TEACHING COMPETENCY OF NURSING EDUCATORS AND CARING

ATTITUDE OF NURSING STUDENTS

An Undergraduate Thesis

Presented to

The Faculty of the College of Nursing

University of Perpetual Help System-DALTA, Molino Campus

Molino, Bacoor, Cavite

In Partial Fulfilment

Of the Requirements for the Degree

Bachelor of Science in Nursing

BALLON, JAINE NICOLLE E.

MARCH 2017
 CHAPTER 1
THE PROBLEM AND RELATED LITERATURE

Introduction
The World Health Organization stated that a competent health nurse is central to
achieving universal health coverage (World Health Organization, 2016). A proficient nurse
professional who is equip with the knowledge, attitudes, and skills that are necessary to deliver
quality care of the developing foundation of high-quality education. The nurse educators are
registered nurses with an advanced pedagogy who are also teachers (Explore Health Careers,
2018). The preponderance of nurse educators has intensive clinical expertise, and many
continue caring patients about becoming educators. Nurse educators serve as a faculty member
in nursing schools and teaching hospitals, by sharing their knowledge and skills to prepare the
future student nurses on the next generations for effective practice. Caring, compassion, and
empathy are commonly reveal in the characteristics of a professional nurse (Mcphail, D. &
Zegre-Hemsey, J., 2015). Caring has been the heart of nursing identity before it has
acknowledge as a nursing profession or discipline. Caring is known as the inner core and the
essence of the nursing profession (Andersson EK, Willman A, Sjöström-Strand A, Borglin G
2015).

In the study of Jamshidi N, Molazem Z, Sharif F, Torabizadeh C, & Kalyani MN,

(2016), in the nursing clinical education reveals that nursing student' behaviors and
performances change in the clinical setting. This change can affect negatively in student
learning, progress in patient care, and professional performances. The clinical learning
environment, in particular, is essential for the acquirement of and advancement of students'
professional skills, knowledge, decision making, and caring attributes (Papathanasiou IV.,
Tsaras K., Sarafis P., 2014). And through a positive faculty modeling and role modeling of the
educators, student nurses can be professionally trained to develop the competency of caring.
Moreover, when the climate of nursing education is learn as caring, students acquire a
professional way of being and learn to care as a skillful nurse (Labrague L, Tsaras K,
McEnroe – Petitte D, Edet O, Jumah JB, Balachandran S, Arulappan J, Kamau SM, &
Papathanasiou IV., 2014).
 In the Philippine University where is envisioned itself to be premiere school in Region
IV (CALABARZON), in which the university shall produce nurses who can render safe care
to people and lead a well-balanced life in a trans-cultural society. The curriculum is arranged
to promote integration and application of knowledge, and essential skills, such as writing,
assessment, and critical thinking. It's formulated to help students, develop an understanding of
self and others, stimulate intellectual curiosity for lifelong learning, and to develop an ability
to work with an interprofessional team for the promotion, maintenance, and restoration of
health and quality of life of individuals, families, and communities. However, it has look at
that curriculum changes do happen, and the researcher is curious whether the nurse educator
possesses the teaching competency. Further, as the students race to the end of their curriculum,
do they developed the caring competence the patient expected. It is in this premise the
researcher wishes to measure the teaching competency of the nurse educator and how it
influences the caring attitude of student nurses.

Review of Related Literature

This section includes additional data and carefully sought information that is of great
importance in the better understanding of the study.

In the Philippines, an attached agency to the Office of the President for administrative
purposes which is known as Commission on Higher Education (CHED) covers each public and
private higher education institutions further as degree-granting programs in all post-secondary
academic institutions within the country. In many parts of the world, nursing students have
reported evidence of tension among faculty associated with the need for teaching and research
excellence whereas at the same time maintaining a credible clinical profile (Andrew and Robb,
2011; Royal College of Nursing [RCN], 2012: Booth et al., 2015). Notably, in the United States
(US), the National League for Nursing (NLN) acknowledges the academic nurse educator as
an advanced practice role (NLN, 2014). To serve effectively in the role of educational nurse
educator, nurses need pedagogical preparation in curriculum development, teaching ways, and
evaluation methods (Booth et al., 2015). Although, courses in pedagogy are part of some
graduate-nursing tracks and is not needed in programs.

The Nurse Educator Core Competencies is developed by the World Health

Organization (WHO, 2016) to alter educators contribute effectively in the achievement of high-
quality education, and thus to the production of successful, economic and skilled nurses
capable of responding to the health desires of the populations they serve. Competencies are
developed based on the recognition of changes in healthcare education and practice. Nursing
profession entrants must be practical, lead and adapt to new evidence, increasingly diverse
populations and changing needs, and education is the key starting point for change. The Core
Competencies of the Nurse Educator were categorized as cognitive (knowledge), affective
(attitudes and conduct) and psychomotor (skill) areas of study following the validation method
(WHO, 2016). It is expected to facilitate the development of comprehensive academic
programs and better assessment approaches and reduce the repeat of learning results within
curricula. It can help build skills and coerced competencies within the fields of learning. To
gain the title of a qualified nurse educator, a qualification, clinical expertise and education
(Schwind, Santa-Mina, Metersky, and Patterson) should apply to them. A professional nurse
educator must be a registered nurse and (Booth T, Emerson C, Hackney M, & Souter S., 2015)
must be prepared to serve as educators, researchers, and have experience in a clinical specialty
area.

The nursing curriculum prepares the student to hold out clinical skills ably and with
confidence in the clinical settings (Panduran, Abdullah Hassana, & Mat, 2014). A theory with
lecture demonstration allows students to confidently accumulate the skills and knowledge to
work when giving patients care for a prolonged period. In 2014, Panduran et al. acknowledged
that competence and self-confidence are the most vital factors in allowing students to make an
applicable decision in patient care. Copeland (2015) believed that trust is the crucial aspect of
providing nursing care and that nursing education should foster the certainty of student nurse's
development. As nursing is a profession within the healthcare sector focused on the safe
keeping of individuals, families, and communities so they may attain, maintain, or recover
optimal health and quality of life. Caring is a value-based concept in the nursing field and
education (Salehian et al., 2017). Salehian M, Heydari A, Aghebati N, and Moonaghi KH
(2017), refers caring in nursing education as faculty-student interaction based on ethical and
human values.

Caring is a universal need that is a major component in the delivery of nursing care
(Cook PR, & Cullen JA, 2014). The nurse educators face the challenges of teaching the value
of caring as a necessary part of nursing. Ortega M., Cecagno D., Llor A., Siqueira H.,
Montesinos M., & Soler L., stated on their study in the year of 2015, that the reality of academic
training for nursing professionals has changed radically in recent decades, in terms of
maintaining the rhythm of current clinical practice, "new" nursing professionals should have
more knowledge of certain areas of work, meeting the population's health and social need. In
2017, the study of Gimenes FRE, & Faleiros F., mentioned that patients' desires and healthcare
environments became even more complex and nurses need to achieve a higher level of skills,
competencies, and attitudes to meet these needs expeditiously, quality and safety. The
continuous training program of nurses can, therefore, be considered the foundation for the
quality and safety of care. Nightingale defines the effects of the energetic healing environment;
the placed application of touch was firmly in the nursing practice center. Rogers, Watson and
the other nursing theorists mentioned that energy studies are great example of a professional
spiritual health nursing approach (2013). Nurses in several countries are now using non-
conventional energy therapies such as therapeutic touch (Wardell, D., 2018). Therapeutic touch
is a additional technique used for a specific purpose and purpose of the universal energy and
affection that helps patients find the balance and achieve health. Nurses can reduce the
occurrence of emotions such as fear and anxiety by using effectual contact to provide strong
therapeutic effects in patients. It is an incomplete communication style when nurses touch
patients just for daily planned interventions, the relationship between the patient and the nurse
will be toughen by using the level-professional friendship that includes acceptance, interest
and support posts (Coakley, A. & Duffy, M., 2014).

A lot of efforts is built in preparing the core competencies of the nurse educator; World
Health Organization (WHO, 2016) aims for the facilitate nurse educators to attain increased
proficiency in assisting student nurses to acquire all the knowledge, skills and attitudes
necessary to practice nursing effectively in the 21st century. The National League for Nursing
(NLN) also has their references and guide for Competencies for Academic Nurse Educators.
These competencies promote excellence in the advanced specialty role of the academic nurse
educator (NLN, 2014). The NLN has established nursing education as a specialty area of
practice and create a means for faculty to more fully demonstrate the richness and complexity
of the faculty role. The knowledge and skills that is taught to nurses is the foundation of their
competencies. Nursing training is a combination of theoretical and practical learning
experiences that enable nursing students to acquire the knowledge, skills, and attitudes for
providing nursing care (Jamshidi N, Molazem Z, Sharif F, Torabizadeh C, & Kalyani MN,
2016). A large part of nursing education is carried out in clinical environments. For the student,
nursing education is a transformative experience. Training nurses, both as students and in
practice, is a complex process and, therefore, the role of the nurse educator is multi-faceted,
going beyond giving the learner knowledge. The nurse educator is a learning and growth
facilitator (Ludlow, 2016). Caring is a value-based concept in the nursing field and education
(Salehian et al., 2017). It is a central focus of nursing, and it is integral to maintain the ethical
and philosophical roots of the profession (Watson 0018; Lusk and Fater, 2013; Potter et al.,
2016). Care is the essence of nursing to Watson, so caring science is the primary concept in
nursing education (Adams L, 2016). A caring science-centric curriculum is intended to provide
nursing students with an overall view of caring science so that they can care for the health of
individuals as professional nurses (Zamanzades et al., 2014).

Synthesis
The purpose of this synthesis is to express the central conclusion of the researcher
findings on the teaching competency of nurse educators and caring attitude of student nurses.

The teaching competencies of nurse educators and the caring attitude of student nurses
are two different terms which can have a common factor that may interconnect them and affect
the students' response. One of these factors is the year - level study conducted in Zamansadeh
V et al. (2014); the attitudes of junior students were being compare with senior students.
Additionally, the junior students state that they value the knowledge and technical skills of
nurses, but the senior students did not value the understanding and sympathy, knowledge and
care skills of nurses. Teaching competencies are an integration of professional attitudes,
knowledge, and skills and enable the individual to fulfill his/her role and effectively influence
the students' learning process (Rudiyati, Sari and Pujaningsih, Pujaningsih and Mumpuniarti,
Mumpuniarti, 2017).

Theoretical Framework
This study is based on the following theoretical models: Jean Piaget’s Theory of
Constructivism and Jean Watson’s Theory of Human Caring.
The theory of Constructivism of Piaget’s argues that people produce knowledge and
form meaning based upon their experiences. The hypothesis covers the learning theories,
teaching methods, and education reform. The thought of constructivism theory, the learners,
bring their personal experience to the learning situation, and these experiences form a
foundation of the truth they carry away from the instruction (Hunter, J., 2014). The theory of
Piaget's constructivism impacts the learning curriculum because educators must make a
curriculum plan which enhances their students' logical and conceptual growth. The teacher
must emphasize the significant role that experiences or connections with the adjoining
atmosphere play in student education. The role of the teacher is essential in this theory of
constructivism addresses how learning occurs and not focusing on what influences the learning.
The nursing program was changed to a concept-based curriculum from a traditional educational
approach to improve thinking skills (Baron, K., 2017). The teachers in this theory, instead of
giving a lecture, function as facilitators whose role is to assist the student in their
understanding. It provides selective information for students to organize, apply, and store into
their long-term memories from retrieval to new situations. For this learning theory, the
resources and lesson plans that need to be initiated to take a very different approach to
traditional learning rather than telling, the teacher must start asking. And instead of answering
questions that only align with their curriculum, in this case, the facilitator must do it so that
instead of being told, the student arrives at the conclusions on his own. Also, the teachers are
constantly talking to the students, creating the learning experience that is open to new
directions depending on the student's needs as the learning progresses. Teachers who follow
the constructivism theory of Piaget must challenge the student by making them potent.

The Human Caring theory by Watson focuses on holistic care and the authentic
relationship between caregivers and patients. This theory was though around the world. Briefly,
the application of the principle is shown as the practice of love-kindness, equanimity,
authenticity, enabling, cultivating a spiritual practice ; the development of a relationship that
helps to trust ; the expression of positive and negative feelings ; the practice of caring-healing
; the willingness to learn for caring experience ; the ability to engage in teaching-learning
experience (Watson Caring Science, 2017). The theory is focused on “the centrality of human
caring and on the caring-to-caring transpersonal relationship and its healing potential for both
the one who is caring and the one who is receiving care for” (Watson, 1996).

Research Paradigm

Figure 1 The Variable and their Relationships. As shown in Figure 1, the first box shows the
level of nursing educators as an independent variable. The relationship between the teaching
competency of nursing educators as perceived by the student nurses and the caring attitude of
a nursing student of Philippine University as the dependent variable and the intervening
variable are the age, gender, and the year level.
Statement of the Problem
This study sought to determine the teaching competency of nursing educators in
developing a caring attitude among nursing students of Philippine University.
1. What is the profile of the student nurses in a Philippine University when grouped
according to age, gender, and year level?
2. What is the teaching competency of the nurse educators in a Philippine University as
perceived by the students?
3. What is the level of caring attitude of the student nurses in a Philippine University?
4. Is there a significant difference on the teaching competency of the nurse educators and
in the level of caring attitude of student nurses in a Philippine University as perceived
by the student nurse when they’re grouped according to age, gender, and year level?
5. Is there a significant relationship between the teaching competency of nurse educators
and the level of caring attitude of student nurses in a Philippine University?
Hypotheses of the Study
The following conjecture were analyze in this study:
1. There is no significant difference in the teaching competency of nurse educators in a
Philippine University as perceived by the student nurse when they’re grouped according
to age, gender, and year level.
2. There was no significant difference in the level of caring attitude of student nurses in a
Philippine University when they’re grouped according to age, gender, and year level.
3. There is no significant relationship between the teaching competency of nurse educators
and the level of caring attitude of student nurses in a Philippine University.
Significance of the Study
The result of the study would be beneficial to the following:
Future Researches: This study will serve as a basis in conducting more comprehensive
research for the future researchers, and it can also utilize as a reference and a guide that will
give them a review on the factors that affects the teaching competency of nurse educators and
caring attitude of nursing college students.
Nurse Educators: The outcome of the study may assist them in developing and enhancing
their teaching competencies in more effective strategy in teaching the student nurses on the
caring patient.
Student Nurses: The result of this study may enable them to assess and evaluate their selves
on their caring attitude as student nurses considering that care is the core and foundation for
 nursing practice. Thus, teaching competency of nursing educators can be specified, and the
results may distinguish on how to improve the caring nurse attitude of students.
Scope and Delimitation of the Study
This research covered the student nurses of the three Philippine Universities. A total of
50 student nurses was chosen to be the respondent for the research, whereas 17 respondents
from school 1; 7 respondents from school 2; and 26 respondents from school 3. The quantity
of the respondents was attained using purposive sampling technique.
The researcher focused on how the nurse educators teaching competency to affects the
caring attitude of student nurses in a Philippine University as a basis of ability of nurse
educators.

Definition of Terms
The following terms have interpreted as used in the study:
Age: This refers to the length of a person’s existence in the world. It is sort by type as 15 –
20-years-old; 21 to 25-year-old; 26 – 30-year-old and 36 – 40-year-old.
Sex - This refers to the concept of socially constructed views of feminine and masculine
behavior in individual social groups. It is list as male or female.
Year Level of the student – This refers to the educational count of the year of the student. It
is sort by type as level 3 and level 4.
Perception Competency - The ability, knowledge, skills, and attitudes required of a nurse in
performing a range of expected roles in professional nursing practice as perceived by the
nurse educators of the three (3) schools. The following verbal interpretation was used in the
study; 4.20 – 5.00 = Highly Competent; 3.40 – 4.19 = Competent; 2.60 – 3.39 = Moderately
Competent; 1.80 – 2.59 = Somewhat Competent; and 1.00 – 1.79 = Not Competent.
Caring Attitude – This refers to how nurses handle patient needs. The following verbal
interpretation was used in the study; 4.20 – 5.00 = Highly Caring; 3.40 – 4.19 = Caring; 2.60
– 3.39 = Moderately Caring; 1.80 – 2.59 = Somewhat Caring; and 1.00 – 1.79 = Not Caring.

CHAPTER 2
METHODOLOGY
 This chapter describes the research design and a method used in the study and is
presented in the following order: research design, population sampling, instruments, and data
gathering process, data analysis, and methodological limitations.
Research Design
The research design used to this study was quantitative descriptive-correlational
research design. Quantitative nursing research is the study of nursing phenomena that offers
precise measurement and quantification (Potter, P., Perry, A., Stockert, P., & Hall, A., 2016).
A quantitative research method emphasizes measurement, testing of hypotheses, and
statistical analysis data. In this study, the researcher uses a questionnaire to gather data from
student nurses from various nursing schools in the Philippines. By using this type of research
design, the researcher was able to know the relationship between the intervening variables:
age, gender, and year level and answered a phenomenon.
Descriptive research designs gather information about conditions, attitudes, or
characteristics of individuals or group of individuals (Fain, J., 2017). This research design
involves measuring one or more separate variables for each with the intent of describing the
individual variables (Gravetter & Wallnau, 2016). The purpose of descriptive research is to
describe the meaning of the current phenomena (Fain, J., 2017). One function of this study
describes the relationship between the teaching competency of nurse educators and the caring
attitude of student nurses in a Philippine University.
Perhaps the most widely used type of descriptive research design is the correlational
study (Delos Santos, A., 2017). Correlation is a statistical technique for the measurement and
description of the relationship between two variables (Gravetter & Wallnau, 2016). The
reason why the correlational study is used to find out if the two variables, Teaching
Competency of Nurse Educators and Caring Attitude of Student Nurses, are connected.
Population Sampling
The samples of this study are from the three (3) schools of nursing. The researcher
includes all students from 3rd and 4th year. This sampling technique is called total enumeration
sampling (TPS). Including all possible participants of the three campuses are necessary for
them to evaluate the topic discusses. TPS is a technique where the entire population that meets
the criteria (e.g., specific skill set, experience, etc.) included in the research conducted (Etikan,
I., Musa, S., Alkassim, R., 2016). This type of sampling technique is implemented where the
number of cases being investigated is relatively small.
Respondents of the Study
The respondents of the study are the student nurses of a Philippine University in the
2nd semester, the year 2017 – 2018 from 3rd year and 4th-year college. The researcher
identified a total of 50 student nurses as the total number of participants of the selected
schools. The following are the number of respondents of chosen year level: (1) 17 respondents
from school 1; (2) 7 respondents from school 2; and (3) 26 respondents from school 3.
Research Instrument
The researcher adapted questionnaire and modified it for the study. It is composed of
three parts: Part 1 was the letter or consent asking permission from the respondents to answer
the tool, including the respondents’ demographic profile of students in terms of their age,
gender, and year level. The instrument uses a Likert scale to measure the level of the teaching
competency of nurse educators and caring attitude of student nurses. Part 2 was the actual
questioning for evaluating the teaching competency of nursing educators. The teaching
competency of nurse educators were comprising of five subscales: teaching skills,
communication skills, management of student welfare, teaching and learning in the clinical
area, and the leadership and advocacy of the teachers. In the five-point Likert scale used, five
is determine as highly competent, and one as not competent. The mean subscale score is
computed by adding the total scores on each’s subscales. And Part 3 are all referring to the
caring attitude of nursing students. The level of caring attitude of student nurses, 19-items
that uses a five-point Likert scale which 1 to 5 was put as not caring to highly caring. The
mean score were calculated by adding the total score of the scale.
The instrument used has undergone content and face validation. The researcher has
submitted the questionnaires to three experts in the field of nursing education. The remarks
and the comments were applied to improve the contents of the tool given by the validators.
The questionnaire had gone through pilot testing to determine its feasibility and
reliability. The pilot testing was then carried out in one of the schools of Nursing in Cavite
on November 11, 2017, and reliability and validity testing was done at the R&DC office. The
result of Cronbach Alpha is 0.825 which can be explain as good and acceptable. All
questions consistently determine what’s it’s supposed to measure, and eight items from the
caring attitude were removed. The following are the scale items that is remove from the
questionnaire tool of caring attitude are VAR00008, VAR00013, VAR00014, VAR00018,
VAR00023, VAR00026, VAR00027, and VAR00028. The covariance matrix determinant is
zero or about zero. It is not possible to calculate statistics based on its inverse matrix, and
they were missing system values.
Data Gathering Procedure
The process by which the researcher gathered data was classify into two parts:
Part 1: Social Preparation. The researcher made a letter addressed to the School
Director recommended and signed by the Research and Development Center (R&DC) and
the Dean of the College of Nursing. Furthermore, the researcher picked three (3) nursing
school in the Philippines, that has a third year and fourth year level in college. The researcher
then secured a written consent from the Deans of each college in the selected nursing schools
to conduct a study from their students.
Part 2: Data Gathering. In the second part of data gathering, the researcher personally
handed out the questionnaire to the selected nursing school in a Philippine University.
The researcher started data gathering on October 19, 2017, at school 1, November 14,
2017, at school 2, and February 9, 2018, at school 3. The researcher explained the purpose of
the study and the instructions to the respondents. The respondents were asked to sign the
consent to participate in the survey prior to answering the tool. The researcher distributed to
the Deans the copies of the validated and approved questionnaires to gather relevant data.
They was informed that the evaluation they have given in the test would be kept confidential,
and the researcher gave the participants the option of being anonymous. A time of 20-30
minutes was allotted to the respondents to accomplish and analyze their answers. The
questionnaires were collected immediately after they answered. After the collection of
questioners, the researcher then analyzed the data and tallied to be given to the statistician for
the statistical treatment of data.

Data Analysis
The researcher used the following statistical treatments to test the hypothesis of the
study.
Frequency Distribution. A frequency distribution is an organized tabulation of the
number of people on the scale measurement in each category (Gravetter & Wallnau, 2016).
Formula
Where f= the number of times each category occurs
N= the number of respondents
 The frequency distribution was used to determine the profile of the respondents in
terms of age, gender and year level.
Percentage of Distribution. This distribution shows the percentage of the sample
subjects in a sample which scores fall into a specific group and the scores in that group,
(Gravetter, Wallnau, & Forzano, 2016).
Formula

Where F= is the frequency of responses

N= is the total number of respondents
100= is the constant to get the percentage
The percentage of distribution was used to identify the profile of the respondents when
they are sort according to age, gender, and year level.

Mean. It is the sum of all data values divided by the number of scores, (Myers, J.,
Well, A., Lorch, R., 2013).
Formula
Where x= the mean value of the group scores
Σ= the individual scores in the group of scores
X= the individual scores in the group scores
N= the total number
Mean was used to determine the level of teaching competency of the nurse educator
and the caring attitude of student nurses of Philippine University.
T-test. It compares the responses of two respondent groups in the study on the
phenomenon under investigation. This test is used to test for significant differences between
the two samples (Gravetter, Wallnau, & Forzano, 2016).
Formula
Where: x1=Mean of the first set of values
x2= Mean of the second set of values
S1 = Standard deviation of the first set of values
S2 = Standard deviation of the second set of values
n1 = Total number of figures in the first set
n2 = Total number of face value in the second set.
T-test was used to determine the level of teaching competency of nurse educators and
 caring attitude of student nurses of Philippine University when group according to gender
and year level.
F-test ANOVA (analysis of variance) can test the differences between two means
which can be used to examine data from two or more groups, (Gravetter & Wallnau, 2016).
F-test is simply a ratio of two variances. ANOVA uses the F-test statistically to test the
equality of the mean average.
Formula:
F – test ANOVA was used to determine the significant difference in the level of
teaching competency of nurse educators and caring attitude of student nurses of Philippine
University when group according to age.
Pearson Correlation. It measures quantitatively the extent to which two variables
are correlated (Sharma, 2014). It is a number (r=correlation coefficient) that describes the
strength of the relationship between two variables (Gravetter, Wallnau & Forzano, 2016).
Formula
Where: N= number of pair of scores
Σxy= sum of the products of paired scores
Σx= sum of x scores
Σy= sum of y scores
Σx2= total of x squared scores
Σy2= sum of squared y scores
Pearson correlation was used to measure the strength and direction of association that
exists between the teaching competency of nurse educators and the level of caring attitude of
student nurses in a Philippine University.

Chapter 3
RESULTS AND DISCUSSIONS
 This chapter deals with the results of the gathered data and its corresponding discussion
about to the teaching competency of nursing educators and the caring attitude of nursing
students of Philippine University.

Problem 1. What is the profile of student nurses of Philippine University when they
are sort according to age, gender, and year level?
Profile of Student Nurses of Philippine University in terms of Age
Frequency and percentage distribution were used to determine the profile of the
respondents according to age. It is classified as 16 – 20 years old, 21 – 25 years old, 26 – 30
years old, 31 – 35 years old and 36 – 40 years old.
Figure 2. Profile of Student Nurses of Philippine University in terms of Age. The figure showed
the percentage distribution of profile of student nurses of Philippine University when they were
the group in according to age. It shows that out of 50 students, most of the students were under
the age group 16 – 20-year-old having a total of 74% share in the population distribution.
Further, it shows that student nurses under the age group 21 – 25-year-old and 26 – 30-year-
old have an equal share of 8% each group. Lastly, it shows that students under 31 – 35-year-
old and 36 – 40-year-old have 6% and 4% share, respectively.
This implies that majority of the respondents were at age of 16 – 20 years of the age.
This result was lined to the age group set by the Department of Education (DepEd, 2016), in
the Philippines, the offered education system is through the formal and non-formal
practice. Formal education typically spans 14 years and is structured in a 6+4+4 policy: a
Philippine education system of 6 years of primary school education – ages 6 to 11, four years
of secondary school education – ages 12 to 15, and four years of higher education – ages 16
and above. Most of the bachelor’s degrees are for four years. Students are usually from 16 to
20 years old [United States (US) Library of Congress, 2013].

Profile of Student Nurses of Philippine University in terms of Sex

Frequency and percentage distribution were used to determine the profile of the
respondents according to sex. It is sort by type as male and female.
Figure 3. Profile of Student Nurses of Philippine University in terms of Sex. The figure showed
the percentage distribution of the profile of student nurses of Philippine University when they
were into categories in terms of sex. It shows that out of 50 students, most of them were female
students with 82% share in the distribution. On the contrary, there were few or 18% of them
who were male students.
It implies that majority of the respondents are female. This result was correct since
back on culture nurses should be the female. It supports the observation made by Pham (2015),
men do not choose a nursing course because of the reason that they think that this career suit
only for female unless it was a decision made by parents or support from a group of friends.
Profile of Student Nurses of Philippine University in terms of Year Level
Frequency and percentage distribution were used to determine the profile of the
respondents according to year level. Academic level was sort by type as a 3rd year and 4th year.
Figure 4. Profile of Student Nurses of Philippine University in terms of Year Level.
The figure shows the percentage distribution of the information of student nurses of Philippine
University when they put into categories in terms of year level. It shows that out of 50 students,
more than half or 52% of them were in their 4th year. On the other hand, there were 48% of
them who were in their 3rd year.
The result implies that majority of the respondents are 4th year. The respondents were
3rd and 4th Year College. Since during the study, there were no 1st and 2nd-year students due to
implementation of the new educational system in the Philippine of the K-12 program in the
primary education. It is assume that by 2017 – 2018 there will be two levels in college, the 3rd
and 4th year (www.officialgazette.gov.ph).
Problem 2. What is the teaching competency of nurse educators of Philippine
University as perceived by the student nurses?
Teaching Competency of Nurse Educators of Philippine University as perceived by the
Student Nurses
Mean was utilized to determine the teaching competency of nurse educators of
UPHSD. The following verbal interpretation was used: 4.20 – 5.00 = Highly Competent; 3.40
– 4.19 = Competent; 2.60 – 3.39 = Moderately Competent; 1.80 – 2.59 = Somewhat
Competent; and 1.00 – 1.79 = Not Competent.
Table 1.
Teaching Competency of Nurse Educators of Philippine University as perceived by the
Student Nurses
 The table shows the overall computed mean teaching competency of nurse educators
of Philippine University. It shows that among the identified aspects of teaching, leadership and
advocacy gained the highest computed mean of 4.35 which is verbally interpreted as highly
competent, followed by management of student welfare with 4.34, teaching and learning in the
clinical area with 4.33 and communication skills with 4.31 which are all interpreted as highly
competent. Conversely, teaching skills though still interpreted as highly competent yield the
lowest competed mean of 4.26.
The overall computed teaching competence of the nurse educators was 4.31 which
expound as highly competent. These results mean that the nurse educators of Philippine
University are highly skilled in teaching. It means that the teaching competencies of nurse
educators in the Philippine University are highly experienced in educating according to the
student nurses.
This result is positive feedback for the teachers and the school in general. The highly
competent nurse educators are supported by World Health Organization (WHO, 2016),
implying that the College of Nursing, is dedicated to excellence in nursing education through
warm and competent care for individuals, families, groups and communities, and lifelong
pursuit of learning, growth, and innovation. The university educators are composed of highly
qualified, and experienced nurse educators, devoted to excellence in the holistic development
of students as compassionate, caring, and competent nurses.

Level of Caring Attitude of Student Nurses of Philippine University

Mean was utilized to determine the level of caring attitude of student nurses of UPHSD. The
following verbal interpretation was used: 4.20 – 5.00 = Highly Caring; 3.40 – 4.19 = Caring;
2.60 – 3.39 = Moderately Caring; 1.80 – 2.59 = Somewhat Caring; and 1.00 – 1.79 = Not
Caring.
Table 2.
Level of Caring Attitude of Student Nurses of Philippine University
Item number 5 is the lowest which states that student nurses least to use therapeutic
touch to a patient to convey caring and item number 17 is the highest which formulate that the
student nurses treat their patients’ information confidentially.
 The overall computed mean value for the level of caring attitude of the student nurses
of Philippine University is 4.41 which is understood as highly caring. This result means that
the student nurses of Philippine University are highly caring.
The use of therapeutic touch and giving of hope to the patient as caring behavior is
anticipated from a nursing student. Tula supports this et al. (2017), nursing care is one
fundamental health care services that contribute significantly to the patient healing process.
Assessing and addressing individual needs is fundamental to the nursing role.

Problem 4. Is there a significant difference in the teaching competency of nurse

educators of Philippine University as perceived by the student nurse when they were arranged
according to age, gender, and year level?
Hypothesis: There is no significant difference on the teaching competency of nurse
educators of Philippine University as perceived by the student nurse when they were grouped
according to age, gender, and year level.
Teaching Competency of Nurse Educators of Philippine University as perceived by the
Student Nurses in terms of Age
F-test was used to determine the significant difference according to age. Age was
further classified as 16 – 20 years old, 21 – 25 years old, 26 – 30 years old, 31 – 35 years old
and 36 – 40 years old.
Table 3.
Teaching Competency of Nurse Educators of Philippine University as perceived by the
Student Nurses in terms of Age
A one-way ANOVA was conducted to determine the significant difference in teaching
competency when grouped according to age. Table shows that there is no significant influenced
on the teaching competency on age at 0.05 level of significance [ f (4, 45) = 0.825, p = 0.516].
These is related to the fact that there is no wide gap between the age of the respondents.
Since they are the 3rd year and the 4th year, they can more or less experience the same hardship
and joy while taking all those major subjects and may have the same perception. This result
was denied by the study of Chidiebere et at. 2016, that over the years, discrepancies in the
performance of nursing students have observed, although students may be of comparable
abilities, learn in the same environment and follow the same syllabus, their academic
performance still vary.
Teaching Competency of Nurse Educators of Philippine University as perceived by the
Student Nurses in terms of Sex
T-test was used to determine the significant difference according to gender. Gender
was further arranged as male and female.
Table 4.
Teaching Competency of Nurse Educators of Philippine University as perceived by the
Student Nurses in terms of Sex
An independent sample t-test was conducted to determine the teaching competency
when grouped according to gender. There are no significant differences in the mean for male
(M = 4.54, SD = 0.405) and female (M = 4.25, SD = 0.55; t (48) = 1.506, p = 0.139). These
suggest that gender does not affect the student’s perception of their teachers’ competency.
This result is similar to the suggestion of James et al., 2011; Chan et al., 2014, who
stated that the regardless of the teaching format and academic performance, males and females
were found to have a similar perception of peer assessment, problem-based learning, and
traditional lecture.
Teaching Competency of Nurse Educators of Philippine University as perceived by the
Student Nurses in terms of Year Level
T-test was used to determine the significant difference according to year level. Gender
was further characterized as a 3rd year and 4th year.

Table 5.
Teaching Competency of Nurse Educators of Philippine University as perceived by the
Student Nurses in terms of Year Level
On this table, an independent sample t-test was conducted to determine the precepting
students on the teaching competency of nurse educator when grouped according to year level.
There was a significant difference in the education of 3rd year (M = 4.53, sd = 0.571) with that
of 4th year (M = 4.096, SD – 0.429); t (48) = 3.087, p = 0.0004.
The result suggests that the 3rd year has a higher level of perception than of 4th year. In
other words, 3rd-year students put high regards on their teachers.
This result is proven by Niederriter et al. (2017) that the clinical instructor plays a
central role in student development by helping to create a conducive learning environment.
 Problem 5. Is there a significant difference in the level of caring attitude of student
nurses of Philippine University when they were sorted according to age, gender and year level?
Hypothesis: There was no significant difference in the level of caring attitude of
student nurses of Philippine University when they were classed according to age, gender and
year level.
Level of Caring Attitude of Student Nurses of Philippine University in terms of Age
F-test was used to determine the significant difference according to age. Age
categorizes as 16-20-year-old, 21 – 25 years old, 26 – 30 years old, 31 – 35 years old and 36 –
40 years old.

Table 6.
Level of Caring Attitude of Student Nurses of Philippine University in terms of Age
The table shows the output of the ANOVA analysis and whether there is a statistical
significance between the mean of age group. It can be observed that [ F = (4, 45) = 0.591] the
significance value is 0.671 which is above 0.05 and therefore there are no significant
differences in the mean of age.
In other words, students can see their caring attitude on the same level regardless of
age. This result is in line with the study by Zamanzadeh et al. (2014), he indicated in his
research that students in the 3rd and 4th grades had intense perceptual similarities about to the
importance of caring behaviors.

Level of Caring Attitude of Student Nurses of Philippine University in terms of Sex

Table 7. Level of Caring Attitude of Student Nurses of Philippine University in terms of
Sex
The table shows the output of the t-test analysis and determines whether there is a
significant difference between the mean of male and female. It can be seen that there is no
significant difference in the perception of male (M = 4.416, sd = 0.496) and female (M = 4.404,
sd = 0.351); t (48) = 0.085, p = 0.932. The result shows that gender does create any variation
in their perception of their caring attitude.
This result was supported by Chan et al. 2014, stated in his study that both genders
perform similarly in different aspects.
Level of Caring Attitude of Student Nurses of Philippine University in terms of Year
Level
Table 8.
Level of Caring Attitude of Student Nurses of Philippine University in terms of Year
Level
The above table shows the result of t-test analysis in determining the significant
differences in the level of caring attitude among nursing students when grouped according to
year level. The result shows that there is significant difference between the evaluation of 3rd
year (M = 4.515, SD = 0.435) and 4th year (M = 4.305, SD = 0.283); its t – value (2.039), p =
0.047.
The result suggests that the 3rd year has a higher level of a caring attitude than a 4th
year. This result is in line with Cohen's (2016) observation that only the existence of differences
in the perceptions of nurse caring behaviors between third- and fourth - year students would
suggest that changes have occurred between them, and these changes are the results of the
process of professional socialization.
Problem 6. Is there a significant relationship between the teaching competency of
nurse educators and the level of caring attitude of student nurses of Philippine University?
Hypothesis: There is no significant relationship between the teaching competency of
nurse educators and the level of caring attitude of student nurses of Philippine University.

Relationship between the Teaching Competency of Nurse Educators and Level of Caring
Attitude of Student Nurses of Philippine University
Pearson r was used to determine the significant relationship between the teaching
competency of nurse educators and level of caring attitude of student nurses of Philippine
University.

Table 9.
Relationship between the Teaching Competency of Nurse Educators and Level of Caring
Attitude of Student Nurses of Philippine University
A Pearson - r product-moment correlation coefficient was computed to assess the
relationship between the teaching competency of the nurse educator and the caring attitude of
nursing students. This result was a positive correlation between the two variables, r = 0.54, p
= 0.000052.
 The result suggests that an increase in the teacher’s competencies it is most likely that
the caring attitude of nursing students will also increase.
The result was showed in the study of Niederriter, Eyth, & Thoman (2017), which the
clinical instructors play an central role in preparing the student nurse in becoming a competent
nurse in the practice setting.

Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter deals with the summary, findings, and conclusions as well as the
recommendations that the proponent of this paper deemed necessary about the results of the
gathered data concerning the relationship between the teaching competency of nurse educators
and student nurses’ caring attitude of Philippine University.
SUMMARY
This study sought to determine the level of competency of nurse educators and caring
attitude of student nurses in the Philippine University. Especially, it aimed to answer the
following questions:
1. What is the profile of the student nurses in a Philippine University when grouped
according to age, gender, and year level?
2. What is the perception of teaching competency of the nurse educators of Philippine
University as perceived by the students?
3. What is the level of the caring attitude of student nurses of Philippine University?
4. Is there a significant difference in the teaching competency of nurse educators of
Philippine University as perceived by the student nurse when they were categorized
according to age, gender, and year level?
5. Is there a significant difference in the level of caring attitude of student nurses of
Philippine University when they were classified according to age, gender, and year level?
6. Is there a significant relationship between the teaching competency of nurse educators
and the level of caring attitude of student nurses of Philippine University?
The research used quantitative descriptive-correlational research design to determine
the; (a) perception of teaching competency of the nurse educators of Philippine University as
perceived by the students; (b) level of the caring attitude of student nurses of Philippine
 University; (c) relationship between the teaching competency of nurse educators and the level
of caring attitude of student nurses of Philippine University. Purposive sampling was used to
choose the 50 respondents from the different campuses of Philippine University. The
following are the statistical tool that is used by the researcher for this study to answer the
specific problems and in testing the hypothesis: Frequency Distribution, Percentage
Distribution, Mean, T-test, F-test ANOVA and Pearson Correlation.
The frequency distribution was used to determine the profile of the respondents when
group according to age, gender, and year level. Percentage distribution was used to compare
the percentage of the data based on the result being tallied such as age, gender and year level
of the student nurses.
Mean was used to determine the perception of teaching competency of nurse educators
and the caring attitude of student nurses in the Philippine University.
T-test was used to find out the significant difference in the teaching competency of
nurse educators of Philippine University as perceived by the student nurse when they were
sort out according to gender, and year level.
F-test was used to determine the significant difference in the level of teaching
competency of nurse educators and the caring attitude of student nurses of Philippine
University when they were sort out by age.
Pearson Correlation was used to measure the strength and direction of association that
exist between the perception of teaching competency of nurse educators and the caring
attitude of student nurses of Philippine University.
FINDINGS
Based on the gathered data, the following conclusions were shown:
1. It was understood that the profile of student nurses of Philippine University was as follows:
they were from the age group 16 – 20-year-old with 74%, female with 82% and on their
fourth-year status with 52%.
2. The overall computed teaching competence of the nurse educators was 4.31 which is read
as highly competent. These results mean that the nurse educators of Philippine University
are highly experienced in teaching.
3. The overall computed mean value for the level of caring attitude of the student nurses of
Philippine University is 4.41 which is translated as highly caring. It means that the student
nurses of Philippine University are highly caring.
4. There is a significant difference of teaching competency when grouped according to age
shows no significant influenced on the teaching competency on age at 0.05 level of
significance [ f (4, 45) = 0.825, p = 0.516].
5. In determining significant difference on the teaching competency when grouped according
to sex shows no differences in the mean for male (M = 4.54, SD = 0.405) and female (M =
4.25, SD = 0.55; t (48) = 1.506, p = 0.139).
6. As to the significant differences on the perception of students on the teaching competency
of nurse educator when grouped according to year level showed that 3rd year (M = 4.53, sd
= 0.571) evaluated higher than 4th year (M = 4.096, SD – 0.429); t (48) = 3.087, p = 0.0004.
7. In determining whether there is a statistical significance between the mean of age group. It
was observed that [F = (4, 45) = 0.591] the significance value is 0.671 which are above
0.05 and therefore there is no significant differences in the mean of age.
8. In determining whether there is a significant difference between the mean of male and
female. It was found out that there is no significant difference in the perception of male (M
= 4.416, sd = 0.496) and female (M = 4.404, sd = 0.351); t (48) = 0.085, p = 0.932. The
result shows that gender does not create any variation in their perception of their caring
attitude.
9. In determining the significant differences in the level of caring attitude among nursing
students when grouped according to year level. The result shows that 3 rd year (M = 4.515,
SD = 0.435) evaluated that caring attitude higher than the 4th year (M = 4.305, SD = 0.283);
its t – value (2.039), p = 0.047.
10. A Pearson - r product-moment correlation coefficient was computed to assess the
relationship between the teaching competency of the nurse educator and the caring attitude
of nursing students. The result was a positive correlation between the two variables, r =
0.54, n = 50, p = 0.000052.

CONCLUSIONS
Based on the findings, the following conclusions was drawn:
1. It was assumed that the profile of student nurses of Philippine University who were present
during the conduct of this study was as follows; they were from the age group 16 – 20-
year-old, female and currently fourth-year students.
2. The nurse educators of Philippine University are highly competent in teaching.
3. The student nurses of Philippine University are highly caring.
4. There was no significant difference in the teaching competency of nurse educators of
Philippine University as perceived by the student nurse when they were grouped according
to age and gender. However, significant was obtained when they were classified in terms
of year level.
5. There was no significant difference on the level of caring attitude of student nurses of
Philippine University when they were grouped according to age and gender. However,
significant was acquire when they sort in terms of year level.
6. There was a significant relationship between the teaching competency of nurse educators
and the level of caring attitude of student nurses of Philippine University.

RECOMMENDATIONS
The researcher proposes the following recommendations:
Future Researches: The researcher recommends that future researchers to continue
conducting research and get a greater scope and add questions regarding contributing factors
that can affect the teaching competency of teaching educators and the caring attitude of student
nurses.
Nurse Educators: The researcher recommends nurse educators to continue their excellent
work and continually raise the standard of the college of nursing. It is also recommended to the
instructors to attend seminars or conference to develop and enhance their teaching
competencies.
Student Nurses: The study found out that there is a moderate difference in the relationship of
the teaching competency nurse educators and caring attitude of student nurse with year level.
The researcher recommends for the students to be intelligent, caring and have intrinsic desire
to help others regards of the level.

TRANSITIONAL RESEARCH

The study found out that there are a highly competent nurse educator and highly
caring attitude of student nurses as perceived by student nurses in the Philippine Universities.
The researcher recommends to the dean and nurse educators to enhance and develop new
strategies and make future student nurses professionals. As the enhancing nurses’ capacity to
facilitate learning in nursing students is already in the nursing journals explaining the concept
and process of enhancing and developing the students learning. This study would make them
become more knowledgeable about the health care service and therefore increase the positive
learning experience to impact the nursing profession.