multiplying the answer by 100 to get the percentage of the given amount with respect to the total amount (Parahoo, 2006). This answered sub-problem number 1 on the UPHSD-LP BSN graduates Profile in terms of 1.1. Personal; 1.2. PNLE rating; and 1.3. Employability according to 1.3.1. Number Employed, 1.3.2. Position in Current Employment, 1.3.3. Time Spent to Get First Employment after Graduation, and 1.3.4. Predominant Activities in the Present Job.

lvi Ranking. In this study, ranking is applied for assigning the relative positions of items or categories using numbers in ascending order based on average ratings. Weighted mean. Weighted mean refers to the average rating obtained from multiplying the number of cases by the equivalent weights (scaled rating) divided by the total number of cases (Parahoo, 2006). Weighted mean and Ranking answered sub-problem number 2 on assessment of respondents in relation to identified aspects of the Nursing Curriculum in terms of Related Learning Experience (RLE), Major Nursing Subjects, Provision and Conditions Experienced in College and Application of the Course after Graduation. t-test. This is a test of whether a sample of observations comes from a larger sample with a normal distribution of statistical properties (Bloomsbury, 2005). t-test answered sub-problem 3.1. in Significant Difference between personal attributes and Curricular Evaluation in terms of 3.1.1. Age versus Curricular Evaluation, 3.1.2. Gender versus Curricular Evaluation, and 3.1.3. Civil Status versus Curricular Evaluation. It also answered sub-problem 3.2. in Significant Difference between PNLE Ratings and Curricular Evaluation.

lvii Analysis of Variance (ANOVA). This test refers broadly to a collection of experimental situations and statistical procedures for the analysis of quantitative responses from experimental units (Devore, 2008). ANOVA answered sub-problem 3.3. in Significant Difference between Respondents Employability and Curricular Evaluation in terms of 3.3.1. Employment Status versus Curricular Evaluation, 3.3.2. Position in Current Employment versus Curricular Evaluation, 3.3.3. Time Spent to Get First Employment after Graduation versus Curricular Evaluation, and 3.3.4. Predominant Activities in the Present Job versus Curricular Evaluation.

lviii

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter provides answers to the problems posed for this study. The results were supported with appropriate statistical tools, such as Frequency, Percentage, Mean Distributions, t- test, and ANOVA. Profile categories were grouped to meet necessary and sufficient frequency for statistical analysis. These were discussed thoroughly in this chapter.

Problem 1. The UPHSD-LP BSN Attributes in terms of: 1.1. Personal Table 2 Frequency and Percentage Distribution of Respondents Personal Attributes
SCHOOL YEAR 2006 2007 11(100) 0 13(100) 0

PROFILE AGE 20 - 29 (%) 30 - 39 (%)

2001-2004 0 13(100)

2005

2008 9(100) 0

2009 35(94) 1(3)

TOTAL 81 18

13(76) 4(24)

lix
40 - 49 (%) TOTAL GENDER MALE(%) FEMALE(%) TOTAL CIVIL STATUS SINGLE(%) MARRIED(%) TOTAL 4(31) 9(69) 13 10(59) 7(41) 17 11(100) 0 11 13(100) 0 13 9(100) 0 9 36(97) 1(3) 37 83 17 100 3(23) 10(77) 13 4(24) 13(76) 17 4(36) 7(64) 11 3(23) 10(77) 13 2(22) 7(78) 9 16(43) 21(57) 37 32 68 100 0 13 0 17 0 11 0 13 0 9 1(3) 37 1 100

1.1.1. Age. Out of the 100 respondents, majority were in the 20-29 age bracket, that is, 81 or 81%, and the least had 1 or 1% in the 40-49 age group. This showed that majority of the graduates were young since they belonged to the 20-29 age bracket. Predominantly, the profession is open to all where UPHSDs admission and graduation requirements posted no

discrimination in terms of age. A study entitled A Tracer Study of Batch 2006 Graduates of the College of Nursing University of Perpetual Help System DALTA Molino Campus stated that, out of 59 respondents, majority of them or 50.85% were from 26-30 years old (Basilio et al., 2008). This article supported the study because the majority of the respondents were included in 20-29 age bracket. 1.1.2. Gender. Out of the 100 respondents, majority of them are female. There are 68 female respondents, while 32 respondents are male.

lx An article entitled Job Satisfaction and Acculturation among Filipino Registered Nurses dealt with Filipino Nurses working in the US. Similar to the national profile of RNs who were predominantly women (94.3%), majority of Filipino RNs sampled were also women (88.5%) (Ea et al., 2008). Another study entitled A Tracer Study of Batch 2006 Graduates of the College of Nursing in University of Perpetual Help System DALTA Molino Campus stated that majority of the 59 respondents, that is, 75% are female (Basilio et al., 2008). Although nursing remains a predominantly female profession, more male nurses are preferred by hospitals in terms of capacity to lift patients especially in the emergency and intensive care units, as observed by the researcher. Likewise, preference in recruit can be posited to have a balance of male and female counterparts in the wards catering medical and surgical cases. 1.1.3. Civil Status. Out of 100 respondents, most of them are single. 83 or 83% respondents fall in that category while the remaining 17 or 17% are married. This means that most of the respondents opt to remain single. It can then be said that nurses are career-driven individuals so much so that having a family of their own is just a second priority. The demand for nurses abroad and the overwhelming perks of remuneration they can get in practicing the profession in other countries or working locally are their main concerns.

lxi A study entitled A Tracer Study of Batch 2006 Graduates of the College of Nursing University of Perpetual Help System DALTA Molino Campus stated that majority of the 59 respondents, or 69.59% are single (Basilio et al., 2008). 1.2. PNLE Rating Table 3 Frequency and Percentage Distribution of Respondents PNLE Rating

PNLE 75 - 79(%) 80 - 84(%) 85 - 89(%) TOTAL

2001-2004 9(69) 4(31) 0 13

2005 16(94) 1(6) 0 17

2006 10(91) 1(9) 0 11

2007 8(62) 5(38) 0 13

2008 8(89) 1(11) 0 9

2009 27(73) 8 (22) 2(5) 37

TOTAL 78 20 2____ 100

A large part of the respondents had a rating of 75 to 79% in the PNLE. Out of 100 respondents, there were 78 or 78% in that category. The least had 2 or 2% respondents with an 85 to 89% PNLE rating. This showed that the respondents belonged to the average or below average level; however, there were 2 respondents who got 85-89% PNLE rating. In almost a decade, UPHSD remained in the status quo board performance as shown in the data ranging from 75-79%, 80-84%, and 85-89%.

lxii Out of 37 examinees in School Year 2009, only 2 or 5% registered improved PNLE ratings ranging from 85-89%. On the other hand, there was no

improvement in PNLE ratings in terms of the national passing percentage. It is noteworthy that the same reflects the efforts of academicians, nursing leaders, and educators in trying to realize better performance in the PNLE. Verily,

administrative efforts should also be taken into consideration to continuously work for the improvement of board performance. A study entitled Market Demand and Supply of Filipino Nurses from 1998-2002: A Trend Analysis showed that, in 2004, out of 57,242 examinees, overall number of PNLE passers were 29,359 or 59.29%; in 1998, out of 17,101, passers were 9,541 or 55.80%, In 2002, out of 9,449, only 4,228 or 44.74% passed which showed a decline in ratings (Daplas, 2004). In UPHSD-LP, PNLE results from 1999-2009 showed that, as the number of PNLE examinees increased, the number of PNLE passers decreased (UPHSD-LP PNLE Examinees and Passers). Coupled with the increase in enrolment in the oversubscribed courses was the decline in the performance level across all programs in licensure examinations administered by the Professional Regulation Commission from 38% in 2006 to 36.50% last year (Sunstar.com, 2011). Alterations in quality of learning due to overpopulation might be one of the reasons as to why there was a decline or low passing rates in the PNLE.

lxiii

1.3. Employability

1.3.1. Number of Graduates Employed

Table 4 Frequency Distribution of Respondents Current Employment Status

CURRENT EMPLOYMENT STATUS FREQUENCY _____________________________________________________________________ Government 7 Private 79 Not Employed 14 _____________________________________________________________________ TOTAL 100

Out of 100 respondents, a majority of them were employed in private institutions, that is, 79 or 79%. The lowest numbers of respondents were 7 or 7% who were employed in government institutions. If a student has graduated from a private institution, he or she is expected to land a job in private employment too. As observed by the

researcher, majority (79) of the graduates had difficulty getting employed in government and that most of the jobs available are in private institutions.

lxiv A journal study entitled Nurse Supply and Demand in the Philippines stated that most of the nurses were employed in government agencies, while the rest worked in the private sector or in nursing education institutions (Corcega, 2000). According to the Department of Health, it is estimated that more than 200,000 Filipino nurses were unemployed as of March 2011 (mb.com.ph, 2011). Lack of respondents might be the cause; that is why the results of this study contradicted the related study. 1.3.2. Position in Current Employment Table 5 Frequency Distribution of Respondents Position in Current Employment*
POSITION FREQUENCY _____________________________________________________________________ Nurse 40 Overseas Filipino Worker 25 Others* 21 Not employed 14 _____________________________________________________________________ TOTAL 100
* Others include: Call center agent/ team leader Medical representative Cabin Crew, Wedding film maker, Broker, Pharmacist, Fast food service crew

Out of 100 respondents, majority of the respondents were 40 or 40% of the nurses were employed locally, while 14 or 14% were unemployed.

lxv Only 40% of the graduates were practicing their profession in the country, while the rest were employed in health-related or even non-health related professions. A Study on Nurse Supply and Demand in the Philippines points out that in 2003, 58% of the total supply of nurses was employed either in the Philippines or internationally. The majority of employed nurses were employed abroad and in the Philippines; most were employed by government agencies, while the rest worked in the private sector or in nursing education institutions (Corcega et al., 2000). In the major thrusts of both the Department of Labor and Employment (DOLE) and Commission on Higher Education (CHEd), it may seem that the CHEd prioritizes courses wherein there is a great demand for workers. Toward this end, collaboration among the DOLE, CHEd, and the PRCC is extensively being done. Alarmed by the growing mismatch between the skills of graduates and the needs of the job market, the CHEd bared the priority courses in tertiary education that it would prefer college students to take by academic year 2011 (Sunstar.com, 2010). In the Nursing Roadmap by 2030, the Philippines shall be the lead in promoting Professional Nursing in the Asia Pacific Region. Its mission is for the Filipino nurses to be committed to provide society with professional Nursing service through innovations in education and training research and

lxvi management that will improve the well-being and quality of life (Arguelles, 2009). 1.3.3. Time Spent to Get First Employment after Graduation Table 6 Frequency Distribution of Respondents Time Spent to Get First Employment After Graduation TIME SPENT Before graduation One month- a year after graduation More than 1 year after graduation No job search at all TOTAL 100 FREQUENCY 2 68 27 3

Out of 100 respondents, majority of them got a job one month to a year after graduation, that is, 68 or 68% of the respondents, while a few of them were employed before graduation, that is, 2 or 2%. It is noteworthy that the UPSHD graduates are employable as evidenced by the fact that 68% of them landed a job one month to a year after graduation. Although a handful, that is, 27% still waited more than a year after graduation. Most of the nursing graduates, even those who passed the board examinations, have remained unemployed due to the decreasing demand for the profession. The majority of the nursing graduates fail to find employment in their preferred profession and finding the opportunity to have jobs related to

lxvii their chosen career has become part of their efforts to survive after graduation (mb.com.ph, 2012). This article contradicted the data gathered from the respondents due to lack of respondents. 1.3.4. Predominant Activities in the Present Job Table 7 Frequency Distribution of Respondents Predominant Activities in the Present Job PREDOMINANT ACTIVITIES I have spent most of the time on a regular job I had mainly various temporary jobs I had mainly more than one job at the same time Others* TOTAL
*Others include:

FREQUENCY 61 25 3 11 100

I was most of the time unemployed I mainly embarked on further study I was predominantly engaged in child rearing or family matters

Out of 100 respondents, majority of them have spent most of their time in a regular job. There were 61 or 61% respondents in that category. A few of them, that is, 3 or 3% which had more than one job at the same time. Corollary to the job placement after graduation, these graduates were able to attain regularly statuses. It is also notable that although a limited

number of graduates intend to pursue higher studies, continuing education remains to be a part and parcel of these individuals lives.

lxviii The construct of work orientations is used to consider a range of aspects that influence how employees relate to their work and the tasks they are expected to perform and the learning involved. It provides a framework for considering aspects like employees role performance, attitudes toward learning, occupational choices and career plans, work motivation, and levels of identification with work and commitment. (Kirpal, 2011).

Problem 2 The Assessment of Respondents in Relation to Identified Aspects of the UPHSD-LP BSN Curriculum

Table 8 Mean Assessment of Respondents in Relation to Identified Aspects of BSN Curriculum*

CATEGORIES WEIGHTED MEAN 3.65 3.64 3.56 3.53 3.60 INTERPRETATION Adequate Adequate Adequate Adequate Adequate

RLE Major Nursing Subjects Study Provisions and Conditions Experience in College Application of the Course after Graduation MEAN

* Detailed Assessment on identified aspects of BSN Curriculum is shown in the Appendix D.

The category that had the highest mean was RLE (3.65) and the lowest mean was in Application of the Course after Graduation (3.53), nevertheless, all categories have an interpretation of Adequate. Total mean was 3.60 with an interpretation of Adequate.

lxix Detailed mean and rank distributions on UPHSD-LP BSN curriculum is shown in Appendix D. In RLE, nursing graduates had most exposures in Community, Operating and Delivery areas and had least exposures in Orthopedic and Hemodialysis areas. In Major Nursing Subjects, least ranked was the Reliability of the Methodology in Preparation for the PNLE. In Study Provisions and Conditions Experienced in College, least ranked was Chances to Participate in Activities; and in Application of the Course after Graduation, least ranked was For the Economic Development of the Country. It is a fact that the graduates have not fully applied what they have learned in the undergraduate program, as evidenced by Table 5 that; there, only a few (40% excluding the OFWs) were able to practice the profession. In Adequacy of the Program in terms of RLE (WM=3.65); Major Nursing Subjects (WM=3.64), Study Provisions and Conditions Experienced in College (WM=3.56), the graduates were educated utilizing the appropriate curriculum but need to focus on the ready market after graduation. Hence, a response of Adequate still needs to be realized by the institution. In UPHSD-LP, PNLE results from 1999-2009 showed that as the number of PNLE examinees increased, the number of PNLE passers decreased (UPHSD-LP PNLE Examinees and Passers). The overall PNLE rating in UPHSD-LP started to decline; this might be the cause why least-ranked was the Reliability of Methodology in Preparation

lxx for the PNLE. Also, the increase in number of students resulted to inability to participate in every activity. In 1999-2010, enrollment in medical and allied courses, which includes nursing, rose from 150,634 to 654,611. Coupled with the increase in enrolment in the oversubscribed courses was the decline in the performance level across all programs in licensure examinations administered by the Professional Regulation Commission from 38% in 2006 to 36.50 last year (Sunstar.com, 2011).

lxxi Problem 3 Significant difference in the Assessment of

Respondents in Relation to Identified Aspects of the UPHSD-LP BSN Curriculum when grouped according to profile variables. 3.1. Significant difference: Personal Attributes vs. Curricular Evaluation 3.1.1. Age vs. Curricular Evaluation Table 9 Comparative Analysis on UPHSD - LP BSN Curricular Evaluation of Respondents When Grouped According to Age

ASPECT RLE 20 29 30 ABOVE t -value

MEAN

COMPUTED

CRITICAL*

INTERTPRETATION

DECISION

3.69 3.54 1.080 1.984 Not Significant Ho: Not Rejected

MAJOR NURSING SUBJECTS 20 29 30 ABOVE t -value 20 29 30 ABOVE t -value 20 29 30 ABOVE t -value * = 0.05, 2 tailed, & 98 df 3.69 3 49 1.517 1.984 Not Significant Ho: Not Rejected

STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE 3.60 3.40 1.451 1.984 Not Significant Ho: Not Rejected

APPLICATION OF THE COURSE AFTER GRADUATION 3.23 3.61 -2.178 1.984 Significant Ho: Rejected

lxxii The mean rating of the 20-29 and the 30 and above age brackets were 3.69 and 3.54, respectively, in RLE; 3.69 and 3.49 in Major Nursing Subjects; 3.60 and 3.40 in Study Provisions and Conditions Experienced in College; and 3.23 and 3.61 in Application of the Course after Graduation. Analysis show that difference in mean ratings on age were found not significant in RLE, Major Nursing Subjects and Study Provisions and Conditions Experienced in College because their computed t -value of 1.080, 1.517, and 1.451 are lower than the critical value of 1.984. Thus, the null hypothesis is Not Rejected. However, analysis shows that difference in mean ratings on age was found significant in application of the course after graduation since their computed t-value of -2.178 is higher than the critical value of 1.984. Therefore, the null hypothesis is rejected. Age had an effect on application of the course after graduation. Those who were younger might be able to recall or apply what they have learned better than those who were older. A study entitled The Younger, the Better? Age-Related Differences in Academic Performance at University maintained that the importance of agerelated differences in education attainments has been documented by several studies: within a given cohort or class, relatively younger individuals have a different performance with respect to relatively older individuals. More

specifically, the oldest pupils in a given class or cohort typically outperform their

lxxiii youngest mates in a wide array of cognitive and academic outcomes. Contrary to most of the existing evidence, it was found that, at the undergraduate level, the youngest students within a cohort perform better than their oldest peers, particularly in the most technical subjects (Pellizari and Billari, 2011). 3.1.2. Gender vs. Curricular Evaluation Table 10 Comparative Analysis on UPHSD LP BSN Curricular Evaluation of Respondents When Grouped According to Gender
ASPECT RLE MALE FEMALE t -value 3.56 3.70 -1.232 1.984 Not Significant Ho: Not Rejected MEAN COMPUTED CRITICAL* INTERTPRETATION DECISION

MAJOR NURSING SUBJECTS MALE FEMALE t -value 3.64 3.66 -0.235 1.984 Not Significant Ho: Not Rejected

STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE MALE FEMALE t -value 3.49 3.60 -0.940 1.984 Not Significant Ho: Not Rejected

APPLICATION OF THE COURSE AFTER GRADUATION MALE FEMALE t -value * = 0.05, 2 tailed, & 98 df 3.29 3.31 -0.160 1.984 Not Significant Ho: Not Rejected

The mean ratings of male and female groups were 3.56 and 3.70, respectively, in RLE; 3.64 and 3.66, respectively, in Major Nursing Subjects;

lxxiv 3.49 and 3.60 in Study Provisions and Conditions Experienced in College; and 3.29 and 3.31 in Application of the Course after Graduation. Analysis shows that the difference in mean ratings on Gender were found Not Significant in all four categories in Curricular Evaluation since the computed t-value of -1.232 in RLE; -0.235 in Major Nursing Subjects; -0.940 in Study Provisions and Conditions Experienced in College; and -0.160 in Application of the Course after Graduation were all lower than the critical value of 1.984 in all categories; therefore, the null hypothesis is Not Rejected. This shows that gender difference had no effect on curricular evaluation.

3.1.3. Civil Status vs. Curricular Evaluation Table 11 Comparative Analysis on UPHSD LP BSN Curricular Evaluation of Respondents When Grouped According to Civil Status

lxxv
ASPECT RLE SINGLE MARRIED t -value MEAN 3.71 3.42 2.106 1.984 Significant Ho: Not Rejected COMPUTED CRITICAL* INTERTPRETATION DECISION

MAJOR NURSING SUBJECTS SINGLE MARRIED t -value 3.69 3.47 1.600 1.984 Not Significant Ho: Not Rejected

STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE SINGLE MARRIED t -value 3.60 3.36 1.657 1.984 Not Significant Ho: Not Rejected

APPLICATION OF THE COURSE AFTER GRADUATION SINGLE MARRIED t -value * = 0.05, 2 tailed, & 98 df 3.29 3.40 -0.610 1.984 Not Significant Ho: Not Rejected

The mean ratings of single and married groups were 3.71 and 3.42, respectively in RLE; 3.69 and 3.47, respectively, in Major Nursing Subjects; 3.60 and 3.36, respectively, in Study Provisions and Conditions Experienced in College; and 3.29 and 3.40, respectively, in Application of the Course after Graduation. Analysis shows that difference in mean ratings on Civil Status was found Significant in RLE for the reason that the computed t-value of 2.106 is higher than the critical value of 1.984; hence, the null hypothesis is Rejected. Analysis shows that the difference in mean ratings in Civil Status was found Not Significant in Major Nursing Subjects, Study Provisions and

lxxvi Conditions Experienced in College, and in Application of the Course after Graduation as evidenced by their computed t-value of 1.600 in Major Nursing Subjects; 1.657 in Study Provisions and Conditions Experienced in College; and -0.610 in Application of the Course after Graduation, all lower than the critical value of 1.984. Consequently, the null hypothesis is Not Rejected. According to a study entitled An Examination of the Relationship of Gender, Marital Status and Prior Educational Attainment and Learner Autonomy, One aspect of this dimension (self-directed learning) is the personal attributes and characteristics of the individual learner (Derrick et al., 2007). This shows that marital status had no effect on curricular evaluation except on RLE. Single students devoted more time on their RLE than those who were married.

3.2. Significant Difference: PNLE vs. Curricular Evaluation Table 12 Comparative Analysis on UPHSD LP BSN Curricular Evaluation of Respondents When Grouped According to PNLE Rating
ASPECT RLE 75 -79 3.62 MEAN COMPUTED CRITICAL* INTERTPRETATION DECISION

lxxvii
80 ABOVE 3.79 t -value -1.357 1.984 Not Significant Ho: Not Rejected

MAJOR NURSING SUBJECTS 75 -79 3.58

80 ABOVE 3.91 t -value -2.688 1.984 Significant Ho: Rejected

STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE 75 -79 3.48

80 ABOVE 3.85 t -value -2.869 1.984 Significant Ho: Rejected

APPLICATION OF THE COURSE AFTER GRADUATION 75 -79 3.21

80 ABOVE 3.65 t -value * = 0.05, 2 tailed, & 98 df -2.764 1.984 Significant Ho: Rejected

The mean ratings of 75-79% and 80 and above PNLE ratings were 3.62 and 3.79, respectively, in RLE; 3.58 and 3.91, respectively, in Major Nursing Subjects; 3.48 and 3.85, respectively, in Study Provisions and Conditions Experienced in College; and 3.21 and 3.65, respectively, in Application of the Course after Graduation. Analysis on the difference on PNLE ratings were found Significant in Major Nursing Subjects, Study Provisions and Conditions Experienced in College, and in Application of the Course after Graduation since their computed t-value are -2.688 in Major Nursing Subjects; -2.869 in Study

lxxviii Provisions and Conditions Experienced in College; and -2.764 in Application of the Course after Graduation which exceeded the critical value of 1.984. Thus, the null hypothesis is Rejected. The analysis on the difference in PNLE ratings were found Not Significant in RLE since the computed t-value of -1.357 is lower than the critical value of 1.984. Therefore, the null hypothesis is Not Rejected. The foregoing show that Major Subjects, Study Provisions and Conditions Experienced in College and Application of the Course after Graduation had an effect on PNLE ratings. Those who got a PNLE rating of 80% and above most likely had an easier experience in those three categories compared to those who got 75-79% PNLE ratings.

In UPHSD-LP, frequency and percentage distributions of UPHSD-LPs overall PNLE examinees and passers from 1999 to 2009 show that 7,893 graduates had taken the PNLE exam from 1999 to 2009. Less than half of the entire examinees have passed the board exam. Hence, only 3,464 or 44% of the candidates passed the exam. In 2001, Out of nine students who took the exam, eight or 89% of them passed the exam which shows that 2001 had the lowest number of examinees but had the highest number of passers. In 2009, out of the 2,852 who took the exam, 1,002 or 35% of the examinees passed. This year has registered the highest number of examinees but the lowest number of passers (UPHSD-LP office of the College of Nursing).

lxxix Doubtless, the PNLE rating of the UPHSD-LP College of Nursing needs to be improved. Curriculum engineering is needed, there should be subject or program integration for a better board performance.

3.3. Significant Difference: Employability vs. Curricular Evaluation 3.3.1. Employment Status vs. Curricular Evaluation Table 13 Comparative Analysis on UPHSD LP BSN Curricular Evaluation of Respondents When Grouped According to Employment Status
ASPECT RLE GOVERNMENT PRIVATE 3.53 3.68 MEAN COMPUTED CRITICAL* INTERTPRETATION DECISION

NOT EMPLOYED 3.59 F -value MAJOR NURSING SUBJECTS GOVERNMENT PRIVATE 3.19 3.73 0.410 3.090 Not Significant Ho: Not Rejected

NOT EMPLOYED 3.48 F -value 4.655 3.090 Significant Ho: Rejected

STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE

lxxx
GOVERNMENT PRIVATE 3.29 3.65

NOT EMPLOYED 3.23 F -value 4.816 3.090 Significant Ho: Rejected

APPLICATION OF THE COURSE AFTER GRADUATION GOVERNMENT PRIVATE 3.21 3.38

NOT EMPLOYED 2.95 F -value * = 0.05, 2 & 97 df 2.519 3.090 Not Significant Ho: Not Rejected

The mean ratings on government, private, and not employed categories were 3.53, 3.68, and 3.59, respectively, in RLE; 3.19, 3.73, and 3.48, respectively, in Major Nursing Subjects; 3.29, 3.65, and 3.23, respectively, in Study Provisions and Conditions Experienced in College; and 3.21, 3.38, and 2.95, respectively, in Application of the Course after Graduation. An analysis on difference in employment status was found Not Significant in RLE and Application of the Course after Graduation since the computed F-values are 0.410 and 2.519, lower than the computed critical value of 3.090. Therefore, the null hypothesis is Not Rejected. However, analyses on difference in employment status was found Significant on Major Nursing Subjects and Study Provisions and Conditions Experienced in College since the computed F-value are 4.655 and 4.816, which are higher than the computed critical value of 3.090. Thus, the null hypothesis is Rejected.

lxxxi This showed that Major Nursing Subjects and Study Provisions and Conditions Experienced in College had an effect on Employment Status.

3.3.2. Position in Current Employment vs. Curricular Evaluation Table 14 Comparative Analysis on UPHSD LP BSN Curricular Evaluation of Respondents When Grouped According to Position in Current Employment
ASPECT RLE NURSE OFW OTHERS** 3.62 3.67 3.85 MEAN COMPUTED CRITICAL* INTERTPRETATION DECISION

NOT EMPLOYED 3.47 F -value MAJOR NURSING SUBJECTS NURSE OFW OTHERS 3.69 3.56 3.83 1.553 2.699 Not Significant Ho: Not Rejected

NOT EMPLOYED 3.45 F -value 1.843 2.699 Not Significant Ho: Not Rejected

STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE NURSE OFW OTHERS 3.64 3.49 3.73

NOT EMPLOYED 3.23 F -value 3.020 2.699 Significant Ho: Rejected

lxxxii
APPLICATION OF THE COURSE AFTER GRADUATION NURSE OFW OTHERS 3.48 3.57 2.94

NOT EMPLOYED 2.88 F -value 7.159 2.699 Significant Ho: Rejected

* = 0.05, 3 & 96 df ** Others include: Call center agent/ team leader Medical representative Cabin Crew, Wedding film maker, Broker, Pharmacist, Fast food service crew

Mean ratings on Nurse, OFW , Others, and Not Employed categories were 3.62, 3.67, 3.85 and 3.47, respectively, in RLE; 3.69, 3.56, 3.83, and 3.45, respectively, in Major Nursing Subjects; 3.64, 3.49, 3.73, and 3.23, respectively, in Study Provisions and Conditions Experienced in College; and 3.48, 3.57, 2.94, and 2.88, respectively, in Application of the Course after Graduation. Analysis on difference in position in current employment was Significant in Study Provisions and Conditions Experienced in College and Application of the Course after Graduation since the computed F-value of 3.020 and 7.159 are higher than the critical value of 2.699. Therefore, the null hypothesis is Rejected. On the other hand, analysis on difference in position in current employment was Not Significant in RLE and Major Nursing Subjects since the computed F-value of 1.553 and 1.843 are lower than the critical value of 2.699. So, the null hypothesis is Not Rejected.

lxxxiii Indeed, learning outcomes should be geared toward application of the program after graduation. Employability is an issue to the graduates, parents, and the country after completing a college degree. Re-skilling or up-skilling could be achieved through self-directed learning, formal retraining, or a return to education, but individuals also respond by switching to part-time work (Kirpal, 2010). In Application of the Course after Graduation, those who were not employed had no way to apply their course after graduation, and those who work as nurses locally and internationally were able to apply what was learned in school after graduation.

lxxxiv

3.3.3. Time Spent to Get First Employment after Graduation vs. Curricular Evaluation Table 15 Comparative Analysis on UPHSD LP BSN Curricular Evaluation of Respondents When Grouped According to Time Spent to Get First Employment after Graduation
ASPECT RLE
BEFORE GRADUATION 1 MO-1 YR AFTER GRADUATION MORE THAN 1 YR AFTER GRADUATION NO JOB SEARCH

MEAN 3.72 3.69

COMPUTED CRITICAL* INTERTPRETATION DECISION

3.51 3.88 0.971 2.699 Not Significant Ho: Not Rejected

F value MAJOR NURSING SUBJECTS BEFORE GRADUATION 3.50 1 MO-1 YR AFTER GRADUATION 3.68
MORE THAN 1 YR AFTER GRADUATION NO JOB SEARCH

3.62 3.56

F -value 0.175 2.699 Not Significant Ho: Not Rejected STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE BEFORE GRADUATION 3.40 1 MO-1 YR AFTER GRADUATION 3.64
MORE THAN 1 YR AFTER GRADUATION NO JOB SEARCH

3.42 3.13 Not Significant Ho: Not Rejected

F -value 1.802 2.699 APPLICATION OF THE COURSE AFTER GRADUATION BEFORE GRADUATION 3.00 1 MO-1 YR AFTER GRADUATION 3.44
MORE THAN 1 YR AFTER GRADUATION

2.92

lxxxv
NO JOB SEARCH

3.33 4.205 2.699 Significant Ho: Rejected

F -value * = 0.05, 3 & 96 df

Mean ratings on categories Before Graduation, 1 month-1 Year after Graduation, More Than 1 Year after Graduation, and No Job Search were 3.72, 3.69, 3.51, and 3.88, respectively, in RLE; 3.50, 3.68, 3.62, and 3.56, respectively, in Major Nursing Subjects; 3.40, 3.64, 3.42, and 3.13, respectively, in Study Provisions and Conditions Experienced in College; and 3.00, 3.44, 2.92, and 3.33, respectively, in Application of the Course after Graduation. Analysis on difference in time spent to get first employment after graduation was Not Significant in RLE, Major Nursing Subjects, and Study Provisions and Conditions Experienced in College since the computed F-value of 0.971, 0.175, and 1.802 are lower than the critical value of 2.699. Therefore, the null hypothesis is Not Rejected. In spite of this, analysis on difference in Time Spent to Get First Employment after Graduation was Significant in Application of the Course after Graduation since the computed F-value of 4.205 is higher than the critical value of 2.699. As a result, the null hypothesis is Rejected. This shows that those who got a job one month to one year after graduation were able to apply the course after graduation easily compared to

lxxxvi other categories because fresh graduates had an easier time to recall and apply what they have learned. The first explanation is a combination of early learning and progression over the age profile of cognitive development. Although there is still some

controversy on this issue, several studies (Fredriksson and Ockert, 2005; Goodman and Sianesi, 2005; Skirbekk, 2005; Skirbekk et al., 2004) have shown that going to school earlier improves later outcomes. At the same time, the medical and psychological literature documents that, just like physical strength, cognitive abilities first develop and then deplete with age, with the turning point for the average person being probably in the early twenties (Jones 2010; Salthouse et al., 2004). Hence, in the early stages of childhood

development, the effect of older students being more mature probably dominates the benefits of early learning. Later, such an advantage fades out and possibly reverses, thus leading to the observed better performance of the youngest students in the cohort. Hence, we also explore a second possible explanation. Several psychological studies (Thompson et al., 2004; Dhuey and Lipscomb, 2006) document the important role of relative age differences in the development of personality traits that favor the oldest pupils in a group. According to these studies, the youngest students in a cohort, who have likely been the smallest kids in their reference groups at early ages, should be less socially active and, hence, spend more time on studying, as predicted by a simple model of optimal

lxxxvii time allocation. Relatively, older students exert less effort and perform worse. Interpretation in this particular effect emerges only at the university level and it is irrelevant at younger ages because it is only in college that one gets full control of ones time (Pellizari and Billari, 2011). 3.3.4. Predominant Activities in the Present Job vs. Curricular Evaluation Table 16 Comparative Analysis on UPHSD LP BSN Curricular Evaluation of Respondents When Grouped According to Predominant Activities in the Present Job
ASPECT RLE MEAN COMPUTED CRITICAL* INTERTPRETATION DECISION

I have spent most of the time on a regular job I had mainly various temporary jobs I had mainly more than one job at the same time Others**

3.69 3.62 3.62 3.58 0.217 2.699 Not Significant Ho: Not Rejected

F -value MAJOR NURSING SUBJECTS

I have spent most of the time on a regular job I had mainly various temporary jobs I had mainly more than one job at the same time Others

3.73 3.53 3.56 3.52 Ho: Not Rejected

F -value 1.209 2.699 Not Significant STUDY PROVISIONS AND CONDITIONS EXPERIENCED IN COLLEGE
I have spent most of the time on a regular job 3.65 I had mainly various temporary jobs 3.51 I had mainly more than one job at the same time 3.67 Others 3.18

F -value 2.493 2.699 APPLICATION OF THE COURSE AFTER GRADUATION

Not Significant Ho: Not Rejected

lxxxviii
I have spent most of the time on a regular job I had mainly various temporary jobs I had mainly more than one job at the same time Others

3.54 2.84 3.67 2.95 9.567 2.699 Significant Ho: Rejected

F -value

* = 0.05, 3 & 96 df **Others include: I was most of the time unemployed

I mainly embarked on further study I was predominantly engaged in child rearing or family matters

The mean ratings on categories I have spent most of time on the regular job, I had mainly various temporary jobs, I had mainly more than one job at the same time, and others were 3.69, 3.62, 3.62, and 3.58, respectively, in RLE; 3.73, 3.53, 3.56, and 3.52, respectively, in Major Nursing Subjects; 3.65, 3.51, 3.67, and 3.18, respectively, in Study Provisions and Conditions Experienced in College; and 3.54, 2.84, 3.67, and 2.95, respectively, in Application of the Course after Graduation. Analysis of the difference on predominant activities in the present job was Not Significant in RLE, Major Nursing Subjects, and Study Provisions and Conditions Experienced in College since the computed F-value of 0.217, 1.209, and 2.493, respectively, are lower than the critical value of 2.699. Therefore, the null hypothesis is Not Rejected. On the other hand, analysis of the difference on predominant activities in the present job was Significant in Application of the Course after Graduation since the computed F-value of 9.567 is higher than the critical value of 2.699. Thus, the null hypothesis is Rejected.

lxxxix Truly, balancing work and private life is one of the key concerns when people need or seek to adjust their individual careers and having a more balanced life is often the main driver for people making adjustments in their work lives (Kirpal, 2010). Problem 4 study Framework developed based on the findings of the

Curricular Evaluation

UPHSD-LP Graduate

PNLE

Employability

Figure 2 Framework Development UPHSD-LP graduate is the focus in this framework. The UPHSD-LP Graduates Curricular Evaluation, PNLE and Employability were the bases

xc used in this study; the same were analyzed for the development of graduates as well as the UPHSD-LP institution.

I. Background Quality of nursing began to decrease as evidenced by the decline in PNLE ratings, underemployment, and unemployment. Based on the findings of the study, a framework is hereby crafted with a view to produce professional and quality nursing graduates to promote and enrich the nursing profession at the UPHSD-LP.

II. Objectives

To enrich curricular evaluation; To improve PNLE ratings; and To increase employability

III. Implementing guidelines 1. Curricular Evaluation 1.1. Related Learning Experience (RLE)

xci

Enrich RLE Competencies through adequate exposure in medical-surgical areas, particularly orthopedic and

hemodialysis areas. 1.2. Major nursing subjects Curriculum engineering with subject or program integration for better performance

1.3. Study provisions and conditions experienced in college Active participation by creation of improved teachinglearning methodology in clinical areas 1.4 . Application of the course after graduation Implement a seminar for the graduates about

employment, balancing career and private life for them to know the challenges ahead in employment.

2. PNLE Improve competencies of graduates before taking the PNLE coordinated by the college of nursing not by a review center.

xcii Thus, evaluation should be on the progress of students competency development before taking the PNLE.

3. Employability 3.1. Time spent to get first employment after graduation

The institution should coordinate job placement for the graduates that is appropriate for their course.

3.2.

Predominant activities in current employment

Encourage to engage in further studies Refresh skills that are applicable in employment Learning outcomes should be geared toward application of program after graduation.

xciii

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter includes the summary of findings, conclusions and recommendations of the study. The study answered the following questions: 1. What are the UPHSD-LP BSN Graduates Attributes in terms of: 1.1. Personal 1.1.1. Age; 1.1.2. Gender;

xciv 1.1.3. Civil Status; 1.2. PNLE Rating; 1.3. Employability; 1.3.1. Number of Graduates Employed; 1.3.2. Position in Current Employment; 1.3.3. Time Spent to Get First Employment after Graduation; and 1.3.4. Predominant Activities in the Present Job? 2. What is the assessment of respondents in relation to identified aspects

of the UPHSD-LP BSN Curriculum: 2.1. Related Learning Experience (RLE); 2.2. Major Subjects; 2.3. Study Provisions and Conditions Experienced in College; and 2.4. Application of the Course after Graduation? 3. Is there a significant difference in the assessment of respondents in

relation to identified aspects of the UPHSD-LP BSN Curriculum when grouped according to profile variables? 3.1. Personal Attributes vs. Curricular Evaluation 3.1.1. Age vs. Curricular Evaluation 3.1.2. Gender vs. Curricular Evaluation 3.1.3. Civil Status vs. Curricular Evaluation 3.2. PNLE Rating vs. Curricular Evaluation

xcv 3.3. Employability vs. Curricular Evaluation 3.3.1. Number of Graduates Employed vs. Curricular Evaluation 3.3.2. Position in Current Employment vs. Curricular Evaluation 3.3.3. Time Spent to Get First Employment after Graduation vs. Curricular Evaluation 4. What framework can be developed based on the findings of the study?

This study used the Quantitative Descriptive Survey Method of research. The subjects of the study were UPHSD-LP BSN graduates from Academic Years 1999-2009. There were 100 respondents in this study. They answered a self-made type of survey questionnaire. Part I of the questionnaire covered the UPHSD-LP BSN graduates attributes which include Part I.A. Personal (age, gender, and civil status); Part I.B. PNLE rating; and Part I.C. Employability. Part II comprised the curricular evaluation of the respondents. Adequacy of their responses was measured by a 5-point Rating Scale: 5 Very Adequate, 4 Adequate, 3 Fairly Adequate, 2 Minimally Adequate, and 1 Inadequate. Frequency, Percentage, Mean and Rank distributions, t-test, and ANOVA were used for the statistical tests. In the course of the study, the hypothesis was examined as to whether there was no significant difference in the assessment of respondents in relation

xcvi to identified aspects of the UPHSD-LP BSN Curriculum when grouped according to profile variables.

Summary of Findings The following findings were presented in this section: 1. The UPHSD-LP BSN Attributes in terms of: 1.1. Personal 1.1.1. Age; In age profile, Out of the 100 respondents, majority were in the 20-29 age bracket, which had 81 or 81% of the respondents, and the least had 1 or 1% of the respondents in the 40-49 age group. 1.1.2. Gender; Out of the 100 respondents, majority of them are female. There were 68 or 68% of the female respondents, while 32 or 32% respondents are male.

xcvii 1.1.3. Civil Status; Out of 100 respondents, most of them are single. 83 or 83% of the respondents fall in that category, while the remaining 17 or 17% of the respondents are married. 1.2. PNLE Rating A large part of the respondents had a rating of 75 to 79% in the PNLE. Out of 100 respondents, there were 78 or 78% which belong to that category. Meanwhile, 2 or 2% of the respondents had 85 to 89% PNLE ratings. The foregoing shows that the respondents belong to the average or below average level; nevertheless, there were 2 respondents who got 85-89% PNLE ratings. 1.3. Employability 1.3.1. Number of Graduates Employed; Out of 100 respondents, majority were employed in private institutions, that is, 79 or 79% of the respondents. On the other hand, there are 7 or 7% of the same who were employed in government institutions. 1.3.2. Position in Current Employment;

xcviii Out of 100 respondents, majority of the respondents, that is, 40 or 40% of the nurses were employed locally, whereas, of said respondents, 14 or 14% were unemployed 1.3.3. Time Spent to Get First Employment after Graduation; Out of 100 respondents, majority of them got a job one month to a year after graduation, that is, 68 or 68% of the same, while quite a few got their job before graduation, that is, 2 or 2% of the respondents. 1.3.4. Predominant Activities in the Present Job Out of 100 respondents, a majority of them were with a regular job; there were 61 or 61% respondents in that category. Only a few of the respondents, that is, 3 or 3% of them had more than one job at the same time. 2. The assessment of respondents in relation to identified aspects of the UPHSD-LP BSN Curriculum: 2.1. Related Learning Experience (RLE); 2.2. Major Subjects; 2.3. Study Provisions and Conditions Experienced in College; and 2.4. Application of the Course after Graduation The category that ranked the highest was RLE with a mean of 3.65, while the lowest ranked was the Application of the Course after Graduation aspect which had a mean of 3.53. Mean ratings in all 4

xcix categories had an interpretation of Adequate. Total mean was 3.60 with an interpretation of Adequate. Detailed mean and rank distributions on UPHSD-LP BSN curriculum is shown in Appendix D. In RLE, Nursing graduates had most exposures in Community, Operating, and Delivery areas, and had least exposures in Orthopedic and Hemodialysis areas. In major nursing subjects, least ranked was the Reliability of the Methodology in Preparation for the PNLE aspect. In Study Provisions and Cond itions Experienced in College, least ranked was Chances to Participate in Activities; in Application of the Course after Graduation, least ranked was For the Economic Development of the Country. 3. Significant difference in the assessment of respondents in relation to identified aspects of the UPHSD-LP BSN Curriculum when grouped according to profile variables 3.1. Personal Attributes vs. Curricular Evaluation 3.1.1. Age vs. Curricular Evaluation The mean ratings of the 20-29 and the 30 and above age brackets were 3.69 and 3.54 respectively in RLE; 3.69 and 3.49 in Major Nursing Subjects were registered; 3.60 and 3.40 in Study Provisions and Conditions Experienced in College; and 3.23 and 3.61 were registered in Application of the Course after Graduation.

c Analysis shows that difference in mean ratings on Age were found Not Significant in RLE, Major Nursing Subjects and Study Provisions and Conditions Experienced in College because their computed t-value, of 1.080, 1.517, and 1.451 are lower than the critical value of 1.984. Thus, the null hypothesis is Not Rejected. However, analysis shows that the difference in mean ratings on Age was found Significant in Application of the Course after Graduation since their computed t-value of -2.178 is higher than the critical value of 1.984. Therefore, the null hypothesis is Rejected. 3.1.2. Gender vs. Curricular Evaluation . The mean ratings of male and female group were 3.56 and 3.70, respectively on RLE; 3.64 and 3.66 on Major Nursing Subjects; 3.49 and 3.60 on Study Provisions and Conditions Experienced in College; and 3.29 and 3.31 on Application of the Course after Graduation. Analysis shows that the difference in mean ratings on gender were found Not Significant in all four categories in curricular evaluation since the computed t-value of -1.232 on RLE; -0.235 on Major Nursing Subjects; -0.940 on Study Provisions and Conditions Experienced in College; and -0.160

ci on Application of the Course after Graduation were all lower than the critical value of 1.984 in all categories, therefore, the null hypothesis is Not Rejected. 3.1.3. Civil Status vs. Curricular Evaluation The mean ratings of single and married groups were 3.71 and 3.42, respectively in RLE; 3.69 and 3.47 on Major Nursing Subjects; 3.60 and 3.36 on Study Provisions and Conditions Experienced in College; and 3.29 and 3.40 on Application of the Course after Graduation. Analysis shows that difference in mean ratings on Civil Status was found Significant in RLE due to the fact that the computed t-value of 2.106 is higher than the critical value of 1.984; hence, the null hypothesis is Rejected. Analysis shows that the difference in mean ratings on Civil Status was found Not Significant on Major Nursing Subjects, Study Provisions and Conditions Experienced in College, and on Application of the Course after Graduation as evidenced by their computed t-value of 1.600 Major Nursing Subjects; 1.657 on Study Provisions and Conditions

Experienced in College; and

-0.610 on Application of the

Course after Graduation- all lower than the critical value of 1.984. Consequently, the null hypothesis is Not Rejected.

cii 3.2. PNLE vs. Curricular Evaluation The mean ratings of 75-79% and 80% and above in the PNLE were 3.62 and 3.79 respectively, on RLE; 3.58 and 3.91 on Major Nursing Subjects; 3.48 and 3.85 on Study Provisions and Conditions Experienced in College; and 3.21 and 3.65 on Application of the Course after Graduation. Analysis on the difference regarding PNLE ratings was deemed Significant in Major Nursing Subjects, Study Provisions and Conditions Experienced in College, and on Application of the Course after Graduation for their computed t-value is -2.688 on Major Nursing Subjects; -2.869 on Study Provisions and Conditions Experienced in College; and -2.764 on Application of the Course after Graduation which exceeded the critical value of 1.984. Thus, the null hypothesis is Rejected. The analysis in the difference on PNLE ratings was found Not Significant in RLE since the computed t-value of -1.357 is lower than the critical value of 1.984. Rejected 3.3. Employability vs. Curricular Evaluation 3.3.1. Number Employed vs. Curricular Evaluation The mean ratings on Government, Private and Not Employed categories were 3.53, 3.68, and 3.59 in RLE; 3.19, Therefore, the null hypothesis is Not

ciii 3.73, and 3.48 in Major Nursing Subjects; 3.29, 3.65, and 3.23 in Study Provisions and Conditions Experienced in College; and 3.21, 3.38, and 2.95 in Application of the Course after Graduation. An analysis on difference in employment status was found Not Significant in RLE and Application of the Course after Graduation since the computed F-value is 0.410 and 2.519 lower than the computed critical value of 3.090. Therefore, the null hypothesis is Not Rejected. However, analyses on difference in employment status were found significant on Major Nursing Subjects and Study Provisions and Conditions Experienced in College since the computed F-value are 4.655 and 4.816, respectively, which are higher than the computed critical value of 3.090. Thus, the null hypothesis is Rejected.

3.3.2. Position in Current Employment vs. Curricular Evaluation Mean ratings on Nurse, OFW, Others, and Not Employed categories are 3.62, 3.67, 3.85 and 3.47,

respectively, on RLE; 3.69, 3.56, 3.83, and 3.45, respectively, on Major Nursing Subjects; 3.64, 3.49, 3.73, and 3.23,

civ respectively, on Study Provisions and Conditions Experienced in College; and 3.48, 3.57, 2.94, and 2.88, respectively, on Application of the Course after Graduation. Analysis on difference in position in current employment is Significant in Study Provisions and Conditions Experienced in College and Application of the Course after Graduation since the computed F-value of 3.020 and 7.159 are higher than the critical value of 2.699. Therefore, the null hypothesis is Rejected. On the other hand, analysis on difference in position in current employment is Not Significant in RLE and Major Nursing Subjects since the computed F-value of 1.553 and 1.843 are lower than the critical value of 2.699. So, the null hypothesis is Not Rejected. 3.3.3. Time Spent to Get First Employment after Graduation vs. Curricular Evaluation. Mean ratings in categories Before Graduation, 1 Month 1 Year After Graduation, More Than 1 Year after Graduation, and No Job Search are 3.72, 3.69, 3.51, and 3.88, respectively, in RLE; 3.50, 3.68, 3.62, and 3.56, respectively, in Major Nursing Subjects; 3.40, 3.64, 3.42, and 3.13, respectively, in Study Provisions and Conditions

cv Experienced in College; and 3.00, 3.44, 2.92, and 3.33, respectively, in Application of the Course after Graduation. Analysis on difference in Time Spent to Get First Employment after Graduation is Not Significant in RLE, Major Nursing Subjects, and Study Provisions and Conditions Experienced in College since the computed F-value of 0.971, 0.175, and 1.802 are lower than the critical value of 2.699. Therefore, the null hypothesis is Not Rejected. In spite of this, analysis on difference in Time Spent to Get First Employment after Graduation is Significant in Application of the Course after Graduation because the computed F-value of 4.205 is higher than the critical value of 2.699. As a result, the null hypothesis is Rejected. 3.3.4. Predominant Activities in the Present Job vs. Curricular Evaluation. The mean ratings in categories I Have Spent Most of my Time on the Regular Job, I Had Mainly Various Temporary Jobs, I Had Mainly More Than One Job at the Same Time, and Others are 3.69, 3.62, 3.62, and 3.58 respectively, on RLE; 3.73, 3.53, 3.56, and 3.52, respectively, on Major Nursing Subjects; 3.65, 3.51, 3.67, and 3.18, respectively, on Study Provisions and Conditions Experienced in College; and

cvi 3.54, 2.84, 3.67, and 2.95 on Application of the Course after Graduation. Analysis of the difference on predominant activities in the present job is Not Significant in RLE, Major Nursing Subjects, and Study Provisions and Conditions Experienced in College since the computed F-value of 0.217, 1.209, and 2.493, respectively, are lower than the critical value of 2.699. Therefore, the null hypothesis is Not Rejected. On the other hand, analysis in the difference of Predominant Activities in the Present Job is Significant in Application of the Course after Graduation since the computed F-value of 9.567 is higher than the critical value of 2.699. Thus, the null hypothesis is Rejected. 4. Framework development based on the findings of the study A framework is developed based on the findings on Curricular Evaluation, PNLE Rating, and Employability. These three were the vital roles used in this study for framework development on the BSN program at the UPHSD-LP.

Conclusions Based on the findings of the study, the following conclusions were made:

cvii 1. In UPHSD-LP BSN Graduates Attributes, nurses were predominantly 2029 years old. They were characterized as the female domain wherein most of them are single. Majority of the board passers obtained ratings from 75-79%. In Employability, a majority was employed in private institution, employed locally as nurses, got a job one month to a year after graduation, and spent most of the time in a regular job. 2. In assessment of identified aspects in UPHSD-LP BSN Curriculum, nursing graduates had the most exposures in the Community, Operating and Delivery areas, and had least exposures in Orthopedic and Hemodialysis areas. Least ranked in Major Nursing Subjects was the Reliability of the Methodology in Preparation for the PNLE. In Study Provisions and Conditions Experienced in College, least ranked was Chances to Participate in Activities; and in Application of the Course after Graduation, least ranked was For the Economic Development of the Country. 3. The significant difference in Attributes vs. Curricular Evaluation were in Application of the Course after Graduation in Age; RLE in Civil Status; Major Nursing Subjects, Study Provisions and Conditions During College, and Application of the Course after Graduation in PNLE Ratings; Major Nursing Subjects and Study Provisions and Conditions in Employment Status; Study Provisions and Conditions and Application of the Course after Graduation in Position in Current Employment, Application of the Course

cviii after Graduation in Time Spent to Get Job and in Predominant Activities in Job. 4. A framework was developed based on the findings on Curricular Evaluation, PNLE Rating and Employability. These three were the vital roles used in the study for framework development for the BSN program in UPHSD-LP.

Recommendations Based on the foregoing findings and conclusions, the following recommendations are submitted: 1. For the UPHSD-LP BSN program, to consider this study and apply the framework developed herein. 2. For the UPHSD-LP institution, to support this undertaking to strengthen and implement the framework developed herein. 3. For future researchers, to undertake a similar study for the continuous

development of the BSN program at the UPHSD-LP.

cix

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Arguelles, J. (2009). Nursing Roadmap: Lifeline to Success by 2030. Journal Article, URL: http://www.ornap.org/news/nursing-roadmap-lifelinesuccess-2030 Ariola, M. (2006). Principles and Methods of Research. REX Bookstore: Quezon City. Barawid, R. (2011). Nurses in Distress, Journal Article, URL: http://www.mb.com.ph/articles/320123/nurses-distress Basilio, P. et al. (2011). A Tracer Study of Batch 2006 Graduates of the College of Nursing University of Perpetual Help System DALTA Molino Campus, Undergraduate Thesis, UPHSD-LP Molino. Bloomsbury (2005). Encarta Websters College Dictionary (2nd ed.), Bloomsbury Publishing: New York. Chavez, C. (2012). A Fallback for Unemployed Nurses, News Article, URL: http://www.mb.com.ph/articles/349017/a-fallback-unemployed nurses Chery, B. & Jacob, S. (2005). Contemporary Nursing- Issues,Trends, & Management (3rd ed.), Elsevier Mosby, Inc.: St. Louis, Missouri.

cx Corcega, T. et al. (2000). Nurse Supply and Demand in the Philippines. The UP Manila Journal.

Daplas, M. (2004). Market Demand and Supply of Filipino Nurses from 19982002: A Trend Analysis Dissertation, De La Salle UniversityDasmarias

Derrick, M. et al. (2007). An Examination of the Relationship of Gender, Marital Status and Prior Educational Attainment and Learner Autonomy. Educational Research and Review, URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1713192/ Devore, J. (2008). Probability and Statistics for Engineering and the Sciences, (7th ed.) Thomson Higher Education: USA.

Dhuey, E. & Lipscomb, S. (2006). What Makes a Leader? Relative Age and High School Leadership. Economics of Education Review, URL: http://www.sciencedirect.com/science/article/pii/S0272775707000 052
Ea, E. et al. (2008). Job Satisfaction and Acculturation Among Filipino Registered Nurses Journal of Nursing Scholarship. URL: http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=1e58d836235c-4cca-8dde-cf4053f087a6%40sessionmgr113&vid=2&hi d=113

Fredriksson P. & Ockert, B. (2005). Is Early Learning Really More Productive? The Effect on School Starting Age on School Labor Market Performance. IZA discussion paper. URL: http://link.springer.com/article/10.1007/s00148-011-0379-3/fulltext.html

cxi Goodman, A. & Sianesi, B. (2005). Early Education and Children's Outcomes: How Long Do the Impacts Last?. Fiscal Studies, The Journal of Applied Public Economics, URL: http://onlinelibrary.wiley.com/doi/10.1111/j.14755890.2005.00022.x/citedby

Jones, B. (2010). The Review of Economics and Statistics: Age and Great Invention. The President and Fellows of Harvard College and the Massachusetts Institute of Technology, URL: http://www.mitpressjournals.org/doi/abs/10.1162/rest.2009.11724

Kirpal, S. (2011). Labour-Market Flexibility and Individual Careers, Technical and Vocational Training: Issues, Concerns and Prospects vol. 13, Springer Science+Business Media: New York.

Lorenzo, F. et.al. (2005). Migration of Health Workers: Country Case Study. The Institute of Health Policy and Development Studies, National Institute of Health

Parahoo, K. (2006). Nursing Research: Principles, Process, Issues. Palgrave Macmillan: New York.

Pellizari, M. & Billari, F. (2011). The Younger, the Better? Age-Related Differences in Academic Performance at University. Study, Journal of the European Society for Population Economics (ESPE) SpringerVerlag 2011, URL: http://link.springer.com/article/10.1007/s00148-0110379-3/fulltext.html

cxii Polit, D. et al. (2006). Essentials of Nursing Research: Methods, Appraisal, and Utilization (6th ed). Lippincott Williams & Wilkins: Philadelphia.

Salthouse, T. et. al., (2004). Estimating Retest Effects in Longitudinal Assessments of Cognitive Functioning in Adults Between 18 and 60 Years of Age, Developmental Psychology, URL: http://psycnet.apa.org/?&fa=main.doiLanding&doi=10.1037/00121649.40.5.813

Skirbekk, V. (2005). Why not start younger? Implications of the timing and duration of schooling for fertility, human capital, productivity and public pensions. International Institute for Applied Systems Analysis, Laxenburg, URL: http://link.springer.com/article/10.1007/s00148-0110379-3/fulltext.html

Skirbekk, V. et. al., (2004). Birth month, school graduation, and the timing of births and marriages, Springer- Verlag, URL: http://link.springer.com/article/10.1353/dem.2004.0028

Sunstar.com (2011). CHED Adresses Job Mismatch, Bares Priority Courses, Online News Article, URL: http://www.sunstar.com.ph/manila/localnews/2011/04/13/chedaddresses-job-mismatch-bares-priority-courses-150117

Thompson, A., et al. (2004). The Relative Age Effect and the Development of Self-Esteem, Routledge Taylor and Francis Online, URL: http://www.tandfonline.com/doi/abs/10.1080/0013188042000277368#p review

cxiii

APPENDIX A CHEd Memorandum Order No. 18, s. 2011

Republic of the Philippines

OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION CHED MEMORANDUM ORDER (CMO) No. 18 Series of 2011 SUBJECT: AMENDMENTS TO ARTICLE XI-SANCTIONS OF CMO NO. 14, S. 2009 POLICIES AND STANDARDS FOR BACHELOR OF SCIENCE IN NURSING (BSN) PROGRAM In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the Higher Education Act of 1994, CEB Resolution No. 158 2011, and to further promote and enhance relevant and quality nursing education in the country, the amendments to Article XI Sanctions of CMO 14, s. 2009 on the conduct of monitoring and evaluation of Higher Education Institutions (hereafter HEIs) offering Bachelor of Science in Nursing (BSN), the bases for retention and/or phasing-out of nursing programs and corresponding sanctions to be imposed are hereby adopted and promulgated by the Commission, thus: ARTICLE I RATIONALE The CHED Memorandum Order No. 14 s. 2009 entitled Policies and Standards for the Bachelor of Science in Nursing (BSN) program was issued in order to attain global competitiveness and to keep abreast with global standards, fast-paced trends and changing needs of society- Article XI Sanctions of CMO No. 14, s. 2009 provide that, the Commission shall revoke any government permit/recognition or deny the issuance of authority to operate nursing program in case of noncompliance by HEIs. Under CMO 14, s. 2009, the initial implementation of the

cxiv
gradual phase out of the nursing program commences in SY 2013-2014, for HEIs with an average passing percentage of below 30% for a three-year period (SY 2010-2013) in the Philippine Nurse Licensure Examination (PNLE). However, due to certain developments that occurred during the period 2009-2010, the Commission is compelled to review the period of implementation of the gradual phasing out of nursing program under Article Xl-Sanctions. Pursuant to its mandate and authority under R.A. 7722, CHED has initiated amendment to Article XlSanctions of CMO No. 14, s. 2009 Policies and Standards for Bachelor of Science in Nursing (BSN) Program. The results of the PNLE has shown a dwindling and disturbing decline in the national passing percentage indicating that the quality of nursing education has suffered some setback. To date, the result of the latest PNLE shows a very low rating of 35.25%, the lowest recorded from 2006 to present. Further, data of the Department of Labor and Employment show that there is a massive surplus of nursing graduates numbering approximately 280,000, most of whom are currently unemployed/underemployed. Considering the above circumstance, the Commission is called upon to exercise its regulatory jurisdiction as the matter is now imbued with the greatest public interest. The general welfare of the enrolling public comprising of parents, students and those providing material support for their education, are entitled to the protection being currently implemented by the Commission to ensure that only those schools with compliant nursing programs and satisfactory performance in the PNLE will be allowed to operate. Thus, Article Xl-Sanctions of CMO No. 14 s. 2009 shall be hereby amended for purposes of imposition of sanctions for the reasons indicated in this CMO taking to account all the foregoing considerations. ARTICLE II AUTHORITY OF THE COMMISSION Section 8 of RA 7722, Powers and Functions of the Commission defines the powers and functions thereof, specifically items d and e as follows: (d) Set minimum standards for programs and institutions of higher learning recommended by panels of experts in the field and subject to public hearing, and enforce the same. (e) Monitor and evaluate the performance of programs and institutions of higher learning for appropriate incentives as well as the imposition of sanctions such as,

cxv
but not limited to, diminution or withdrawal of subsidy, recommendation on the downgrading or withdrawal of accreditation, program termination or school closure. The monitoring and evaluation activities to be conducted by the Commission on Higher Education Professional Regulation Commission (hereafter CHED-PRC) on HEIs offering the BS Nursing program aims to: 1. Determine the extent of compliance of nursing schools to existing policies and standards/rules and regulations; 2. Identify possible reasons/causes that contributed to the level of nursing licensure performance of nursing schools; 3. Gather empirical data for possible CHED policy direction in the development/formulation of relevant policies that shall address concerns/problems affecting the nursing profession in the country; and 4. Recommend to the Commission the appropriate actions to be taken on the nursing program that are found to be substandard and with low board performance percentage in the Nurse Licensure Examination (NLE). 5. The authority of the CHED-PRC Joint Monitoring Team shall be that provided under CIVO No. 28 s. 2010 entitled System and Procedures for the Joint CHED PRC Inspection and Evaluation of Higher Education Institutions Offering Board Programs. ARTICLE III POLICIES A. The following shall apply for nursing schools having an average of above 30% passing percentage for (3) consecutive years (Starting 2008, 2009, 2010 and thereafter), which shall be monitored starting 2011 and are determined to be noncompliant with the minimum requirements under CMO No. 30, s. 2001 and CMO No. 14, s. 2009: 1. The minimum requirements set forth under CMO No. 30 s. 2001 (Updated Policies and Standards for Nursing Education) and CMO No. 14 s. 2009 (Policies and Standards for Bachelor of Science in Nursing [BSN] Program) that MUST be

cxvi
complied with during the actual visit/evaluation and implementation of the program include: a. Dean/Administrator for the Nursing program; b. Faculty Members vis-a-vis the number of enrolled students satisfying the required faculty ratio for both classroom and RLE; c. Valid/effective Memorandum of Agreement with qualified Base Hospital and Affiliating Hospitals/Centers; d. Nursing Arts Laboratory; and e. Professional nursing books and subscription to the required local and foreign nursing journals. 2. The abovementioned are minimum requirements to operate the BS Nursing program, hence, failure to comply with ANY ONE (1) of the said requirements as stipulated under CMO No. 30, s. 2001 and CMO No. 14, s. 2009 within thirty (30) days after the date the monitoring/inspection was conducted shall subject the HEI concerned to Immediate phase-out/involuntary closure of the Nursing program. In such a case, the concerned HEI shall be directed to facilitate the transfer of all currently enrolled students to CHED-recommended and compliant nursing or other academic programs. Likewise, the concerned CHED Regional Office shall assist in facilitating the said transfer of students. B. On the other hand, HEIs with BS Nursing programs that are found to have an average passing percentage of 30% and below for a three-year period (starting 2008, 2009, 2010, and thereafter) in the Philippine Nurse Licensure Examination (NLE) shall be issued orders for immediate phase-out in accordance with the provisions of this CMO. The concerned HEI shall be directed to facilitate the transfer of all currently enrolled students to CHED-recommended compliant nursing or other academic programs. Likewise, the concerned CHED Regional Office shall assist in facilitating the said transfer of students. ARTICLE IV TRANSITORY PROVISION

cxvii
The provisions of Batas Pambansa Blg. 232, Chapter 1 particularly Section 69 which states that Sanctions against the schools shall be without prejudice to the interest of the students, teachers and employees and its pending appeal. Hence, the following are the guidelines for the affected students: 1. The HEI determined to be non-compliant with CMO No. 30, s. 2001 and CMO No. 14. s. 2009 shall be issued an order for immediate phase-out and shall not accept enrollees in the second semester of SY 2011-2012, and subsequent schoolyears thereafter except for qualified graduating 4lh year students. 2. The HEI shall be ordered to transfer its 1st, 2nd and 3rd year nursing students including irregular 4th year students in the second semester of SY 2011 2012 to another HEI with a CHED-recognized and compliant nursing program, upon the choice of the student/s being transferred, and subject to the admission policies of the HEI where the student will be transferred. The concerned CHED Regional Office shall either assist the students of good standing in transferring to another CHED-recognized compliant nursing school, subject to the stated conditions, or encourage the students to shift to another CHED-recognized compliant program offered by their institution. 3. For HEIs that are issued immediate phase-out orders, these shall be allowed to continue offering the program only until March or Summer 2012, for the purpose of allowing all the qualified graduating 4 year students to finish their BS Nursing degree. The President/Head of the HEI shall execute a notarized undertaking that their operations within the allotted period shall be for this sole purpose. The CHED Regional Office shall be responsible for strictly monitoring the operation of the nursing program of HEIs falling under this category and immediately report any violation of its undertaking to the Commission through the Office the Executive Director. Appropriate sanctions shall be imposed for violations under this provision. 4. HEIs not affected by the phase out shall be encouraged to accept the l, 2 nd and 3r0 year students and irregular 4th year students of the HEI with non-compliant nursing programs, and to credit the earned units of the students from their previous schools. 5. Phase-out conducted pursuant to this CMO shall be as prescribed in Section 61, paragraph 3 of the MORPHE, provided that the effectivity thereof shall be in accordance with the provisions of this Article. The Order to phase-out the BS Nursing program shall be immediately executory. The HEI concerned shall be entitled to file one (1) motion for reconsideration stating therein the grounds thereof and its response to the specific adverse findings that led to the phase-out, within

cxviii
(5) days from receipt of the Order of phase-out. The decision of the Commission thereafter shall be final. ARTICLE V SANCTIONS Article XI-Sanctions under CMO No. 14 s. 2009 stipulates that non-compliance with the provisions of the CMO shall, after due process, cause the Commission to revoke government permit/recognition or deny issuance of authority to operate the nursing program. Considering the rationale of the Commission in issuing these new guidelines, the implementation of sanctions under Article XI of CMO No. 14 s. 2009 is hereby amended, to read: Effective 2011, .nursing programs of HEIs whose average passing percentage in the Philippine Nurse Licensure Examination (NLE) is 30% and below for three (3) consecutive examination years (starting 2008, 2009, 2010, and thereafter) shall be immediately phased-out. For nursing programs of HEIs whose average passing percentage in the (NLE) is above 30% for a three-year period (starting 2008, 2009, 2010, and thereafter), and determined to be non-compliant, the phase-out shall be implemented by the CHED effective SY2011 - 2012, based on the following conditions: 1. The performance of the school shall be based upon the average passing percentage in the NLE obtained within a year. If the school has only one examination undertaken in a year, this shall be considered the annual rating. 2. The three-year average percentage in the NLE that will be utilized for purposes of Article III paragraph B shall be the average of the ratings obtained by the HEIs for three consecutive years. 3. The computation of the passing percentage in the NLE shall only involve the ratings of the examinees who took the NLE for the first time.

ARTICLE VI SEPARABILITY AND REPEALING CLAUSE

cxix
The other provisions of CMO No. 30, s. 2001 and CMO No. 14, s. 2009 not otherwise inconsistent herewith shall remain in force and effect. All CHED issuances, rules and regulations or parts thereof that are inconsistent with the provisions of this CMO are hereby repealed or amended accordingly. ARTICLE VII EFFECTIVITY CLAUSE This CMO shall take effect and shall apply to both public and private HEIs as mandated under CMO 30 s. 2009, fifteen (15) days after its publication in the Official Gazette or in a newspaper of general circulation. Quezon City, Philippines, July 29, 2011
(Sgd.) PATRICIA B. LICUANAN, Ph.D.

Chairperson

cxx

APPENDIX B

UPHSD-LP BSN GRADUATES FROM 1999-2009

Frequency Distribution of UPHSD-LP BSN Graduates from 1999-2009 Year Frequency _________________________________________________________ 2009 2008 2007 2006 2005 2004 2003 2002 1,460 1,499 1,484 474 109 26 14 9

cxxi 2001 2000 1999 6 10 11

__________________________________________________________ Total 5,102

cxxii

APPENDIX C

SURVEY QUESTIONNAIRE

Dear Respondent, I, Ma. Elizabeth N. Daos, MAN student of the University of Perpetual Help DALTA- Las Pinas Campus request you to take part in a survey for my thesis entitled UPHSD-LP BSN GRADUATES ATTRIBUTES AND CURRICULAR EVALUATION TOWARD FRAMEWORK DEVELOPMENT The objective of this study is to know the UPHSD-LP BSN graduates attributes and curricular evaluation as a basis for framework development. All the information will remain confidential. Thank you. MA. ELIZABETH N. DAOS MAN candidate

UPHSD-LP BSN GRADUATES ATTRIBUTES AND CURRICULAR EVALUATION TOWARD FRAMEWORK DEVELOPMENT

(For BS Nursing Graduates, 2001-2009)

Part I. Attributes of the Respondents

cxxiii

Directions: Put a check mark ( / ) inside the parenthesis opposite the item that indicates your answer.

Part I. A. Personal

1. Name (optional)___________________________________ 2. Age ( ) 20-29 ( ) 30-39 ( ) 40-49 ( ) 50-59 3. Gender ( ) Male ( )Female 4. Civil Status ( ) Single ( ) Married ( ) Separated ( ) Widowed

Part I.B. Philippine National Licensure Examination (PNLE) Rating ( ) 75-79% ( ) 85-89% ( ) 95-99%
Part I.C. Employability

( ) 80-84% ( ) 90-94% ( ) 100%

1. What is your current employment status? ( ) Employed { } government -- { } private pls. specify______________ ( ) Self Employed ( ) Not employed but seeking employment ( ) Not employed, waiting for employment abroad as a nurse

cxxiv

2. What is your position in the hospital, academe, or labor force where you are currently employed? In the hospital: ( ) Staff nurse ( ) Charge nurse ( ) Head nurse ( ) Supervisor ( ) Assistant chief nurse ( ) Chief nurse ( ) Hospital administrator ( ) Faculty ( ) Clinical coordinator In the academe: ( ) Academic coordinator ( ) Associate dean ( ) Assistant dean ( ) College secretary ( ) Dean ( ) Vice President for academic In the labor force: ( ) Overseas Filipino Worker
( ) Call center agent/ team leader ( ) Medical representative

( ) Not employed
( ) Others

3. How long did it take to get the first employment after graduation? ( ) Before graduation ( ) One month- a year after graduation ( ) More than 1 year after graduation ( ) No job search at all

cxxv

4. How would you characterize or summarize your predominant activities in your present job? ( ) I have spent most of the time in a regular job ( ) I had mainly various temporary jobs ( ) I had mainly more than one job at the same time ( ) I was most of the time unemployed ( ) I mainly embarked on further study ( ) I was predominantly engaged in child rearing or family matters ( ) Others (Please specify)_____________________________

Part II. Curricular Evaluation

Direction: Indicate your responses to the questions by placing checkmarks in the columns opposite the items using the following scale:
5 4 Very Adequate Adequate

cxxvi 3 2 1 Fairly Adequate Minimally Adequate Inadequate

Curricular Evaluation

1. How would you rate your RLE based on the following exposures: 1.1. Psychiatric Ward /Unit

1.2. Medical-Surgical Areas 1.2.1. Operating/ Delivery room 1.2.2. Recovery Room 1.2.3. Emergency Room 1.2.4. Intensive Care Unit (ICU) 1.2.5. Hemodialysis 1.3. Pediatric Ward/ NICU 1.4. Obstetric Ward 1.5. Orthopedic Ward 1.6. Community Health Center

Curricular Evaluation 2. How would you rate your Major Nursing

cxxvii Subjects in terms of : 2.1. Relevance to the goals and objectives of the course 2.2. Correlation of content from classroom to clinical 2.3. A reliable methodology in preparation for the Philippine Nursing Licensure Examination (PNLE) 3. How do you rate the study provision and conditions you experienced when you were in college in terms of: 3.1. Design of degree program 3.2. Testing and grading system 3.3. Teaching quality 3.4. Chances to participate in activities 3.5. School facilities and teaching materials 4. How would you rate the application of your course after graduation? 4.1. For finding adequate job after college 4.2. For fulfilling the present professional Job 4.3. For your future professional Development 4.4. For the economic development of your Country

APPENDIX D

cxxviii Detailed Assessment of Respondents in Relation to Identified Aspects of the UPHSD-LP BSN Curriculum

1. Related Learning Experience (RLE)

Table 17 Mean and Rank Distributions of Ratings on RLE

ITEM Psychiatric Ward Medical-Surgical Areas* Pediatric Ward/NICU Obstetric Ward Orthopedic Hospital Community Health Center MEAN *SUB-ITEM Operating/Delivery Room Recovery Room Emergency Room Intensive Care Unit Hemodialysis

MEAN 3.80 3.53 3.66 3.86 3.10 3.95 3.65 MEAN 3.83 3.57 3.70 3.52 3.04

INTERPRETATION ADEQUATE ADEQUATE ADEQUATE ADEQUATE FAIRLY ADEQUATE ADEQUATE ADEQUATE INTERPRETATION ADEQUATE ADEQUATE ADEQUATE ADEQUATE FAIRLY ADEQUATE

RANK 3 5 4 2 6 1

RANK 1 3 2 4 5

2. Major Subjects Table 18 Mean and Rank Distributions of Ratings on Major Nursing Subjects

ITEM

MEAN

INTERPRETATION ADEQUATE ADEQUATE ADEQUATE

RANK 1 2 3

Relevance to the goals and 3.73 objectives of the course Correlation of content from 3.63 classroom to clinical A reliable methodology in 3.56 preparation for the PNLE

cxxix
MEAN 3.64 ADEQUATE

3. Study Provisions and Conditions Experienced in College

Table 19 Mean and Rank Distributions of Ratings on Provisions and Conditions Experienced in College

ITEM

MEAN INTERPRETATION ADEQUATE ADEQUATE ADEQUATE ADEQUATE ADEQUATE ADEQUATE

RANK 2.5 4 2.5 5 1

Design of degree program 3.55 Testing and grading system 3.54 Teaching quality 3.55 Chance to participate in 3.51 activities School facilities and teaching 3.66 materials

MEAN

3.56

4. Application of the Course after Graduation Table 20 Mean and Rank Distributions of Ratings on Application of the Course After Graduation

ITEM

MEAN

INTERPRETATION RANK

For finding adequate job after college 3.55 For fulfilling your present professional job 3.54 For your future professional development 3.55 For economic development

ADEQUATE ADEQUATE ADEQUATE

1.5 3 1.5

cxxx of your country MEAN 3.53 3.51 ADEQUATE ADEQUATE 4

APPENDIX E Request Letters for Validation of the Questionnaire

cxxxi

cxxxii

cxxxiii

cxxxiv APPENDIX F Request Letters for Pilot Study

cxxxv

cxxxvi

APPENDIX G Request Letters for Data Gathering

cxxxvi i

cxxxvi ii

cxxxix APPENDIX H Certification of Statistical Treatment

cxl

APPENDIX I Certification of Editing

cxli

January 8, 2013

CERTIFICATION

This is to certify that the thesis entitled The UPHSD-LP BSN Graduates Attributes and Curricular Evaluation toward Framework Development of Ms. Ma. Elizabeth N. Daos was edited by the undersigned.

Sgd. FRANCIS A. RIVAS Editor

Noted:

Sgd. ATTY. IRINEO F. MARTINEZ, JR., PhD Dean, Graduate School

cxlii

CURRICULUM VITAE

Name Address Gender Date of Birth Place of Birth Civil Status Religion Present Position

: : : : : : : :

Ma. Elizabeth N. Daos # 27 Callalily Street Vergonville Subd. Pulanglupa 2 Las Pinas City Female March 19, 1988 Binan, Laguna Single Roman Catholic Student (MAN)

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EDUCATIONAL BACKGROUND

Graduate Studies

Master of Arts in Nursing Major in Nursing Administration University of Perpetual Help SystemDALTA Las Pias City October 2012 Bachelor of Science in Nursing University of Perpetual Help SystemDALTA Las Pias City April 2009 Panorama Montessori School Bian, Laguna March 2004 St. Josephs Academy Las Pias City March 2000

Tertiary

Secondary

Elementary

TRAININGS French Language : Alliance Francaise de Manille Makati City June 2009- March 2010 American Institute for English Proficiency Makati City June 2009- August 2009 University of Perpetual Help SystemDALTA Las Pias City August 2009

English Proficiency

Intravenous Training

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EXAMINATION PASSED Philippine Nursing Licensure Examination Philippine Midwifery Licensure Examination : : June 2009 November 2009

WORK EXPERIENCE

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