CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION
Rationale of the Study
The teacher plays an important role in molding the minds of
the students to have the needed knowledge, apply the different
theories and concepts and develop positive attitude in order that
they would perform their duties and responsibilities with hard work,
dedication, and commitment.
excellent

educational

It envisions also in providing

experience

through

innovative

and

meaningful classroom teaching and facilitating interaction among

students and faculty.
One of the core aspects of the nursing curriculum is to
enhance quality learning through the development of the skills of
the

students

in

psychomotor skills.

three

domains:

cognitive,

affective

and

Clinical teaching plan is made that will be the

basis and guidelines for the teachers in order to prepare the

nursing students for their future responsibilities that they be
equipped with the necessary skills that are important in providing
quality care.

Clinical teaching is a form of interpersonal communication

between two people - a teacher and a learner. The teachinglearning process is a human transaction involving the teacher,
learner and learning group in a set of dynamic interrelationships.
Teaching is a human relational problem (Bradford, 2002). As a
"relational problem," successful teaching and learning requires that
the teacher understand and make constructive use of four factors:
the role of the teacher and the knowledge, attitudes and skills that
the teacher brings to the relationship; the role of the learners and
the experiences and knowledge that the learners bring to the
relationship; the conditions or external influences which enhance
the teaching-learning process and the types of interactions which
occur between teacher and learner (Bradford, 2002).
The researcher felt the need to assess the clinical teaching
plan of Southwestern University, College of Nursing as to its
strengths and weaknesses in order to come up with proposed
enhancement program that further improves its clinical teaching
plan that would benefit the nursing students.
The researcher has the needed competency and expertise
being a Clinical Instructor and a Staff Nurse for a number of years

and the experience in

imparting

information on the different

concepts and Theories in Nursing to the nursing students.

The

knowledge embodied in the practical world is important for the

development

of

the

nurses

skills

and

ability

to

care.

(www.enurswescribe.com,)

Theoretical Background
The study is primarily anchored on Benjamin Bloom. As
history has shown, this well known, widely applied scheme filled a
void and provided educators with one of the first systematic
classifications of the processes of thinking and learning. The
cumulative hierarchical framework consisting of six categories each
requiring achievement of the prior skill or ability before the next,
more complex, one, remains easy to understand. Out of necessity,
teachers must measure their student's ability.
In 1956, Benjamin Bloom headed a group of educational
psychologists who developed a classification of levels of intellectual
behavior important in learning. Bloom found that over 95 % of the
test questions students encounter requires them to think only at
the lowest possible level.

It is where the study is anchored on

Bloom Taxonomy. Bloom identified six levels within the cognitive

domain, from the simple recall or recognition of facts, as the lowest

level, through increasingly more complex and abstract mental
levels, to the highest order which is classified as evaluation.
Clearly, Bloom's Taxonomy has stood the test of time. Due to
its long history and popularity, it has been condensed, expanded,
and reinterpreted in a variety of ways. Research findings have led
to the discovery of a veritable smorgasbord of interpretations and
applications falling on a continuum ranging from tight overviews to
expanded explanations. Nonetheless, one recent revision (designed
by one of the co-editors of the original taxonomy along with a
former Bloom student) merits particular attention. Changes in
terminology between the two versions are the most obvious
differences and also cause the most confusion.
Basically, Bloom's six major categories were changed from
noun to verb forms. Additionally, the lowest level of the original,
knowledge

was

renamed

and

became

remembering.

Finally,

comprehension and synthesis were retitled to understanding and

creating. In an effort to minimize the confusion, comparison
images appear below.

Eval.

Creating

Synthesis

Evaluating

Analysis

Analyzing

Application

Applying

Comprehension

Understanding

Knowledge

Remembering

Old Version
Schema I.

New Version
Terminology changes

(http://wwww.edu, educ/educ/llschult/bloom_taxonomy.htm)

It is supported by the theory of Dewey.

The study is

anchored on Deweys theory of learning by doing. Learning by

doing has been a mantra for educators through the ages. It was
recited in the Homeric epics and spoken in the Shakespearean

plays, read in Montaigne's essays and enjoyed in Twain's stories.

The story of learning is always about doing. The story of learning is
a tale of bridging the gap between theory and practice, the
cadence for which the educators to march. If many proponents of
distance learning follow Dewey's lead in emphasizing experiential
and constructivist models of education, few follow his views
regarding the inexorably social and relational nature of learning.
Most of their accounts portray distance learning as a highly
individualized process of self-development, driven by the student's
own initiative toward the successful acquisition of specifiable skills.
For Dewey, no matter how individualized or customized the
material that is being explored, learning is not an isolated
enterprise that takes place within the self or between the
individual's mind and the material it confronts, but a social activity
that takes place within the context of a social environment.
Another theory that supports the undertaking is that of
Bandura.

Albert Banduras social learning theory stressed the

importance of observational learning, imitation, and modeling.

Learning

would

be

exceedingly

laborious,

not

to

mention

hazardous, if people had to rely solely on the effects of their own

actions to inform them what to do, Bandura explained (Carlson,

2003). His theory integrates a continuous interaction between

behaviors, cognitions, and the environment.
Another theory that supports the present undertaking is the
Tolman Theory.

In 1930s, Edward Tolman proposed a theory of

learning called cognition.

He did not accept the previous theory

which stated that behavior was an automatic response to an event.

Tolman believed that behavior was goal-oriented, and had both
direction and purpose.

What we do is motivated by a desire to

achieve a goal or to avoid unpleasant circumstances.

His theory

also proposed that there are paths which we can follow, and tools
that we can used to achieve our goals.

One of Tolmans

fundamental ideas was that we act as if a particular type of

behavior will lead to a certain goal.
Tolmans theory was partially based upon his belief that they
expect specific outcomes to result from specific behavior.

What

distinguished Tolmans theory of cognition from most others was

that it stated that learning can occur without reinforcement.

We

can learn from experience, but only if we are motivated enough to

turn our expectations into behavior. Motivation has two purposes:
to allow internal tension to create a demand for the goal, and to

establish the events that you will concentrate on.

There are two

main types of motivators: deprivation and incentives. Deprivation

causes an internal desire to obtain the goal, and we are motivated
more by a large reward than a smaller once. Incentives motivate
behavior based merely upon the adequacy of the reward (Hurlock,
2002).
Tolmans theory gained wide acceptance in the 1960s, and
several

other

researchers

began

expanding

upon

his

including Julian Rotter with his social-learning theory.

work,
Rotter

proposed that our preference for an event is determined by its

reinforcement.

According to humanistic theory, learning results

from an individuals need to express creativity. Almost any activity,

whether academic, business, or leisure oriented, can serve as a
creative outlet. An individual must engage in creative activities to
gain a sense of control, growth and knowledge.

An inner drive

encourages them to learn and express themselves.

The study is also supported by Deyfus model skills of
acquisition of nursing by Bener and Weidenbach conceptualization
of nursing.Weidenbach conceptualize nursing as the practice of
identification of a patients need for help through observation of

presenting behaviors and symptoms, exploration of the meaning of

those symptoms with the patient, determining the patients ability
to resolve the discomfort or if the patient has a need for help from
the nurse or other health care professionals. Nursing primarily
consists of identifying a patients need for help. If the need for help
requires intervention, the nurse facilitates the medical plan of care
and also creates and supplements a nursing care plan based on
needs and desires of the patient. In providing care, a nurse
exercises

sound

judgment

through

deliberate,

practical

and

educated recognition of symptoms. The patients perception of the

situation is an important consideration to the nurse when providing
competent care (Sitzman and Eichelberger, 2003).
There are teaching principles that, if applied, do help
students learn more efficiently and effectively than if these
principles are ignored by the clinical instructor. These principles
include: following a model of clinical teaching that makes students
active learners; using questions that require students to think at
the highest levels; and providing feedback that, not only points out
mistakes

but,

in

addition,

reinforces

correct

behavior

and

10

specifically provides guidance for correcting any mistake (Gregorio,

2001).
Teachers are often pressed for time when they are teaching
students in a clinical setting. One way to make sure that students
have an opportunity to learn is for teachers to develop a clinical
teaching model that they can use on a regular basis rather than
rely on a spur-of-the-moment approach. Most teachers develop
their own teaching style from their past experiences that may not
have always been the most effective way to learn. For a long time
the preferred method of teaching was for the teacher to tell
students what they needed to know and for the students to take
notes and memorize that information. Recent research indicates
that this model of telling students may not be the most effective
method of teaching although it is often considered the most
efficient. Clinical teaching provides opportunities for learners to
develop and practice their problem-solving (Gregorio, 2001).
An essential ingredient drives the day's activities. On any
day, events and learning opportunities will arise that you could not
predict or incorporate into your initial plan for precepting. When
you begin each precepting day with the student, overview the day
as you expect it to unfold. The teacher and the student decide to

11

pursue some unforeseen learning opportunities, give the student

responsibility for incorporating the activities that the teacher had
originally planned into future plans (Betty, 2001).
Learning is an integrated, ongoing process occurring within
the individual, enabling him to meet specific aims, fulfill his needs
and interests and cope with the living process.

The process of

learning involves five distinct phases: Unfreezing the individual

becomes ready to consider changes in knowledge, skills, attitudes
and behavior; Problem diagnosis the forces supporting the need
for change and the forces working against the changed needs are
identified and presented;

Goal setting the desired changes in

knowledge, skills, attitudes and behavior are stated specifically;

New behavior the individual learns and practices those newer
knowledge, skills, attitudes and behaviors which are desired and
Refreezing the newer learning have been found to be beneficial
and are assimilated into the individuals ongoing framework of
knowledge, skills, attitudes and behavior (Scheffer, 2002).
The

following

are

the

characteristics

of

learning:

development, interactive and basic. Learning is the core of the

teaching-learning process.

The pupil/student learns, however,

depends on what the teacher does.

12

The teacher as facilitator of learning provides the conditions

for effective learning, seeks to meet the needs and interests of the
learner, helps to create conditions for openness, respect, trust,
acceptance, confrontation and self-evaluation, places emphasis on
the uniqueness and rights of the individual and seeks feedback
which will improve his effectiveness as a facilitator of the learning
process (Gregorio, 2001).
The following are the principles of learning (Gregorio, 2001):
The learner must clearly perceive the goal; The learner must be
psychologically and physiologically ready; The learner must be
motivated to learn; The learner must be active not passive for
maximum learning; The learner must repeat or practice what he
has learned in order to remember; The learner must put together
the parts of a task and perceive it as a meaningful whole; The
learner must see the significance, meanings, implications and
applications that will make a given experience understandable; The
learner must be prepared to respond and the process of problem
solving and learning are highly unique and specific.
Equally important in ensuring the teachers success as
manager of the classroom situation is his awareness of conditions
that facilitate learning.

The teacher plays an important role in

13

determining the kind of psychosocial climate that will prevail in the

classroom. The following are the conditions enumerated that put
the learner at ease and thus facilitate learning. Learning is
facilitated in an atmosphere which encourages learners to be
active;

Learning is facilitated in an atmosphere which promotes

and facilitates the individuals discovery of the personal meaning of

ideas; Learning is facilitated in an atmosphere in which different
ideas can be discussed but not necessarily accepted.; Learning is
facilitated in an atmosphere which consistently recognizes the
individuals right to make mistakes; Learning is facilitated in an
atmosphere in which evaluation is a cooperative process and
Learning is facilitated in an atmosphere where individuals feel they
are respected and accepted (Scheffer, 2002).
Learn to perceive the practice setting with a view toward
learning opportunities for the student.

Filter the perceptions

considering the student's objectives and the unique opportunities

available in your practice. Adjust the plan as opportunities arise
and as they observe the student's performance and identify new
learning needs (Scheffer, 2002).

14

The different theories and concepts support the undertaking

that further validates the study in order to make it more enriching
and substantial.

THE PROBLEM
Statement of the Problem
The study sought to evaluate the proposed Clinical Teaching
Plan utilized by the Level III, Clinical Instructors of Southwestern
University College of Nursing. The finding of this study will serve
as a basis for formulation on a Clinical Teaching Plan in Nursing
Care Management Course and Rubric.
Specifically, answers to the following inquiries were sought:
1. What is the rating of the proposed
Plan with reference to the following:
1.1 components;
1.2 format;

Clinical Teaching

15

1.3 mechanics?
2. What

are

the

strengths

and

weaknesses

of

the

proposed Clinical Teaching Plan?

3. What are the recommendations of the experts for the
improvements

of

the

Clinical

Teaching

Plan

with

reference to:
2.1 components;
2.2 format;
2.3 mechanics?
4. What improved Clinical Teaching Plan and Rubric
can be proposed based on the findings of the study?
Significance of the Study
Clinical Teaching Plan Program has become a part of the
curriculum of the nursing in the development of the skills and
competencies of the students that further prepares them in their
future responsibilities.

This study is of paramount importance to

the following people.

Nursing Students. They will be directly benefited from the
said undertaking in the acquiring of the needed knowledge and

16

information, development of the needed skills and developing

positive attitude towards the subject.
Nursing Faculty.

They play an important role in molding

and shaping the learning of these nursing students through

imparting them the needed knowledge and information, assisting
them in the performance of their nursing responsibilities and
imbibing

in

them

the

positive

attitude

in

being

dedicated,

committed and industrious in carrying the different nursing

responsibilities.
Administrators of the College of Nursing. It serves as a
challenge for Nursing Administrators to closely monitor the clinical
teaching plan program whether it is utilized by the nursing faculty
through collaborative effort in promoting the best interest of the
nursing students.
Researcher. It serves as an enlightenment and enrichment
in being aware and understanding more about the benefits of
having a clinical teaching plan program in the acquisition of
adequate knowledge, application of the necessary skills and

17

showing a desired attitude towards the preparation of nursing

students in the delivery of effective care.
Future Researchers. It will serve as an eye opener and an
added reference if they make researches similar in nature.

RESEARCH METHODOLOGY
Research Design
The researcher made use of the descriptive-evaluative design
with the use of the Clinical Teaching Plan, Level III of Southwestern
University, College of Nursing.

It also made use of the library

research with the utilization of books, journals, magazines and

unpublished materials that made the research enriching and very
supplemental.
Research Environment
The research environment of the study is Southwestern
University.

It is privately owned university and a tertiary school

that provides training for the medical and other health allied
students.

It offers different courses and one of the courses being

18

offered is the Bachelor of Science in Nursing.

The school is

strategically located along Villa Aznar Road, Urgello St., Cebu City.
It is adjacent to commercial, business and household residents.
This is the preferred or chosen environment as to the accessibility
and convenience of the researcher.

Research Subjects
1. Eight (8) samples of Clinical Teaching Plan utilized
by the Clinical Instructors, Level III, College of
Nursing , Southwestern University and
2. Proposed Clinical Teaching Plan
Research Instrument
The main instrument of the proposed clinical teaching plan is
a researcher-made rubric. The rubric was checked and evaluated
by Dr. Rouel A. Longinos, Dean, Graduate School, before it was
used as an evaluation tool (see Appendix E).
Research Procedures
Gathering of Data. In the gathering of data, a step-by-step
process will be made.

First, a letter of transmittal was made

19

addressed to the Dean of the College of Nursing, Southwestern

University asking permission that the researcher will be allowed to
procure all the Clinical Teaching Plans used by the Level III
students (NCM 101 and NCM 102 1 st and 2nd Semester SY 20062007). After the permission was granted, the researcher collected
eight (8) Clinical Teaching Plans from the Level Chairman. After
such time, the researcher made a rubric as a tool to be used in the
evaluation of the (8) Clinical Teaching Plan utilized by the Clinical
Instructors of Level III.
The researcher-made rubric was checked and evaluated by
Dr. Rouel A. Longinos, Dean, Graduate School, before it was used
as an evaluative tool (see Appendix E).
Collection of the (8) Clinical Teaching Plans with the help of
the Level Chairman was done. Together with the researcher-made
rubric, the documents were distributed to the three (3) experts for
evaluation and ratings.
On August 24, 2008 at 3:00 pm, a Forum Group Discussion
was held. The researcher together with the experts and adviser
decided that a proposed clinical teaching plan should be developed
based on the (8) Clinical Teaching Plans utilized by the Clinical
Instructors of Level III.

20

A proposed clinical teaching plan was developed and together

with the researcher-made rubric, copies were distributed to the
three (3) experts for evaluation and ratings, suggestions and
recommendations.
The proposed clinical teaching plan was rated in reference to
its components, format, mechanics, strengths and weaknesses,
recommendations and suggestions. Through the suggestions and
recommendations of the external experts the proposed clinical
teaching

plan

was

checked

and

revised.

Tabulation

and

interpretation of qualitative and quantitative data were treated.

Analysis of the qualitative and quantitative data was done and the
final copy of the proposed clinical teaching plan was made.
Treatment of Data. The Quantitative data was analyzed by
weighted mean. This is the statistical measure used to assess the
experts ratings of the proposed clinical teaching plan. The ratings
of the experts were quantified as follows:
Parameter Limits

Interpretation

3.26 -

4.00

Very Good

2.51 -

3.25

Good

1.76 -

2.50

Fair

1.00 -

1.75

Poor

21

The qualitative data was analyzed through the accomplished

instrument retrieved from the external experts. A contextual
recommendation and written comments were the bases for the
qualitative presentation of data.

DEFINITION OF TERMS
For better and clearer understanding of the study, some of
the terms are operationally defined:
CLINICAL TEACHING PLAN- The phrase as used in the
study refers to the written plan for the Clinical Instructors of the
College of Nursing, Southwestern University.
COMPONENT- refers to the comprehensive elements to
clinical nursing. A systematic analysis of the component rather
than the structure of a communication, such as written work,
including the systematic elements to determine the objectives or
meaning of the communication.
FORMAT- refers to the typographical style and physical
characteristic of the clinical teaching plan.

22

MECHANICS-

refers

to

the

guidelines

established

conventions for words, grammar, punctuations, and other style

guides that might suggest different rules that are equally effective
in writing standard clinical teaching plan.
IMPROVED CLINICAL TEACHING PLAN- refers to the
output of this study which will become a common referral or guide
of the Clinical Instructor in Level III handling Nursing Care
Management.
RUBRIC- refers to the tool used to assess the components,
format and mechanics of the proposed clinical teaching plan
NURSING CARE MANAGEMENT COURSE-refers to help
Clinical Instructor understand nurslings unique contribution to
meeting societal needs through integrating theory, research and
practice.

23

CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Clinical teaching is a form of interpersonal communication
between two people- a teacher and a learner. The teachinglearning process is a human transaction involving the teacher,
learner and learning group in a set of dynamic interrelationships.
Teaching is a human relational problem (Bradford, 2002). As a
relational problem, successful teaching and learning requires that
the teacher understand and make constructive use of four factors:
The role of the teacher and the knowledge, attitudes and skills that
the teacher brings to the relationship; The role of the learner and
the experiences and knowledge that the learners

bring to the

relationship; The conditions or external influences which enhance

24

the teaching-learning process; and, The types of interactions which

occur between teacher and in mathematical parlance, knowledge
and expertise are necessary, but not sufficient conditions to
guarantee good teaching (Bradford, 2002).
This chapter presents the ratings and recommendations of
the external experts on the proposed clinical teaching plan. The
findings of the study were the bases for the enhancement of the
clinical teaching plan for the Level III in the College of Nursing,
Southwestern University. Data were presented in tabular form,
analyzed and interpreted in a narrative manner.
I-A. Experts Ratings on Components of the Proposed
Clinical Teaching Plan
Table 1 presents the experts ratings on components of the
proposed clinical teaching plan. In general and specific objectives,
expert I rated three (3) Good; expert II rated three (3) Good and
expert III rated four (4) Very Good. This means that the proposed
clinical teaching plan possesses concrete general and specific
objectives suited to meet the desired competencies of the concepts
and subject matter.

25

In students daily activities, expert I rated three (3) Good;

expert II rated three (3) Good and expert III rated three (3) Good.
This means that the proposed clinical teaching plan has reflected
the students activities as required in the course.

Students

activities in nursing teaching are very important to make sure that

students are geared towards in developing their knowledge and
skills through meaningful activities.
In students requirements, expert I rated three (3) Good;
expert II rated three (3) Good and expert III rated three (3) Good.
This means that the requirements are specified for the students to
know what are expected from them. Requirements are very
important to be laid down in the clinical teaching plan. This is to
standardize the required compliance of the students for every term
or at the end of the period.
In students evaluation, expert I rated three (3) Good; expert
II rated three (3) Good and expert III rated three (3) Good. This
means that the evaluative measures are specified in the clinical
teaching plan.

Evaluation is very important so the students can

better prepare of the exercises, examinations, and demonstrations

required in the course.

26

The average mean of the three experts gained a rating of

three (3.0) Good. This means that in the area of components, the
proposed clinical teaching plan possess the required general and
specific

objectives;

students

daily

activities;

students

requirements; and students evaluation.

Table 1
Experts Rating on Components of the Clinical Teaching Plan

Indicators

Expert 1

Expert 2

Expert 3

Average

Rate

Interpreta
tion

Rate

Interpre
tation

Rate

Interpre
tation

Rate

Interpre
tation

1. General
and Specific
Objectives

Good

Good

Very
Good

3.33

Very
Good

2. Students
Daily
Activities

Good

Good

Good

3.0

Good

27

3. Students
Requirements

Good

Good

Good

3.0

Good

4. Students
Evaluation

Good

Good

Good

2.67

Good

Average

Good

2.75

Good

3.25

Good

3.0

Good

Legend:
Range

Responses

3.26

- 4.00

Very Good

2.51

- 3.25

Good

1.76

- 2.50

Fair

1.00

- 1.75

Poor

I-B. Experts Ratings on Format of the Proposed

Clinical Teaching Plan
Table 2 presents the experts rating on format of the
proposed clinical teaching plan. In clinical teaching plan concept,
expert I rated four (4) Very Good; expert II rated four (4) Very
Good and expert III rated two (2) Fair. This means that the two
experts agreed on the concepts which are basic in course
undertaking. However, one expert rated Fair, which means that the
concept is lacking or there are some points that need to be
improved or added.
In Clinical Teaching Plan Inclusive Dates of Rotation, expert I
rated three (3) Good; expert II rated (4) Very Good and expert III
rated three (3) Good. This means that the three experts approved

28

of the proposed teaching plan with specification on schedules and

rotation.

Boxes were supplied for easy selection of options by

checking the appropriate box.

In clinical teaching plan areas, expert I rated three (3) Good;
expert II rated four (4) Very Good and expert III rated four (4)
Very Good. This means that the clinical teaching plan has simplified
and enumerated all the covered areas of responsibility. The clinical
teaching plan has provided boxes for easy selection of the area of
responsibility/duty.
The average ratings of the three experts in the format of the
proposed clinical teaching plan are 3.44 which is interpreted as
Very Good. This means that the proposed teaching plan has the
required specifications on clinical teaching plan concept; Clinical
Teaching Plan inclusive dates of rotation; and clinical teaching plan
areas.
Table 2
Experts Rating on Format of the Clinical Teaching Plan

29

Expert 1

Indicators
1. Clinical
Teaching Plan
Concept
2. Clinical
Teaching Plan
Inclusive
Dates of
Rotation
3. Clinical
Teaching Plan
Areas

Expert 2

Expert 3

Total

Rate

Interpreta
tion

Rate

Interpre
tation

Rate

Interpre
tation

Rate

Very Good

Very
Good

Fair

3.33

Good

Very
Good

Good

3.33

Very
Good

Good

Very Good

4.0

Very
Good
Good

3.67

3.33

Very
Good
Very
Good

Very
Good
Very
Good

Total

3.0

3.44

Interpre
tation
Very
Good

Legend:
Range

Responses

3.26

- 4.00

Very Good

2.51

- 3.25

Good

1.76

- 2.50

Fair

1.00

- 1.75

Poor

I-C. Experts Ratings on Mechanics of the Proposed Clinical

Teaching Plan
Table 3 presents the experts ratings on mechanics of the
proposed clinical teaching plan. In grammar, expert I rated three
(3) Good; expert II rated three (3) Good and expert III rated three
(3) Good. This means that the proposed clinical teaching plan
utilized correct tenses and subject-verb agreement. However
improvements should be done on minimal words and parts.
In Punctuations, expert I rated four (4) Very Good; expert II
rated three (3) Good and expert III rated three (3) Good. This
means

that

the

proposed

teaching

plan

has

the

correct

30

punctuations. However improvements should be done on minimal

words and parts.
In spelling, expert I rated four (4) Very Good; expert II rated
three (3) Good and expert III rated three (3) Good. This means
that the proposed clinical teaching plan has appropriate spelled
words. However, improvements should be done on minimal words
and parts.
In pagination and margins, expert I rated two (2) Fair;
expert II rated two (2) Fair and expert III rated one (1) Poor. This
means that the proposed clinical teaching plan have inconsistency
in the use of proper pagination and margins. One expert
commented on the use of columns for students activities instead of
just simply enumerating activities.

Another expert recommended

on the use of margin and justification of alignment.

In diction, expert I rated three (3)

Good; expert II rated

two (2) Fair and expert III rated three (3) Good. This means that
appropriate usage of terms is observed in the proposed clinical
teaching plan.
The average mean is 2.8 which is interpreted as Good. This
means that the proposed clinical teaching plan passed the experts
evaluation on grammar, spelling, punctuation, pagination and

31

diction. The mechanics are very important since this teaching plan
will be utilized by the Level III Clinical Instructors.

The clinical

teaching plan should be free from grammatical error.

Table 3
Experts Rating on Mechanics of the Clinical Teaching Plan

32

Indicators
1. Grammar
(Tenses,
Subject-Verb
Agreement) is
correct
2.
Punctuations
are properly
used
3. Words are
spelled
correctly
4. Pagination
and margins
are properly
observed
5. Diction
(Appropriate
use of
terms/words)
Total

Range

Expert 1

Expert 2

Expert 3

Total

Rate

Interpreta
tion

Rate

Interpre
tation

Rate

Interpre
tation

Rate

Interpre
tation

Good

Good

Good

3.0

Good

Very Good

Good

Good

3.33

Very
Good

Very Good

Good

Good

3.33

Very
Good

Fair

Fair

Poor

1.67

Poor

Good

Fair

Good

2.67

Good

3.2

Good

2.6

Good

2.6

Good

2.8

Good

Responses

3.26

- 4.00

Very Good

2.51

- 3.25

Good

1.76

- 2.50

Fair

1.00

- 1.75

Poor

I-D. Summary of Experts Ratings on the Proposed Clinical

Teaching Plan
In components, the average mean of the three experts
gained a rating of three (3.0) Good. This means that in the area of

33

components, the proposed clinical teaching plan possess the

required general and specific objectives; students daily activities;
students requirements; and students evaluation.
The average ratings of the three experts in the format of the
proposed clinical teaching plan are 3.44 which is interpreted as
Very Good. This means that the proposed clinical teaching plan has
the required specifications on clinical teaching plan concept; clinical
teaching plan inclusive dates of rotation; and clinical teaching plan
areas.
In mechanics, the average mean of the three (3) experts
gained a rating of 2.8 which is interpreted as Good. This means
that the proposed clinical teaching plan passed the experts
evaluation on grammar, spelling, punctuation, pagination and
diction.

The mechanics are very important since this clinical

teaching plan will be utilized by the Level III Clinical Instructors.

The clinical teaching plan should be free from grammatical error.
The grand mean rating of the three experts on the proposed
clinical teaching plan is 3.08 which is interpreted as Good.
means

that

the

proposed

clinical

teaching

plan

has

This
the

comprehensive concepts and parts needed for an effective and

34

standardized teaching plan. Furthermore, this means that the

experts approved of the proposed teaching plan provided that the
suggestions should be incorporated.
Table 4
Summary of Experts Rating on the Clinical Teaching Plan

Expert 1

Expert 2

Expert 3

Total

35

Indicators

Rate

Interpreta
tion

Rate

Interpre
tation

Rate

Interpre
tation

Rate

Interpre
tation

A.
Components

3.0

Good

2.75

Good

3.25

Good

3.0

Good

B. Format

3.33

Very Good

4.0

3.0

Good

3.44

C. Mechanics

3.2

Good

2.6

Very
Good
Good

2.6

Good

2.8

Very
Good
Good

3.18

Good

3.12

Good

2.95

Good

3.08

Good

Total

Legend:
Range

Responses

3.26

- 4.00

Very Good

2.51

- 3.25

Good

1.76

- 2.50

Fair

1.00

- 1.75

Poor

II-A. Strengths of the Proposed Clinical Teaching Plan as

Evaluated by the Experts
Table 5 presents the strengths of the proposed clinical
teaching plan as evaluated by the experts. In the components,
expert II cited the following strengths: complete parts from
objectives to evaluation; all indicators for a clinical teaching plan
are present; parts are well stated; identifies the concept to be
accomplished; objectives are well stated. Expert III cited:
complete form from anatomy to evaluation of nursing care
rendered.

Expert

did

not

sight

any

strength

in

the

components of the proposed clinical teaching plan. This means

36

that the clinical teaching plan with regards to components, it

exhibits a comprehensive parts and has sufficient presentation
of objectives, concepts, and parts.
In format, Expert II cited that all items are present. Expert
III cited the following strengths: boxes are provided for
convenience in checking options; dates and schedules are
provided; parts are complete. This means that options are well
provided in the proposed clinical teaching plan as mechanism to
provide convenience to the Clinical Instructors who will be
utilizing it. Expert I has no strength presented on the format
area of the proposed clinical teaching plan.
In mechanics, Expert III cited few errors on spelling as
strength. This means that the proposed clinical teaching plan
has few errors on mechanics like grammar, spelling and diction
and

can

be

improved

by

following

the

suggestions

and

corrections of the experts. Expert I and Expert II did not present

any strength in the mechanics of the proposed clinical teaching
plan.
Table 5
Strengths of the Proposed Clinical Teaching Plan as
Evaluated by the Experts
AREAS

STRENGTHS

37

COMPONENTS

complete parts from objective to evaluation

all indicators for a teaching plan are present
Parts are well stated
identifies the concept to be accomplished
objectives are well stated

FORMAT

boxes are provided for convenience in checking options

dates and schedules are provided
parts are complete
few errors on spelling

MECHANICS

The teacher as facilitator of learning provides he conditions

for effective learning, seeks to meet the needs and interest of the
learner, helps to create conditions for openness, respect, trust,
acceptance, confrontation and self-evaluation, places emphasis on
the uniqueness and rights of the individual and seeks feedback
which will improve his effectiveness as a facilitator of the learning
process (Gregorio, 2001).
The learner must clearly perceive the goal; the learner must
be psychologically and physiologically reading; the learner must be
motivated to learn; the learner must be active not passive for
maximum learning; the learner must repeat or practice what he
has learned in order to remember; the learner must put together
the parts of a task and perceive it as a meaningful whole; the
learner must see the significance, meanings, implications and
applications that will make a given experience understandable; the

38

learner must be prepared to respond and the process of problem

solving and learning are highly unique and specific (Gregorio,
2001).
II-B Weaknesses of the Proposed Clinical Teaching Plan as
Evaluated by the Experts
Table 6 presents the weaknesses of the proposed clinical
teaching plan as evaluated by the experts.

In components:

Expert I cited this weakness: non-behavioral terms use in

stating

specific

objectives. Expert

II

cited

the

following

weaknesses: statement of specific objectives; some objectives

are

not measurable;

student activity

is

not activity

but

objectives; components are nor divided by parts like (I. II III);

some evaluative measures are not clear. Expert III cited
weakness

in

alignment

and

margin.

This

means

that

improvements should be done on the way the specific objectives

are stated; activities of students; evaluation of students and
proper division of parts of the clinical teaching plan.

In format, the experts cited the following weaknesses: Expert

I cited: inconsistency in outline. Expert II cited: the format is
not rater/ user-friendly; inconsistency on fonts/bolding of words

39

and capitalization. Expert III cited non-inclusion of subcomponents of the concept.

This means that improvements

should be done by including the sub-components, consistency of

the outline and terms.
In mechanics, the experts cited the following weaknesses
Expert I: lapses in grammar and diction. Expert II: some
sentences are incomplete; lapses in pagination and spelling.
Expert III: lacking parameters on description for every rating.
This means that the improvements should be done on grammar,
pagination, spelling and diction.
Learning is an integral, ongoing process occurring within the
individual, enabling him to meet specific aims, fulfill his needs
and interests and cope with the living process. The process of
learning involves five distinct phases: Unfreezing-the individual
becomes ready to consider changes in knowledge, skills,
attitudes and behavior; Problem diagnosis-the forces supporting
the need for change and the forces working against the changed
needs are identified and presented; Goal setting-the desired
changes in knowledge, skills, attitudes and behavior are stated
specifically; New behavior-the individual learns and practices
those never knowledge, skills, attitudes and behaviors which are

40

desired and Refreezing-the newer learning have been found to

be beneficial and are assimilated into the individuals ongoing
framework

of

knowledge,

skills,

attitudes

and

behavior

(Scheffer, 2002).

Table 6
Weaknesses of the Proposed Clinical Teaching Plan as
Evaluated by the Experts
AREAS
COMPONENTS

FORMAT

MECHANICS

WEAKNESSES
-

statement of specific objectives

some objectives are not measurable
student activity are not activities but objectives
alignment and margin
components are not divided by parts (like I,II)
some evaluative measures are not clear
inconsistency in the outline
non-inclusion of sub-components of the concept
format is not rater/user-friendly
inconsistency on fonts/bolding of words and
capitalization
lapses in grammar and diction
lacking parameters or description for every ratings
some sentences are incomplete
pagination
spelling

III. Recommendations of the Experts on the Proposed

Clinical Teaching Plan

41

Table 7 presents the recommendations of the experts on the

proposed clinical teaching plan.

In components, the experts

strongly recommend the following: appropriate division of parts

and concepts; general and Specific Objectives should be
measurable;
concepts;

specific

student

objectives
Activity

should

should

target

be

the

entire

measurable

and

performance-based; references should be cited; include the

post-test;

provide

clear

direction

in

the

evaluation

and

requirements. This means that the proposed clinical teaching

plan can be improved by dividing the parts of the concepts;
restating the general and specific objectives and evaluative
measures; post-test should be included; and providing clear
direction

and

instruction

in

students

evaluation

and

requirements and citing the references used in the course..

In format, the experts recommend the following: columnar
presentation of Part VI; consistency of font size; Concepts
should be properly sequenced; include specific schedules with
box (for checking options); and include the university and
departments logo. This means that improvements on the
proposed clinical teaching plan can be done by using consistent
font size; sequencing the concepts in orderly manner; using

42

boxes for checking options; and including the university and

departments logo.
In 1930s, Edward Tolman proposed a theory of learning
called cognition. Tolman believed that behavior uses goaloriented and had both direction and purpose.

His theory also

proposed that there are paths which we can follow and tools
that we can used to achieve our goals.

Table 7
Recommendations of the Experts on the
Proposed Clinical Teaching Plan
AREAS
COMPONENTS

RECOMMENDATIONS
-

FORMAT

MECHANICS

appropriate division of parts and concepts

general and Specific Objectives should be measurable
specific objectives should target the entire concepts
student Activity should be measurable and
performance-based
references should be cited
include the post-test
provide clear direction in the evaluation and
requirements
columnar presentation of Part VI
consistency of font size
Concepts should be properly sequenced
include specific schedules with box (for checking
options)
include the university and departments logo
use appropriate grammar
use appropriate punctuation
use appropriate word spelling
use the appropriate terms
use proper pagination

43

UNIVERSITY OF SOUTHERN PHILIPPINES FOUNDATION

COLLEGE OF NURSING
CEBU CITY

PROPOSED STANDARD CLINICAL TEACHING PLAN

OF NCM______
Name of Clinical Instructor: _______________________
I. Concept: Care of Client with Gastrointestinal Disorder

II. Area of Assignment:

Instruction:

Please check the area of assignment.

specify____________

Cebu City Medical Center

Cebu Puericulture Center
And Maternity House, Inc,

Dr. Cortes General

Hospital, Inc.

Vicente Sotto Memorial

Medical Center

Cebu City Health Centers

41

III. Inclusive Dates of Assignment:_____________

Shift:
Instruction: Please check the shift.

Morning Shift
Afternoon Shift
Night Shift

: 6AM- 2PM /7AM-3PM

:

2PM- 10 PM/3PM-11PM

10 PM- 6AM/11PM-6AM

IV. GENERAL OBJECTIVE:

In a span of two weeks of exposure in the clinical area,
students are expected to understand the concept, perform
appropriate nursing procedures and show desired attitudes in
the care of clients with gastrointestinal disorders.
V. SPECIFIC OBJECTIVES:

The students will have:

1. Distinguished the anatomy and physiology of the
upper and lower gastrointestinal system
1. Differentiated the alterations in the anatomy and
physiology

of

upper

and

lower

gastrointestinal

system.
2.

Described

the

etiology,

predisposing

aggravating factors of each alteration.

and

42

3. Related pathophysiology to gastrointestinal disorder.

4. Predicted any signs and symptoms of different
gastrointestinal disorder.
5. Interpreted

significance

of

laboratory/diagnostic

findings.
6. Listed identified nursing problems.
7. Organized appropriate nursing care interventions.
8. Applied appropriate nursing care intervention to
each identified nursing problem.
9. Evaluated
rendered.

the

effectiveness

of

nursing

care

43

A.
Orientation
DAY I

CLINICAL INSTRUCTORS
ACTIVITY

STUDENTS ACTIVITY

1. INTRODUCTION
1.1 Introduces herself to the
student

1.1. introduce
themselves to Clinical
Instructor

1.2 Explains the concept

1.2 answer the

questions of the instructor
regarding the concept

1.3 Explain the general and

specific objectives

1.3. participates in the

discussion regarding
general and specific
objectives

1.4 Describe the

organizational
chart, physical set-up of
the hospital

1.4. list down the names

of the people in the
organizational chart,
physical set-up of the
hospital

1.5 Introduce the nursing

personnel
1.5.1. Chief Nurse
1.5.2. Supervisor Nurse
1.5.3. Staff Nurse
1.5.4. Senior Nurse
1.5.5. Nursing
Attendant/Auxiliary

1.5. list down the names

of the nursing personnel

1.6 Explain the policies and

procedures of the areas of
assignment

1.6 identify the policies

and procedures of the
area of assignment

1.6.1 charting
specification

1.6.1. clarify certain

procedures and policies

1.6.2 endorsement

1.6.2. list down the

patient assignment

1.6.3 ward rounds

1.6.3. accompany
doctors during ward
rounds

1.6.4 medications

1.6.4. prepare and

administer medications

44

B. Inspection

1.6.5 vital signs taking

1.6.5. monitor vital

signs every 4 hours

1.6.6 intake and output

measurements

1.6.6. measure intake

and output every 4 hours

1.6.7 intravenous therapy

time taping

1.6.7. checking
intravenous fluid every
hour

1.6.8. nursing procedures

with CI's
supervision

1.6.8. perform nursing

procedures as ordered
with CIs supervision

1.6.9. laboratory/
diagnostic reports

1.6.9. list down

laboratory/diagnostic
reports

1.6.10. discharge planning

1.6.10. document
discharge planning

CLINICAL INSTRUCTOR'S
ACTIVITY
2. CHECKING of
PHARAPHERNALIA

2.1. blood pressure

apparatus and stethoscope
2.2. oral thermometer
bandage scissors
2.3. tourniquet
2.4. penlight
2.5. nail cutter
2.6. black umbrella
2.7. sewing material:
blue/white thread,
needles, buttons and
tape measure
2.8. pencil case: blue,
black, and red bullpens,
pencil, eraser, and
sharpener
2.9. stapler and staple
wires
2.10. calculator
2.11. pain scale assessment
2.12. soap dish with soap

STUDENTS' ACTIVITY
2. Demonstrate
compliance and showed
complete paraphernalia

45

2.13. hand towel and

dusting cloth
2.14. lesson plan notebook
covered white with 2x2
picture
2.15.small jot down
notebook
3. CHECKING of
SIGNATURES

3. Demonstrate
compliance
and showed complete
signatures of previous
Clinical Instructor

3.1. Related Learning

Experience Manual
3.2. Related Learning
Experience Clearance
Sheet
4. CHECKING of UNIFORMS
4.1. Female

4.1. Show complete and

clean uniforms according
to institution policy

4.1.1 SWU nurses cap

4.1.2 Nameplate
4.1.3 White duty
uniform with white apron
and white undergarments
4.1.4 White stockings
4.1.5 Clean white duty
shoes
4.1.6 Well combed hair
4.1.7 Slight make-up
and lipstick
4.2. Male
4.2.1 SWU nursing
badge
4.2.2 Nameplate
4.2.3 White duty
uniform with
white sleeveless
undershirt

4.2. Show complete and

clean uniforms according
to institution policy

46

C. PRE-TEST

4.2.4 Clean white duty

shoes with white
socks
4.2.5. Well trimmed
Hair
5. ADMINISTER PRE-TEST

5. Pass the required

passing rate

20 questions(17 points
passing rate) questions about
the concept and orientation
DAY 2-13 HANDS ON PATIENT CARE WITH VARIOUS ACTIVITIES
CLINICAL INSTRUCTORS
ACTIVITY
A.
INDIVIDUAL
BEDSIDE
CONFERENCE

A.Discusses the concept

B.Explains about the
clients condition
C.Interprets significant
laboratory/diagnostic
findings
D.List appropriate nursing
interventions
E. Evaluate the
effectiveness of the
nursing care rendered

B. WARD
CLASS

CLINICAL NSTRUCTORS
ACTIVITY
A. Organize the students
into groups:
B. Assign topic to be
discussed
C. Evaluate the ward class
according to criteria:
1. content
2. comprehensiveness
3. readiness
4. creativity
TOTAL

30%
30%
20%
20%
100%

STUDENTS' ACTIVITY
A. Participate in the
discussion
B. Answer questions
about clients
condition
C. Differentiate the
important
laboratory/diagnos
tic findings
D. Perform the
appropriate
nursing
interventions
E. Document the
effectiveness of
the nursing care
rendered
STUDENTS
ACTIVITY
A. Participate in the
discussion of the
topic assigned to
the group
B. Research on the
topic assigned
C. Comply with the
criteria in the
conduct

47

C. GROUP
CASE STUDY

CLINICAL INSTRUCTORS
ACTIVITY
A. Assign the group case study
according to concept:
1.Anatomy and
Physiology of
Gastrointestinal System
2. Gordon's Functional
Pattern and Physical
Examination
3. Demographic Data
and History

STUDENTS' ACTIVITY
A. Participate in the
preparation of the case
study assigned to the
group
1. Research on
Anatomy and Physiology
of Gatrointestinal System
2.Perform physical
assessment
3.Interview client

4. Pathophysiology of
Gastrointestinal System

4. Research on
Pathophysiology of
Gastrointestinal System

5. Laboratory/
Diagnostic results

5. List down
Laboratory/Diagnostic
results

6. Nursing Care
Plan(SOAPIE) according to
priority nursing
problem

6. Document nursing
care plan

B. Supervise students during

the preparation of the study

B. Prepare the case study

by doing research on the
assigned topic

C. Evaluate the group study

according to criteria:

C. Present the case study

according to criteria

3.1. Content
30%
3.2. Comprehensiveness 25%
3.3. Creativity
20%
3.4. Readiness
15%
3.5. Individual
Participation 10%
TOTAL 100%

48

D. LESSON
PLAN

A. Explain contents of the

lesson plan

A. Comply with the format

of the lesson plan

1. General and Specific

objectives

1. Formulate General
and Specific objectives

2. Gordons Functional
Pattern and Physical
Examination

2. Perform Physical
assessment

3. Demographic Data and

History

3. Interview client

4. Anatomy and
Physiology of Gastrointestinal
System

4. Research on
Anatomy and
Physiology of
Gastrointestinal
System

5. Pathophysiology
of Gastrointestinal System

5. Research work on
Anatomy and
Physiology of
Gatrointestinal
System

6. Laboratory/Diagnostic
results

6. List down
Laboratory/Diagno
stic results and its
significance

7. Drug Study

7. List the drugs and

mechanism of
action

8. Nursing Care Plan

(SOAPIE) according to priority
nursing problem
2. CRITERIA:
1.9.1. Content
40%
1.9.2. Organization 30%
1.9.3. Mechanics
15%
1.9.4. Promptness
10%
1.9.5. Bibliography 5%
TOTAL
100%

8.

Document nursing
care rendered to
client

49

E. DAILY
ACTIVITIES

A. Organize the daily

Activities

A. List down the daily

activities

1. Daily circle (15-30

minutes prior to duty
hours)
1.1. Prayer
1.2. Roll Call

1.

1.3. Inspection:
Proper uniform,
hair, shoes and
paraphernalia

Be punctual

1.1
1.2

Pray together
Answer when
name is called

1.3

Proper uniform
and complete
paraphernalia

2. Ward endorsement

2. List names of
clients

3. Nursing care

3. Perform nursing
care

4. Checking of
intravenous fluids by time
taping
5.

Taking of vital
Signs

6. Complete physical
assessment
7. Intake/output
measurements

4. Identify IV fluid
used
5. Monitor vital signs
every 4 hours
6. Perform physical
assessment from head
to toe
7. Measure intake and
output every 4 hours

8. Supervise in
preparing and
administering
medication

8. Prepare and
administer
medications
with CIs supervision

9. Supervise students
performing nursing
procedures

9. Perform nursing
procedures with CIs
supervision

10. Checking of
documentation

10. Writing proper

documentation

50

LAST DAY of
DUTY
DAY 14
A. POST-TEST

B.
SIGNATURES

CLINICAL INSTRUCTORS
ACTIVITY
A. Administer Post-test
Examination: 40 items- 34
passing rate ( questions
from concept, orientation,
ward class, procedures,
laboratory/diagnostic
findings and case study
B. Signing of Related
Learning Experience Manual
and Related Learning
Experience Clearance Sheet

STUDENTSS ACTIVITY

A. Passed the required

passing rate

B. Submission of Related
Learning Experience
Manual and Related
Learning Experience
Clearance Sheet

STUDENT REQUIREMENTS
1.

Pre-test

2.

Lesson Plan

3.

Daily Requirements

4.

Individual Bedside Conference

5.

Ward Class

6.

Group Case Study

7.

Post-test

51

STANDARD CRITERIA for GRADING

A. Individual
Bedside
Conference

B. GrB. Group Case

Study

C. Lesson
Plan

D. Ward
Class

Clinical
Efficiency
Grades

Final
Rotation
Grade

CRITERIA:
1. comprehensive assessment
2. individual readiness
3. knowledge of concept
TOTAL
CRITERIA:
1. content
2. comprehensiveness
3. creativity
4. readiness
5. individual participation
TOTAL
CRITERIA:
1. content
2. organization
3. mechanics

30%
30%
100%

4. promptness
TOTAL
CRITERIA:
1. content
2. comprehensiveness
3. readiness
4. creativity
TOTAL
CRITERIA:
1. Knowledge and Skills

10%
100%

2. Attitude
TOTAL
CRITERIA:

30%
100%

1. Pre-test
2. Post-test
3. Requirements
Includes: ward class, individual bedside
conference, group case discussion and
lesson plan
4. K.S.A. (Knowledge, Skills, Attitude)
Total
5. Return demonstration Grade
TOTAL

References:
A. Books

40%

30%
25%
20%
15%
10%
40%
30%
15%

30%
30%
20%
20%
100%
70%

5%
10%
25%

60%
100% x.80
x. 20
Final RLE Grade

52

B.
C.
On-Line Sources:
A
B.
C.

Prepared by:

Noted:

Clinical Instructor

Level III Chairman

CHAPTER III
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This

chapter

presents

the

summary

of

the

findings,

conclusions and recommendations of the study.

SUMMARY OF FINDINGS
The following were the significant findings of the study:
A. Experts Ratings on the Proposed Clinical Teaching Plan
In components, the average mean of the three experts
gained a rating of three 3.0 (Good).

The average ratings of the

three experts in the format of the proposed clinical teaching plan is

3.44 (Very Good ). In mechanics, the average mean is 2.8 (Good).

53

The grand mean rating of the three experts on the proposed clinical
teaching plan is 3.08 (Good).
B. Strengths and Weaknesses of the Proposed Teaching Plan
as Evaluated by the Experts
In the components, the experts cited the following strengths:
that the clinical teaching plan with regards to components, it
exhibits a comprehensive parts and has sufficient presentation of
objectives, concepts, and parts.

In format, the options are well

provided in the proposed clinical teaching plan as mechanism to

provide convenience to the teachers who will be using it.

In

mechanics, the experts cited few errors on spelling as strength.

In components, the experts cited the following weaknesses:
that improvements should be done on the way the specific
objectives were stated; activities of students; evaluation of
students and proper division of parts of the clinical teaching plan.
In format, that improvement should be done by including the subcomponents, consistency of the outline and terms. In mechanics,
the improvements should be done on grammar, pagination, spelling
and diction.
C. Recommendations of the Experts on the Proposed Clinical
Teaching Plan

54

The proposed teaching plan can be improved by dividing the

parts of the concepts: restating the general and specific objectives
and evaluative measures; post-test should be included; and
providing clear direction and instruction in students evaluation and
requirements and citing the references used in the course. In
format, improvements on the proposed clinical teaching plan can
be done by using consistent font size; sequencing the concepts in
orderly manner; using boxes for checking options; and including
the university and departments logo.
CONCLUSIONS
The proposed clinical teaching plan summarizes the strengths
and weaknesses with the incorporation of the suggestions of the
external experts can be a Clinical Teaching Plan in Nursing Care
Management Course to be utilized by the Clinical Instructors
handling Nursing Care Management, Level III students.
RECOMMENDATIONS
Anchored on the findings of the study, the researcher
recommends the following:

55

1. The Clinical Teaching Plan in Nursing Care Management

Course should be utilized by

the Clinical Instructors

handling Nursing Care Management, Level III students;

2. The level chairs and the dean of the College of Nursing
should be provided with copies of the Clinical Teaching Plan
in Nursing Care Management Course for further suggestions
and recommendations on the improvements of the study.
3. The Clinical Teaching Plan in Nursing Care Management
Course will be introduced to the Clinical Instructors to
determine its applicability and validity.
4. The use of Rubric as an evaluative tool.

BIBLIOGRAPHY
A. Books
Black, Joyce M. et al. (2001). Medical-Surgical Nursing. W.B.
Sounders Company.
Bradford, William (2002). Introduction to Clinical Teaching.
Boston: Houghton Mifflin Co.
Carlson, Patrick (2003). Psychological Readings. St. Louis:
C.V. Mosby Co.
George, Vincent (2000). Nursing Theories. St. Louis:
C.V. Mosby Co.
Gregorio, Herman (2001). Educational Teaching Strategies.

56

Manila: Phoenix Publishing Co.

Hurlock, Elizabeth (2002). Psychology for Modern Living.
Philadelphia: W.B. Saunders Co.
Scheffer, Eric (2002). Learning Opportunities. Chicago: Milwaukee
Publishing Co., 2002.
Scriven, Mark (2003). Clinical Teaching Approaches. St. Louis:
C.V. Mosby Co.
Smith, Katherine (2000). Introduction to Psychology. Philadelphia:
W.B. Saunders Co.
Whitney, Gregorio (2002). Elements of Research. New York:
McGraw-Hill Co.
B. Journals
Dawis, L. Sawin, K and Dunn, O. Indicators in Effective
Teaching. Learning Journal. Vol. 23 # 55.
C. On-Line Sources
Clinical Teaching Effectiveness Program, accessed through http:
www.utexas.edu/pharmacy/general/experiential
Retrieved last April 20, 2008.
Benners theory of Deyfus Model of Acquisition accessed through
http://www.enurswescribe.com/nursetheorists.htm retrieved
Last April 15, 2008.
Ernestine Weidenbachs Helping Art of Clinical Nursing accessed
through http://www.healthsci.clayton.edu/eichelberger/ernestine
_weidendach.htm Retrieved last August 19, 2008
Rubrics Making for Teachers assessed through
http:/www.rubrics.com retrieved last July 10, 2008.

57

Techniques in Effective Teaching accessed through http://www.

Scru.edu.pages retrieved last April 20, 2008.
'The Revised Bloom's Taxonomy accessed through http://www.
Odu.edu/educ/llschult/blooms_taxonomy.htm retrieved last
July 10, 2008.
Lesson Plan Format accessed through
http://education.shu.edu/pt3/zinicola/lessonplanformat.html
D. Unpublished Materials
Saniel, Montana C. (1978). Instructional Objectives. Minicourse
No. 1.

58

APPENDICES

Appendix A
Transmittal Letter to the Dean of the College of Nursing
May 11, 2008
MRS. MARIA ELENA A. CABIGON
Dean, College of Nursing
Southwestern University
Cebu City
Dear Madam:
Good day!
I am presently conducting a study entitled, Factors Affecting
the Quality of Implementation of the Clinical Teaching Plan, as a
partial fulfillment of the requirement for the Degree of Master of
Arts in Nursing Major in Nursing Administration. In view of this, I
have the honor to ask permission from your good office that I

59

would be allowed to conduct the study in your College of Nursing.

Rest assured that the responses of the respondents will be held
with strictest confidence and would only be used for study
purposes.
Thanking in advance for the anticipated favor. I remain.
Sincerely yours,
ERLINDA M. GUZMAN, RN
MAN Student
Noted:
ROUEL A. LONGINOS, Ed.D., Ph.D.
Dean, Graduate School

Appendix B
Letter to the Expert

SOUTHWESTERN UNIVERSITY
Cebu City
GRADUATE SCHOOL OF
HEALTH SCIENCE, MANAGEMENT AND PEDAGOGY
July 29, 2008
DR. CATALINO C. ABOS
Professor, Graduate School
Southwestern University
Cebu City
Dear DR. ABOS:
I am Erlinda M. Guzman, Master of Arts in Nursing (MAN) student of the
Graduate School of Health Science, Management and Pedagogy, Southwestern

60

University. I am presently writing my thesis entitled STANDARDS OF CLINICAL

TEACHING PLAN.
In view of the above, I would like to invite you as one of the experts on
the evaluation of the clinical teaching program of the College of Nursing,
Southwestern University using my proposed rubric.
Your approval to this request will definitely help me in finishing my thesis.
Thank you.
Truly yours,
ERLINDA M. GUZMAN, RN
Student
Noted:
LUCRIS A. TAN, JR., MAN
Adviser
ROUEL A. LONGINOS, Ed.D.,Ph.D.
Dean, Gradate School

Appendix C
Letter to the Expert

SOUTHWESTERN UNIVERSITY
Cebu City
GRADUATE SCHOOL OF
HEALTH SCIENCE, MANAGEMENT AND PEDAGOGY
July 29, 2008
DR. BRYANT C. ACAR
Professor, Graduate School
Southwestern University
Cebu City
Dear DR. ACAR:
I am Erlinda M. Guzman, Master of Arts in Nursing (MAN) student of the
Graduate School of Health Science, Management and Pedagogy, Southwestern

61

University. I am presently writing my thesis entitled STANDARDS OF CLINICAL

TEACHING PLAN.
In view of the above, I would like to invite you as one of the experts on
the evaluation of the clinical teaching program of the College of Nursing,
Southwestern University using my proposed rubric.
Your approval to this request will definitely help me in finishing my thesis.
Thank you.
Truly yours,
ERLINDA M. GUZMAN, RN
Student
Noted:
LUCRIS A. TAN, JR., MAN
Adviser
ROUEL A. LONGINOS, Ed.D.,Ph.D.
Dean, Graduate School

Appendix D
Letter to the Expert

SOUTHWESTERN UNIVERSITY
Cebu City
GRADUATE SCHOOL OF
HEALTH SCIENCE, MANAGEMENT AND PEDAGOGY
July 29, 2008
MR. MAURO ALLAN P. AMPARADO
Professor, Graduate School
Southwestern University
Cebu City
Dear MR. AMPARADO:

62

I am Erlinda M. Guzman, Master of Arts in Nursing (MAN) student of the

Graduate School of Health Science, Management and Pedagogy, Southwestern
University. I am presently writing my thesis entitled STANDARDS OF CLINICAL
TEACHING PLAN.
In view of the above, I would like to invite you as one of the experts on
the evaluation of the clinical teaching program of the College of Nursing,
Southwestern University using my proposed rubric.
Your approval to this request will definitely help me in finishing my thesis.
Thank you.
Truly yours,
ERLINDA M. GUZMAN, RN
Student
Noted:
LUCRIS A. TAN, JR., M.D., MAN
Adviser
ROUEL A. LONGINOS, Ed.D.,Ph.D.
Dean, Graduate School

APPENDIX E
RUBRIC FOR CLINICAL TEACHING PLAN
OF NCM ___________
This rubric is designed to evaluate the Clinical Teaching Plan for
Bachelor of Science in Nursing Level III students of Southwestern
University-College of Nursing.
Instruction: Rate the teaching plan per component.
descriptions given and their corresponding score.
COMPONENTS
1. GENERAL
AND SPECIFIC
OBJECTIVES
2. STUDENTS

4
Very Good
Accurately
states the
general and
specific
objectives
Accurately

3
Good
States lies
accurately
the general
and specific
objectives
Identifies the

2
Fair
Poorly states
the general
and specific
objectives
Poorly

Be guided by the
1
Poor
Does not
states the
general and
specific
objectives
Does not

Rating
X3

63

DAILY
ACTIVITIES
3. STUDENTS
REQUIREMENTS

4. STUDENTS
EVALUATION
FORMAT
5. CLINICAL
TEACHING
PLAN CONCEPT
6. CLIICAL
TEACHING
PLAN
INCLUSIVE
DATES OF
ROTATION
7. CLIICAL
TEACHING
PLAN AREAS OF
ASSIGNMENT

MECHANICS
1. Grammar
(Tenses,
Subjects and
Verb
Agreement) is
correct
2. Punctuations
are properly and
appropriately
used
3. Words are
spelled correctly
4. Pagination
and margins are
properly
observed
5. Diction
(Appropriate
use of terms/
words)

identifies the
daily
activities
Accurately
identifies
students
requirements
Accurately
identifies the
students
evaluation
4
Accurately
identifies the
evaluation
Accurately
identifies
clinical
teaching plan
inclusive
dates and
time of
rotation
Accurately
identifies the
areas of
assignment

4
Very Good

daily
activities
Identifies
students
requirements
less
accurately
Identifies the
students
evaluation
3
Identifies the
clinical
teaching plan
concept less
accurately
Identifies the
inclusive
dates and
time of
rational less
accurately
Identifies the
areas of
assignment

3
Good

identifies the
daily
activities
Poorly
identifies
students
requirements

identify the
daily
activities
Does not
identify
students
requirements

Poorly
identifies the
students
evaluation
2
Poorly
identifies the
clinical
teaching plan
concept
Poorly
identifies the
inclusive
dates and
time of
rotation

Does not
identify the
students
evaluation
1
Does not
identify the
clinical
teaching plan
concept
Does not
identify the
inclusive
dates and
time of
rotation

Poorly
identifies the
areas of
assignment

Does not
identify the
areas of
assignment

2
Fair

1
Poor

X3

X2

X2

X3

X2

X2

Rating

X2

X1
X2
X2

X2

64

TOTAL

QUALITATIVE EVALUATION OF THE CLINICAL TEACHING PLAN

What are the strengths and weaknesses of the clinical teaching plan in the
following?
Aspects

Strengths

Weaknesses

Components
Format
Mechanics
Scoring and Equivalent:
100
91-99
81-90
80
Below 79

Excellent
Very Good
Good
Fair
Poor
APPENDIX F

Timetable

DATE
Apr 2008

ACTIVITY/PROCESS
1. Orientation
2. Problem Development and Refinement
3. Approval of Research Problem and Title

65

May 2008

June 2008
July 2008

Aug 2008

Sept 2008

Oct 2008

4. Writing of the Rationale

5. Review of Literatures and Studies/Identification of Anchor
Theories
6. Writing the Theoretical Background/Literature Background
7. Determination of Beneficiaries/Writing of the Significance of the
Study
8. Determination of Research Design
9. Development/Writing/Refinement of Methodology
10. Writing of the Definition of Terms
11. Finalization of Research Design Manuscript
12. Submission of Research Design (Chapter 1) for Proposal Hearing
13. Processing of Forms for Proposal Hearing
14. Proposal Hearing
15.Revision of the Research Design After Proposal Hearing
16. Submission of Revised Copy of Research Design
17. Procurement/Validation of Research Tools
18. Processing of Transmittal Letters
19. Approval for Data Collection
20. Administration of Research Tools/Data Collection Process
21. Data Processing and Analysis
22. Data Presentation and Interpretation
23. Summarizing of Findings
24. Drawing of Conclusions
25. Proposing of Recommendations
26. Compilation of Appendices
27. Compilation of Preliminary Pages
28. Preparation of Slide Presentation
29. Processing of Forms for Oral Defense
30. Oral defense
31. Revision of Manuscript after Oral Defense
32. Grammar Checking
33. Revision of Manuscript After Grammar Check
34. Submission of Revised Manuscript for Approval (for printing)
35. Approval of the Revised Manuscript by the Oral Examiners
36. Submission of Hardbound Copies

Appendix G
BUDGET

66

Office Supplies (bond paper, thesis papers

refill ink and others)

4,000.00

Encoding

3,000.00

Food and Snacks

1,000.00

Miscellaneous Expenses

1,500.00

==========
Total

APPENDIX H
DOCUMENTATION

9,000.00

67

GROUP FORUM DISCUSSION

AUGUST 24, 2008

68

GROUP FORUM DISCUSSION

AUGUST 24, 2008

APPENDIX I

69

EXPERT I
CURRICULUM VITAE
CATALINO C. ABOS
527-Q A. Tormis St., Sambag I, Cebu City
Tel. No. 255-0428; Cell No. 0919-2653280
==========================================
EDUCATIONAL BACKGROUND
I

Positions held

Vice-President for Academic Affairs

Southwestern University
June 2001 March 2004

Dean, College of Arts and Sciences

Southwestern University
1998-2001

Chairperson, Department of English and Filipino

Southwestern University
1987-1997

Educational Qualifications
Bachelor of Arts Major in English
Cebu Institute of Technology, March 1970
Graduated: Cumlaude

A Special Training on:

English for Specific Purposes, De La Salle University
Summer of 1980 and 1981

Master of Arts in Education, SWU, 1994 on the thesis entitled: A

Critical Analysis of the Values Depicted in Five Selected Essays in
English I and English 2 Textbooks Used in Southwestern
University: Basis for an Enrichment Program on Values Education.

Doctor of Educational Management, SWU, May 2003 on the

dissertation entitled:
Brain Dominance, Learning Styles and
Academic Achievement of Philippine Literature Students,
Southwestern University, Cebu City:
Proposed Instructional
Development Program.

APPENDIX J

70

EXPERT II
CURRICULUM VITAE

BRYANT CABALLES ACAR

Home (032) 2342969;
Cell # - 09214802195
bryantacar@gmail.com

===========================================
EDUCATIONAL BACKGROUND
Bachelor of Arts in Biology, USP LAHUG (1999) Summa Cum laude
Master of Arts in Teaching Science, Southwestern University (2003)
Meritisimus
Doctor of Education major in Education Management, USPF Grad School
(2006) Benemeritus
Master of Arts in Teaching Major in Special Education, Southwestern
University (24 units - ongoing)

PROFESSIONAL BACKGROUND
Teaching Experience
April 2007 present
Southwestern University Grad School
Subjects taught: Educational Research, Educational Leadership, Emerging
Theories in Education, Educational Criticism
April 2007 present
University of the Southern Philippines Foundation Grad School
Subjects taught: Educational Management
June 2000 to May 2007
University of the Southern Philippines College of Arts and Sciences
Subjects taught: Biology, Zoology, Botany, Anatomy and Physiology,
Microbiology, Earth Science, Anthropology, Family Planning
Other Related Experience (Visiting Teacher)

71

AFFILIATIONS:
Environmental Education Network of the Philippines - Member
Association of Colleges of Arts and Sciences in Cebu Region 7 - Member
Academic Council, USPF - Member
Philippine Association for Graduate Education - Member
ROTARACT CLUB College USPF Chapter - 2005-2006 - Adviser

SKILLS:
Computer Literate (MS Word, Excel, PowerPoint)
Curriculum Planner
Research Consultant

APPENDIX K

72

EXPERT III

Curriculum Vitae
Mauro Allan P. Amparado, RN, MBA, MAN
Cellphone # 0917-3001264
Office Tel. # (032) 234-2460; 233-8124 loc 104
Email Address: mapamparado@yahoo.com
===========================================
EDUCATIONAL ATTAINMMENT
Post-graduate Education

Candidate, Doctor of Philosophy in

Technology Management (PhD-TM)
CSCSC, Main Campus

Graduate Education

Master of Arts in Nursing (MAN)

Major in Nursing Service Administration
Southwestern University, Cebu City
April 2006
S.O. 80-201200-0030 S. 2006
Master of Business Administration (MBA)
Southwestern University, Cebu City
October 2002
S.O. # 80-340101-0063 S. 2003

Tertiary Education

Bachelor of Science in Nursing (BSN)

Siliman University, Dumaguete City
March 1996

Secondary Education

St. Paul College, Dumaguete City

March 1992

Elementary Education

Minglanilla Central School

Minglanilla, Cebu
March 1998

CURRICULUM VITAE

73

PERSONAL SECTION:
NAME

Mrs. Erlinda M. Guzman

DATE OF BIRTH :

October 9, 1954

NATIONALITY

Filipino

MARITAL STATUS :

Married

PERMANENT ADDRESS :
TG 1 Blk.10 Lot 8
Camella Homes, Lawaan
Talisay City 6045
Cebu, Philippines
TELEPHONE NUMBERS
MOBILE :
+639154089962

/ +639296479504

EMAIL :
bembotski@yahoo.com
HEALTHCARE

EDUCATION AND TRAINING :

June 1970 March 1973

Secondary
University of San Jose Recoletos
Cebu City

May 1971 May 1974

Pre-Nursing

Velez College
Cebu City
June 1975 October 1978 -

Bachelor of
Science in Nursing

Misamis University
Ozamis City

74

October 2007

IV Therapy Training
Vicente Sotto Memorial
Medical Center Cebu City

March 2, 2004

King Faisal Specialist Hospital and

Research Center
* Service Plus Health Care Training

December 26, 2004

- King Faisal Specialist Hospital and

Research Center
* Neonatal Physical Assessment

August 29, 2004

- King Faisal Specialist Hospital and

Research Center
* Basic Life Support Provider Program
American Heart Association

PROFESSIONAL REGISTRATION & MEMBERSHIP

EXAMINATIONS PASSED:
Philippine Nursing Association
Registration # 0095498
Professional Registration Commission
Registered Nurse
Professional Registration ID Card # 0095498
Operating Room Nurses Assc. of the Philippines
Member , Registered January 2006
Comprehensive Examination for the Degree of Master
of Arts in Nursing (MAN)
PASSED: May 26 27, 2007 Southwestern University,
Cebu City

75

International English Language Testing

System (IELTS)
IDP Philippines Report Form No.
05PH016556GUZE009A
Center Number PH 009, March 25, 2006
Listening
:
6.5
Reading
:
6.0
Writing
:
7.0
Speaking
:
7.0
Over all Band score:
6.5
WORK EXPERIENCE:
May 2006 March 2008

Southwestern University
Clinical Instructor

Southwestern University is one of the leading academic

institutions in Cebu City, Philippines. It offers, primarily
medical courses and, the College of Nursing was opened in
1948.
July 1991 January 2006 King Faisal Specialist Hospital &
Research Center
Staff Nurse 1
The King Faisal Specialist Hospital & Research Center is one
of the most modern hospital in Saudi Arabia. It is a 620-bed
capacity tertiary care facility, containing 33 patient units, and
serves as a referral center for patients from Saudi Arabia and
in the Middle East.
June 10, 1987- November 26, 1990 King Fahad Hospital at

Al-baha
Al-baha, Saudi Arabia
Staff Nurse
King Fahad Hospital at Al-baha is a 260-bed capacity tertiary
care facility operated by the Ministry of health. I was assigned to
the 38-bed Obstetrics ward and Observation Nursery. Most of our

76

patients
post/ante-partum
complications.

with

December 12, 1983 August 13, 1984

and

without

medical

Dr. Manuel B. Veloso

Memorial Hospital
Palompon, Leyte,
Philippines

Volunteer Nurse
August 13, 1984 February 1987

Dr. Manuel B. Veloso

Memorial Hospital
Staff Nurse

A government-run institution with a 130-bed capacity, I was

assigned as a General Nurse with multiple
functions,
mostly
assigned in wards or as designated.

77