1st Run - Teaching Competency of Nurse Educators and Caring Attitude of Nursing Students PDF

Grammarly Report generated on Thursday, May 2, 2019, 2:19 PM Page 1 of 36
DOCUMENT SCORE
1st run_Teaching 71 of 100

ISSUES FOUND IN THIS TEXT
Competency of Nurse 384

Educators and Caring PLAGIARISM
Attitude of Nursing Checking disabled
Students
Contextual Spelling 30
Misspelled Words 19
Confused Words 7
Mixed Dialects of English 3
Commonly Confused Words 1
Grammar 114
Determiner Use (a/an/the/this, etc.) 63
Wrong or Missing Prepositions 25
Faulty Subject-Verb Agreement 14
Faulty Tense Sequence 6
Misuse of Modifiers 2
Incorrect Phrasing 2
Incorrect Verb Forms 1
Numeral Use 1
Punctuation 26
Comma Misuse within Clauses 20
Punctuation in Compound/Complex Sentences 6
Sentence Structure 11
Misplaced Words or Phrases 8
Incomplete Sentences 3
Style 135
Passive Voice Misuse 87
Wordy Sentences 22
Intricate Text 19
Improper Formatting 7
Vocabulary enhancement 68
Word Choice 68
1st run_Teaching Competency of Nurse Educators and Caring

Attitude of Nursing Students
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 1
Repetitive word: competent
competent 1 nurse professional person who is equipped 2 2
Passive voice
with the knowledge, attitudes, and skills necessary to
deliver quality care if the developing foundation of high-
quality education. The nurse educators are registered
nurses with an advanced education 3 who are also teachers
(Explore Health Careers, 2018). The preponderance of 3
Repetitive word: education
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 mentioned 4 in the characteristics of a
professional nurse (Mcphail, D. & Zegre-Hemsey, J.,
2015). Caring has been the heart of nursing identity before 4
Passive voice
it has been recognized 5 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). 5
Passive voice
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 in 6 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 6
[in]
modeling of the educators, student nurses can be
professionally trained to develop the competency of caring.
Moreover, when the climate of nursing education is
perceived 7 as caring, students acquire a professional
way of being and learn to care as a professional 8 nurse
(Labrague L, Tsaras K, McEnroe – Petitte D, Edet 9 O,
Jumah JB, Balachandran S, Arulappan J, Kamau SM, &
Papathanasiou IV., 2014).
In the Philippine University where is envisioned itself to be
7
premiere school in Region IV (CALABARZON), in which Passive voice
the university shall produce nurses who are able to 10 render

safe care to people and lead a well-balanced life in a trans-
8
cultural society. The curriculum is arranged to promote Repetitive word: professional
9
integration and application of knowledge, and essential [Edet → Eden]
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
10
restoration of health and quality of life of individuals, [are able to → can]
families, and communities. However, it has been

observed 11 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 really 12 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
11
information that is of big 14 13 importance in the better Passive voice
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
12
public and private higher education institutions further as [really]
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
13
United States (US), the National League for Nursing Overused word: big
14
[big → great]
(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). In spite of the fact that 15 courses in pedagogy are

included 16 in some graduate-nursing tracks, it is not
required 17 in all programs.
These Nurse Educator Core Competencies have been
developed by the World Health Organization 18 (WHO,
2016) to alter educators to effectively contribute to the
achievement of high-quality education 19, and thus to the
production of effective 20, economical 21 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 a very
important 22 starting point for change. The Core
Competencies of the Nurse Educator were further classed 23
as cognitive (knowledge), affective (attitudes and conduct)
and psychomotor (skill) areas of study following the 15
Inflated phrase
validation method (WHO, 2016). It is expected to facilitate 16
Passive voice
the development of comprehensive academic programs and 17
Passive voice
better assessment approaches and reduce the repeat of
learning results within curricula. It can help build skills and 18
Passive voice
coerced competencies within the fields of learning. To gain
the title of a qualified nurse educator, a qualification, 19
Split infinitive
clinical expertise and education (Schwind, Santa-Mina,
Metersky, and Patterson) should apply to them. A
professional nurse educator must be a registered nurse and 20
Overused word: effective
(Booth T, Emerson C, Hackney M, & Souter S., 2015) 21
Possibly confused economic and economical
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
accumulate the skills and knowledge to work confidently 24 22
Weak adjective: important
when giving patients care for a long 25 period of time 26. In
2014, Panduran et al. acknowledged that competence and 23
Passive voice
self-confidence are the most important 27 factors in
allowing students to make an applicable decision in patient
care. Copeland (2015) believed that trust is a very
important 28 aspect of providing nursing care and that
nursing education should foster the student nurse's

development of trust 29. As nursing is a profession within
the healthcare sector focused on the care 30 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 in 31 education
(Salehiam, 32 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 an important 33 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 34 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
24
maintaining the rhythm of current clinical practice, "new" Squinting modifier
25
nursing professionals should have more knowledge of Overused word: long
26
certain areas of work, meeting the population's health and [period of time → period]
social need. In 2017, the study of Gimenes FRE, & Faleiros

27
F., mentioned that patients' desires and healthcare Overused word: important
environments became even more complex and nurses need
28
to achieve a higher level of skills, competencies, and Weak adjective: important
attitudes to meet these needs expeditiously, quality and
safety. The continuous training program of nurses can,
29
therefore, be considered the foundation for the quality and Repetitive word: trust
safety of care. Nightingale defines the effects of the
30
energetic healing environment; the placed application of Repetitive word: care
touch was firmly in the nursing practice center. Rogers,
Watson and the other nursing theorists mentioned that
energy studies are a good 35 example of a professional
31
spiritual health nursing approach(2013). Nurses in several [in]
32
countries are now using non-conventional energy therapies [Salehiam, ]
such as therapeutic touch(Wardell, D., 2018). Therapeutic

touch is an additional 36 technique used for a specific
purpose and purpose of the universal energy and affection
33
that helps patients find the balance and achieve health. Overused word: important
Nurses can reduce the occurrence of emotions such as fear
and anxiety by using effective 37 contact to provide strong
therapeutic effects in patients. It is an incomplete

communication style when nurses touch patients just for 34
[Llor → Lori]
daily planned interventions, the relationship between
patient and nurse will be strengthened 38 by using the level-
professional friendship that includes acceptance, interest
and support posts(Coakley, A. & Duffy, M., 2014).
A lot of efforts were made 39 in preparing the core
competencies of the nurse educator, the 40 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) has
also 41 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. Nurses' competence is
based 42 on the knowledge and skill taught to them. Nursing
training is a combination of theoretical and practical
learning experiences that enable nursing students to acquire 35
Overused word: good
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 36
Unusual word pair
process and, therefore, the role of the nurse educator is
multi-faceted, going beyond simply 43 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 in 44 education (Salehiam, 45 et al., 37
2017). It is a central focus of nursing and 46 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, according 47 to
Watson, so caring science is the main 48 concept in nursing 38
Passive voice
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, 49 39
Passive voice
et al., 2014). 40
[, the → ; the]
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 41
[has also → also has]
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, 51 et
al. (2014); the attitudes of junior students were compared 52
with senior students ; junior students reported that they
valued the knowledge and technical skills of nurses, but
senior students did not assign nurses as technical skills,
even valued understanding and sympathy more than the 42
Passive voice
knowledge and care skills of nurses. 50 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 grounded 53 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 theory 54 covers the learning theories, 43
Overused word: simply
teaching methods, and education reform. The thought of
constructivism theory, the learners 55 bring their personal
experience to the learning situation, and these experiences
form a foundation of the truth they carry away from the 44
[in]
45
instruction (Hunter, J., 2014). The theory of Piaget's [Salehiam, ]
46
constructivism impacts the learning curriculum because [, and]
educators have to make a curriculum plan which enhances

their students' logical and conceptual growth. The teacher
must put emphasis on 56 the significant role that 47
[, according → ; according]
experiences or connections with the adjoining atmosphere 48
play in student education. The role of the teacher is very Overused word: main
important 57, in this theory of constructivism addresses how

learning actually 58 occurs and not focusing on what
influences the learning. The nursing program was changed
49
to a concept-based curriculum from a traditional [Zamanzades, ]
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 own 59 understanding. This 60 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
50
teacher must start asking. And instead of answering Wordiness

51
questions that only align with their curriculum, in this case, [V, ]
52
the facilitator must do it so that instead of being told, the Passive voice
student arrives at the conclusions on his own. In addition 61,

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
effective 62.
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 theory 63 is shown as the practice of
love-kindness, equanimity, authenticity, enabling,
cultivating a spiritual practice ; the development of a
53
relationship that helps to trust ; the expression of positive Passive voice
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
54
is caring and the one who is being cared 64 for" (Watson, Repetitive word: theory
1996).
55
Research Paradigm [learners,]
Figure 1 The Variable and their Relationships. As shown in

the Figure 65 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 56
[put emphasis on → emphasize]
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 57
Weak adjective: important
nursing educators in developing caring 66 attitude among 58
[actually]
nursing students of Philippine University.
What is the profile of the student nurses in a Philippine
University when grouped according to age, gender, and
year level?
What is the teaching competency of the nurse educators in
a Philippine University as perceived by the students?
What is the level of caring attitude of the student nurses in
a Philippine University? 59
[own]
Is there a significant difference on the teaching competency 60
Unclear antecedent
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 were grouped 67 according to
age, gender, and year level?
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 hypotheses 68 were tested 69 in this study:
There is no significant difference on 70 the teaching 61
[In addition → Also]
competency of nurse educators in a Philippine University
as perceived by the student nurse when they were
grouped 71 according to age, gender, and year level.
There is 72 no significant difference on 73 the level of caring
attitude of student nurses in a Philippine University when
they were grouped 74 according to age, gender, and year 62
level.
There is no a significant 75 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 63
The result of the study would be beneficial to the Repetitive word: theory
following:
Future Researches: This study will serve as a basis in
conducting a more 76 comprehensive research for the future
researchers, and it can also be used 77 as reference 78 and a
guide that will give them an review 79 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
64
student nurses on caring 80 patient. Passive voice
Student Nurses: The result of this study may enable them
to assess and evaluate their own 81 selves on their caring
attitude as student nurses considering that care is the core
65
and basic 82 foundation for nursing practice. Thus, teaching [the Figure]
competency of nursing educators can be specified, and the
results may be identified 83 on how to improve the nurse
caring 84 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 by means of 85 purposive
66
sampling technique. [a caring]
The researcher focused on how the nurse educators
teaching competency affect 87 86 the caring attitude of
student nurses in a Philippine University as a basis of
competencies 88 of nurse educators.
Definition of Terms
The following terms have been defined 89 as used in the
study:
Age: This refers to the length of person's 90 existence in the
world. This 91 is categorized 92 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
67
social groups. It is classified 93 as male or female.
Year Level of the student – This refers as 94 the educational Passive voice
count of year 95 of the student. It is classified 96 as level 3

and level 4.
Perception Competency - The ability, knowledge, skills
and 97 attitudes required of a nurse in performing a range of
expected roles in professional nursing practice as perceived 68
Repetitive word: hypotheses
by the nurse educators of the three (3) schools. The 69
Passive voice
following verbal interpretation was used in the study; 4.20 70
[on → in]
– 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. 71
Passive voice
25
Caring Attitude – This refers as 98 how nurses handle 72
[is → was]
patient needs. The following verbal interpretation was used 73
[on → in]
in the study; 4.20 – 5.00 = Highly Caring; 3.40 – 4.19 = 74
Passive voice
Caring; 2.60 – 3.39 = Moderately Caring; 1.80 – 2.59 =
Somewhat Caring; and 1.00 – 1.79 = Not Caring. 75
[ a significant]
CHAPTER 2
METHODOLOGY
This chapter describes the research design and a method 76

[ a more]
used in the study and is presented in the following order:
research design, population sampling, instruments, and data 77
Passive voice
gathering process, data analysis, and methodological 78
[a reference]
limitations. 79
[an review → a review]
Research Design
27
The research design used to this study was quantitative
descriptive-correlational research design. Quantitative
nursing research is the study of nursing phenomena that 80
[the caring or a caring]
offers precise measurement and quantification (Potter, P.,
Perry, A., Stockert, P., & Hall, A., 2016). A quantitative 81
[own]
research method emphasizes measurement, testing of
hypotheses, and statistical analysis data. In this study, the 82
Overused word: basic
researcher uses a questionnaire to gather data from the
student 99 nurses from various nursing schools in the
Philippines. Using this of 101 research design 100, the 83
researcher was able to know the relationship between the 84 Passive voice
[nurse caring → caring nurse]
intervening variables: age, gender, and year level and
answered a certain 102 phenomenon.
Descriptive 103 designs gather information about conditions,
attitudes, or characteristics of individuals or group of
individuals (Fain, J., 2017. This 104 involves measuring one
or more separate variables for each individual 105 with the
intent of simply 106 describing the individual variables
(Gravetter & Wallnau, 2016). The purpose of descriptive
research is to describe the meaning of existing 107 85
[by means of → using]
phenomena (Fain, J., 2017). One purpose 108 of this study,
describe the relationship between the teaching competency
of nurse educators and the caring attitude of student nurses 86
[to affect]
87
in a Philippine University. [affect → affects]
Perhaps the most widely used type of descriptive 109 design 88
Repetitive word: competencies
is the correlational study (delos 110 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 89
Passive voice
correlational 111 study is used 112, 113 is to find out if the two
variables, Teaching Competency of Nurse Educators and 90
[a person's]
Caring Attitude of Student Nurses, are connected. 91
Unclear antecedent
92
Population Sampling Passive voice
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 93
Passive voice
participants of the 3 114 campuses are necessary for them to
evaluate the topic discusses. TPS is a technique where the 94
[as → to]
entire population that meet 115 the criteria (e.g. 116 specific 95
[the year or a year]
96
skill set, experience, etc.) are included 117 in the research Passive voice
being conducted 118 (Etikan, I., Musa, S., Alkassim, R.,
2016). This type of sampling technique is commonly 97
[, and]
used 119 where the number of cases being investigated 120 is
relatively small.
Respondents of the Study
The respondents of the study are the student nurses of a
Philippine University in the 2nd semester, year 121 2017 –
2018 from 3nd 122 year and 4th year 123 college. The
researcher identified a total of 50 student nurses as the total
number of participants of the chosen year level. The
following are the number of respondents of chosen year

98
level 124: (1) 17 respondents from school 1; (2) 7 [as → to]
respondents from school 2; and (3) 26 respondents from

school 3.
Research Instrument
The researcher adapted 125 a questionnaire and modified it
for the purpose of 126 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 the 127 in terms of their
age, gender, and year level. The instrument uses Likert 128
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' scale was comprised 129 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, 5 130 was
assigned 131 as highly competent, and 1 132 was assigned 133
as not competent. The mean subscale score is computed 134
by adding the total scores on each individual's 135 subscales.
and 136 the Part 137 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 directed 138 as not caring to highly caring. The
mean scale score can be computed 139 by adding the total
score of the scale 140.
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
99
remarks and the comments were applied to improve the [the student]
100
contents of the tool given by the validators. Dangling modifier

101
[of]
The questionnaire had gone through a pilot 141 testing to
determine its feasibility and reliability. The pilot testing
was then conducted 142 in one of the school of Nursing in
102
Cavite on November 11, 2017, then 143 reliability and Overused word: certain
103
validity testing was done at the R&DC office. The result of Unusual word pair
Cronbach Alpha is 0.825 which can be interpreted 144 as

good 145 and acceptable. All questions consistently
104
measures 146 what's it's supposed to measure 147 and 148 eight 105 Unclear antecedent
[each individual → each]
items from the caring attitude was 150 removed 149. The 106
Overused word: simply
following are the scale items that are removed 151 from the
questionnaire tool of caring attitude: VAR00008,
VAR00013, VAR00014, VAR00018, VAR00023, 107
Unusual word pair
VAR00026, VAR00027, and VAR00028. The covariance 108
Repetitive word: purpose
matrix determinant is zero or about zero. It is not possible
to calculate statistics based on its inverse matrix and 152
they are displayed 153 as missing system values.
Data Gathering Procedure 109
Unusual word pair
The process by which the researcher gathered data was 110
[delos → Delos]
divided 154 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 111
[the correlational]
Dean of the College of Nursing. Furthermore, the 112
Passive voice
researcher picked three (3) nursing school in the 113
[used, ]
Philippines, that has third 155 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. 114
[3 → three]
The researcher started data gathering on October 19,
2017 156 at school 1, November 14, 2017 157 at school 2, and
February 9, 2018 158 at school 3. The researcher explained 115
[meet → meets]
the purpose of the study and the instructions to the 116
[e.g.,]
117
respondents. The respondents were asked to sign the Passive voice
118
consent to participate in the study 159 prior 160 answering the Passive voice
tool. The researcher distributed to the Deans the copies of 119

Passive voice
the validated and approved questionnaires in order to 161 120
Passive voice
gather relevant data. They were assured 162 that the
evaluation they have given in the questionnaire 163 will 164
be kept confidential, and the researcher gave the
participants the option of being anonymous. A time of 20- 121
[the year]
30 minutes were 165 allotted to the respondents to 122
[3nd → 3rd]
123
accomplish and analyse 166 their answers. The [4th year → 4th-year]
questionnaires were collected immediately 167 after they
answered. After the collection of the questionnaires 168, the
124
researcher then analysed 170 169 the data and tallied to be Repetitive word: chosen
given to the statistician for statistical 171 treatment of data.
Data Analysis
125
The researcher used the following statistical treatments to Possibly confused word
126
test the hypothesis of the study. [for the purpose of → for]
Frequency Distribution. A frequency distribution is an

organized tabulation of the number of people on the scale
measurement in each category (Gravetter & Wallnau,
127
2016). Possibly confused word
Formula
128
Where f= the number of times each category occurs [a Likert or the Likert]
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.
129
Percentage 172 Distribution. This 173 shows the percentage of Passive voice
the sample subjects in a sample which scores fall into a

specific group and the number 174 scores in that group,
(Gravetter, Wallnau, & Forzano, 2016).
Formula
130
Where F= is the frequency of responses [5 → five]
131
N= is the total number of respondents Passive voice
132
100= is the constant in order to 175 get the percentage [1 → one]

133
Passive voice
This 176 was used to identify the profile of the respondents 134
Passive voice
when they are grouped 177 according to age, gender, and 135
[each individual's → each's]
136
year level. [and → And]
137
Mean. It is the sum of all scores divided by the number of [the Part]
scores 178, (Myers, J., Well, A., Lorch, R., 2013).

138
Formula Passive voice
139
Where x= the mean value of the group scores Passive voice
140
Σ= the individual scores in the group of scores Repetitive word: scale
X= the individual scores in the group scores
N= the total number
Mean was used to determine the level of teaching
competency of nurse 179 educator and the caring attitude of
student nurses of Philippine University.
T-test. It compares the responses of two respondent groups
141
in the study on the phenomenon under investigation. [ a pilot]
This 180 is used to test for significant differences between

142
two 181 samples (Gravetter, Wallnau, & Forzano, 2016).
Formula 143
Passive voice
Possibly confused word
Where: x1=Mean of first 182 set of values
x2= Mean of second 183 set of values 144
Passive voice
S1 = Standard deviation of first 184 set of values 145
Overused word: good
S2 = Standard deviation of second 185 set of values 146
[measures → measure]
n1 = Total number of values 186 in first 187 set 147
Repetitive word: measure
n2 = Total number of values 188 in second 189 set. 148
[, and]
149
T – test 190 was used to determine the level of teaching Passive voice
150
competency of nurse educators and caring attitude of [was → were]
151
Passive voice
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 & 152
[, and]
Wallnau, 2016). F-test is simply a ratio of two variances. 153
Passive voice
ANOVA uses the F-test to statistically test the equality of
means 191.
Formula: 154
Passive voice
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 155
[a third]
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= 192 sum of x scores
Σy= 193 sum of y scores
Σx2= 194 sum 195 of x squared scores
Σy2= 196 sum of squared y scores
Pearson correlation was used to measure the strength and 156
[2017,]
direction of association that exists between the teaching 157
[2017,]
competency of nurse educators and the level of caring 158
[2018,]
attitude of student nurses in a Philippine University.
159
Repetitive word: study
160
37 [prior to]
Chapter 3 161
[in order to → to]
RESULTS AND DISCUSSIONS 162
Passive voice
163
Repetitive word: questionnaire
164
[will → would]
This chapter deals with the results of the gathered data and
its corresponding discussion in relation to 197 the teaching 165
[were → was]
competency of nursing educators and the caring attitude of 166
[analyse → analyze]
nursing students of Philippine University.
167
Squinting modifier
Problem 1. What is the profile of student nurses of 168
Repetitive word: questionnaires
Philippine University when they were grouped 198 169
Repetitive word: analysed
170
according to age, gender, and year level? [analysed → analyzed]
171
Profile of Student Nurses of Philippine University in terms [the statistical]
of Age
Frequency and percentage distribution were used to
determine the profile of the respondents according to age.
This 199 is categorized 200 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. Figure 202 201 shows 203 the
percentage distribution of the profile 204 of student nurses of
Philippine University when they were group 205 in
according 206 of 207 age. It shows that out of 50 students, the
majority 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 172
[Percentage of]
173
equal share of 8% each group. Lastly, it shows that students Unclear antecedent
under 31 – 35-year-old and 36 – 40-year-old have 6% and

4% share, respectively. 174
This 208 implies that majority of the respondents were at
age 209 of 16 – 20 years of age. This result was aligned 210 to
the age group set by Department 211 of Education (DepEd,
2016), in the Philippines 212 the offered education system
are 213 through the formal and non-formal systems 214. 175
[in order to → to]
Formal education typically spans 14 years and is structured
in a 6+4+4 system 215: a Philippine education system of 6 176
Unclear antecedent
years of primary school education – ages 6 to 11, 4 216 177
Passive voice
years of secondary school education – ages 12 to 15, and
4 217 years of higher education – ages 16 and above. Most

178
of the bachelor's degrees are for four years. Students are Repetitive word: scores
usually from 16 to 20 years old [United States (US) Library

of Congress, 2013].
Profile of Student Nurses of Philippine University in terms

179
of Sex [the nurse]

determine the profile of the respondents according to sex.
This 218 is categorized 219 as male and female.
Figure 3. Profile of Student Nurses of Philippine
180
University in terms of Sex. Figure 221 220 shows 222 the Unclear antecedent
181
percentage distribution of the profile 223 of student nurses of [the two]
Philippine University when they were grouped 224 in terms

of gender. It shows that out of 50 students, majority 225 of
182
them were female students with 82% share in the [the first]
183
distribution. On the contrary 226 there were few or 18% of [the second]
184
them who were male students. [the first]

185
This 227 implies that majority of the respondents are female. [the second]
186
This result was true 228 since back on culture nurses should Repetitive word: values
187
[the first]
be the female. This 229 is aligned 230 with the observation 188
Repetitive word: values
made by Pham (2015), men do not choose nursing 231 189
[the second]
190
course because of the reason that they think that this career [T test → T-test]
suit only for female unless it was a decision made by
parents or support from group 232 of friends.
Profile of Student Nurses of Philippine University in terms
of Year Level
determine the profile of the respondents according to year
level. This 233 is categorized 234 as 3rd 235 year and 4th year.
191
Figure 4. Profile of Student Nurses of Philippine Split infinitive
University in terms of Year Level. Figure 237 236 shows 238

the percentage distribution of the profile 239 of student
nurses of Philippine University when they were grouped 240
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.
This 241 implies that majority of the respondents are 4th

year. The respondents were 3rd and 4th Year College.
Since during the study 242 there were no 1st and 2nd year 243
students due to implementation of the new educational
system in the Philippine of the K-12 program in the
basic 244 education. It is expected 245 that by 2017 – 2018
there will be 2 246 levels in college, the 3rd and 4th year
(www.officialgazette.gov.ph).
Problem 2. What is the teaching competency of nurse 192
[The σx= or A σx=]
educators of Philippine University as perceived by the 193
[The σy= or A σy=]
student nurses? 194
[The σx2= or A σx2=]
Teaching Competency of Nurse Educators of Philippine 195
Repetitive word: sum
196
University as perceived by the Student Nurses [The σy2= or A σy2=]
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
Table 247 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 197
[in relation to → about]
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 248 yield the
lowest competed mean of 4.26. 198
Passive voice
Generally, the overall computed teaching competence of
the nurse educators was 4.31 which are interpreted 249 as
highly competent. These results mean that the nurse
educators of Philippine University are highly competent 250
in teaching. This 251 means that the teaching competencies
of nurse educators in the Philippine University are highly 199
Unclear antecedent
competent 252 in teaching 253 according to the student nurses. 200
Passive voice
This result is positive feedback for the teachers and for 254
the school in general. The highly competent nurse

201
educators are supported by World Health Organization Repetitive word: Figure
202
(WHO, 2016), implying that the College of Nursing, is [The figure]

203
[shows → showed]
dedicated to excellence in nursing education through warm 204
Repetitive word: profile
and competent care for individuals, families, groups and 205
[a group or the group]
206
communities, and lifelong pursuit of learning, growth, and [according to]
207
innovation. The university educators are made 255 of highly [of → to]
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

208
University Unclear antecedent
209
Mean was utilized to determine the level of caring attitude [the age]
210
of student nurses of UPHSD. The following verbal Passive voice
211
interpretation was used: 4.20 – 5.00 = Highly Caring; 3.40 [the Department]
212
[Philippines,]
– 4.19 = Caring; 2.60 – 3.39 = Moderately Caring; 1.80 – 213
[are → is]
2.59 = Somewhat Caring; and 1.00 – 1.79 = Not Caring. 214
Repetitive word: systems
Table 2.
215
Level of Caring Attitude of Student Nurses of Philippine Repetitive word: system
University
216
Item number 5 is the lowest which states that student [4 → four]
217
nurses least to use therapeutic touch to patient 256 to convey [4 → four]
caring and item number 17 is the highest which states 257

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 as
4.41 which is interpreted 259 as highly caring. 258 This 260
means that the student nurses of Philippine University are
highly caring.
The use of therapeutic touch and giving of hope to
patient 261 as caring behaviour 262 is expected 263 from a
nursing student. This 264 is supported 265 by Tulay et al.
(2017), nursing care is one major 266 health care services
218
that contribute significantly to the patient healing process. Unclear antecedent
219
Assessing and addressing the individual 267 needs is Passive voice
fundamental to the nursing role.

220
221
Problem 4. Is there a significant difference on 268 the 222 [The figure]word: Figure
Repetitive
[shows → showed]
223
teaching competency of nurse educators of Philippine Repetitive word: profile
224
University as perceived by the student nurse when they Passive voice

225
[the majority]
were grouped 269 according to age, gender, and year level?
Hypothesis: There is no significant difference on 270 the 226
[contrary,]
teaching competency of nurse educators of Philippine
University as perceived by the student nurse when they 227
Unclear antecedent
were grouped 271 according to age, gender, and year level. 228
Overused word: true
Teaching Competency of Nurse Educators of Philippine 229
Unclear antecedent
University as perceived by the Student Nurses in terms of 230
Passive voice
Age 231
[a nursing]
F-test was used to determine the significant difference
according to age. Age was further categorized 272 as 16 – 20
years old, 21 – 25 years old, 26 – 30 years old, 31 – 35 232
[a group]
years old and 36 – 40 years old.
Table 3.
University as perceived by the Student Nurses in terms of
Age
A one-way ANOVA was conducted to determine the 233
Unclear antecedent
significant difference of 273 teaching competency when 234
Passive voice
grouped according to age. Table shows that there is no 235
[a 3rd]
significant influenced on the teaching competency on age 236
Repetitive word: Figure
at 0.05 level of significance [ f (4, 45) = 0.825, p = 0.516]. 237
[The figure]
This 274 is related to the fact that there is no wide gap 238
[shows → showed]
239
between age 275 of the respondents. Since they are 3rd 276 Repetitive word: profile
240
year and 4th 277 year 278 they can more or less experience the Passive voice
same hardship and joy while taking all those major subjects
and may have the same perception. This result was
negated 279 by the study of Chidiebere et at. 2016, that over
the years, discrepancies in the performance of nursing 241
Unclear antecedent
students have observed, although students may be of
comparable abilities, learn in the same environment and 242
[study,]
follow the same syllabus, their academic performance still 243
[2nd year → 2nd-year]
vary.
University as perceived by the Student Nurses in terms of 244
Overused word: basic
Sex 245
Passive voice
T-test was used to determine the significant difference 246
[2 → two]
according to gender. Gender was further categorized 280 as
male and female.
Table 4.
Sex
An independent sample t – test 281 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 do 282 not affect the student's perception
about 283 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 similar 284 perception of peer
assessment, problem-based learning and 285 traditional 247
[The table]
lecture.
Year Level
T-test was used to determine the significant difference
according to year level. Gender was further categorized 286
as 3rd 287 year and 4th year.
Table 5. 248
Year Level
On this table 288 an independent sample t – test 289 was 249
Passive voice
conducted to determine the precepting students on the
teaching competency of nurse educator when grouped 250
according to year level. There were a significant difference 251
Unclear antecedent
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 252
= 0.0004. 253
Repetitive word: teaching
The result suggests that 3rd 290 year has a higher level of
perception than of 4th year. In other words, 3rd year 291 254
[for]
students put high regards on their teachers.
This result is supported 292 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 on 293 the level
of caring attitude of student nurses of Philippine University
255
when they were grouped 294 according to age, gender and Passive voice
year level?
Hypothesis: There is 295 no significant difference on 296 the
level of caring attitude of student nurses of Philippine
University when they were grouped 297 according to age,
gender and year level.
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.
University in terms of Age
The table shows the output of the ANOVA analysis and
whether there is a statistically 298 significance between
mean 299 of age group. It can be seen 300 that [ F = (4, 45) =
0.591] the significance value is 0.671 which is above 0.05
and therefore there is 301 no significant differences in the
256
mean of age. [the patient or a patient]

257
In other words, students can see their caring attitude on the Repetitive word: states
same level regardless of age. This result is in line with the

258
study by Zamanzadeh et al. (2014), he indicated in his Sentence fragment
study 302 that students in the 3rd and 4th grades had great 303
259
perceptual similarities with regard to 304 the importance of Passive voice

260
caring behaviors. Unclear antecedent

University in terms of Sex
261
Table 7. Level of Caring Attitude of Student Nurses of [the patient or a patient]

262
[behaviour → behavior]
Philippine University in terms of Sex 263
Passive voice
The table shows the output of the t – test 305 analysis and 264
Unclear antecedent
265
determine 306 whether there is a significant difference Passive voice
266
between mean 307 of male and female. It can be seen that Overused word: major
267
there is no significant difference in the perception of male [the individual]
(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 268
[on → in]
gender does create any variation on 308 their perception of
their caring attitude.
This result was supported by Chan et al. 2014, stated in his 269
Passive voice
study that both genders performs 309 similarly in different
aspects. 270
[on → in]
University in terms of Year Level
Table 8. 271
Passive voice
University in terms of Year Level
The above table shows the result of t – test 310 analysis in
determining the significant differences on 311 the level of
caring attitude among nursing students when grouped
according to year level. The result shows that there is 272
Passive voice
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
caring 312 attitude than 4th 313 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 273
[of → in]
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? 274
Unclear antecedent
Hypothesis: There is no a significant 314 relationship 275
[the age]
between the teaching competency of nurse educators and 276
[a 3rd or the 3rd]
the level of caring attitude of student nurses of Philippine 277
[the 4th]
278
University. [year,]
279
Passive voice
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.
280
Table 9. Passive voice
Relationship between the Teaching Competency of Nurse

Educators and Level of Caring Attitude of Student Nurses
of Philippine University
A pearson 315 - r product moment 316 correlation coefficient
was computed to assess the relationship between the
281
teaching competency of nurse 317 educator and the caring [t test → t-test]
attitude of nursing students. These 318 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
282
nursing students will also increase. [do → does]
283
The result was supported 319 by the study of Niederriter, [about → of]
Eyth, & Thoman (2017), which the clinical instructors play

an important 320 role in preparing the student nurse in
becoming a competent nurse in the practice setting.
284
[a similar]
285
Chapter 4 [, and]
SUMMARY OF FINDINGS, CONCLUSIONS AND 321

RECOMMENDATIONS
This chapter deals with the summary, findings and 322

286
conclusions as well as the recommendations that the Passive voice
287
proponent of this paper deemed necessary in relation to 323 [a 3rd or the 3rd]
the results of the gathered data concerning the relationship

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. Specially 324, it aimed to answer the
288
following questions: [table,]
289
What is the profile of the student nurses in a Philippine [t test → t-test]
University when grouped according to age, gender, and

year level?
What is the perception of teaching competency of the nurse
educators of Philippine University as perceived by the
students?
What is the level of the caring attitude of student nurses of 290
[the 3rd]
Philippine University?
Is there a significant difference on 325 the teaching 291
[3rd year → 3rd-year]
competency of nurse educators of Philippine University as
perceived by the student nurse when they were grouped 326 292
Passive voice
according to age, gender, and year level?
Is there a significant difference on 327 the level of caring
attitude of student nurses of Philippine University when
they were grouped 328 according to age, gender, and year 293
[on → in]
level?
Is there a significant relationship between the teaching 294
Passive voice
attitude of student nurses of Philippine University? 295
[is → was]
The study used quantitative descriptive correlational 296
[on → in]
research design to determine the (a) perception of teaching 297
Passive voice
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
the level of caring attitude of student nurses of Philippine
University. 329 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 330, F
– test ANOVA and Pearson Correlation.
The frequency distribution was used to determine the 298
[statistically → statistical]
profile of the respondents when group according to age, 299
[the mean]
gender, and year level. Percentage distribution was used to 300
Passive voice
compare the percentage of the data based on the result
being tallied such as age, gender and year level of the 301
[is → are]
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 331 was used to find out the significant difference 302
on 332 the teaching competency of nurse educators of 303

Repetitive word: study
Overused word: great
Philippine University as perceived by the student nurse 304
[with regard to → about]
when they were grouped 333 according to gender, and year
level.
F – test was used to determine the significant difference
on 334 the level of teaching competency of nurse educators
and the caring attitude of student nurses of Philippine
University when they were grouped 335 according to age.
Pearson Correlation was used to measure the strength and 305
[t test → t-test]
direction of association that exist between the perception of 306
[determine → determines]
teaching competency of nurse educators and the caring 307
[the mean]
attitude of student nurses of Philippine University.
FINDINGS
Based on the gathered data, the following findings 336 were
revealed 337:
It was found 338 out that the profile of student nurses of 308
[on → in]
Philippine University were 339 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%. 309
[performs → perform]
The overall computed teaching competence of the nurse
educators was 4.31 which is interpreted 340 as highly
competent. These results mean that the nurse educators of
Philippine University are highly competent 341 in teaching.
The overall computed mean value for the level of caring
attitude of the student nurses of Philippine University as
4.41 which is interpreted 343 as highly caring. 342 It means 310
[t test → t-test]
that the student nurses of Philippine University are highly
caring. 311
[on → in]
There is significant 344 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].
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 = 312
[a caring]
313
0.139). [a 4th]
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.

In determining whether there is a statistically 346
significance between mean 347 of age group. 345 It was
seen 348 that [F = (4, 45) = 0.591] the significance value is
0.671 which is above 0.05 and therefore there is 349 no
significant differences in the mean of age.
314
In determining whether there is a significant difference [ a significant]
between mean 350 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 on 351 their perception
of their caring attitude.
In determining the significant differences on 352 the level of
caring attitude among nursing students when grouped
according to year level. The result shows that 3rd 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.
A pearson 353 - r product moment 354 correlation coefficient
was computed to assess the relationship between the
teaching competency of nurse 355 educator and the caring
attitude of nursing students. These 356 was a positive
correlation between the two variables, r = 0.54, n = 50, p =
0.000052.
315
[pearson → Pearson]
316
[product moment → product-moment]
CONCLUSIONS
Based on the findings, the following conclusions were
317
drawn 357: [the nurse]

318
It was concluded 358 that the profile of student nurses of Possibly confused word
Philippine University who were present during the conduct

of this study were 359 as follows; they were from the age
group 16 – 20-year-old, female and currently fourth year 360
students.
The nurse educators of Philippine University are highly
competent in teaching.
319
The student nurses of Philippine University are highly Passive voice
caring.
320
There was no significant difference on 361 the teaching Overused word: important
competency of nurse educators of Philippine University as

perceived by the student nurse when they were grouped 362
according to age and gender. However, significant was

obtained 363 when they were grouped 365 364 in terms of year
level.
There was no significant difference on 366 the level of 321
[, AND]
caring attitude of student nurses of Philippine University
when they were grouped 367 according to age and gender.
However, significant 368 was obtained 369 when they were 322
[, and]
grouped 371 370 in terms of year level.
There was a significant relationship between the teaching 323
[in relation to → about]
attitude of student nurses of Philippine University.
RECOMMENDATIONS
The following recommendations are proposed by the
researcher 372:
Future Researches: The researcher recommends that future
researchers to continue conducting research and get a
bigger 373 scope and add questions regarding contributing 324
[Specially → Especially]
factors that can affect the teaching competency of teaching
educators and the caring attitude of student nurses.
Nurse Educators: The researcher recommends the nurse 374
educators to continue their excellent work and to
continually raise the standard of the college of nursing 375.
It is also recommended to the instructors to attend
seminars, 376 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 325
[on → in]
competency nurse educators and caring attitude of student
nurse with year level. The researcher recommends for the
students to be intelligent, caring and posses 377 an 326
Passive voice
intrinsic 378 desire to help others regards of level 379.
327
[on → in]
TRANSATIONAL 380 RESEARCH 328

Passive voice
The study found out that there is 381 a highly competent
nurse educators 382 and highly caring attitude of student
nurses as perceived by student nurses in the Philippine
Universities. The researcher recommends the to 383 the dean
and nurse educators to enhance and develop new strategies
and make future student nurses professionals. As, 384 the 329
enhancing nurses' capacity to facilitate learning in nursing Wordiness
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.
330
[T test → T-test]
331
[T test → T-test]
332
[on → in]
333
Passive voice
334
[on → in]
335
Passive voice
336
Repetitive word: findings
337
Passive voice
338
Passive voice
339
[were → was]
340
Passive voice
341
342
Sentence fragment
343
Passive voice
344
[a significant]
345
Sentence fragment
346
[statistically → statistical]
347
[the mean]
348
349
Passive voice
[is → are]
350
[the mean]
351
[on → in]
352
[on → in]
353
[pearson → Pearson]
354
[product moment → product-moment]
355
[the nurse]
356
357
Passive voice
358
Passive voice
359
[were → was]
360
[fourth year → fourth-year]
361
[on → in]
362
Passive voice
363
Passive voice
364
Passive voice
365
Repetitive word: grouped
366
[on → in]
367
Passive voice
368
Repetitive word: significant
369
Passive voice
370
Passive voice
371
Repetitive word: grouped
372
Passive voice
373
Overused word: bigger
374
[the nurse]
375
Split infinitive
376
[seminars, ]
377
378
Unusual word pair
379
[the level or a level]
380
[TRANSATIONAL → TRANSITIONAL]
381
382 [is → are]

[educators → educator]
383
[the to]
384
[As, ]

1st Run - Teaching Competency of Nurse Educators and Caring Attitude of Nursing Students PDF

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

1st Run - Teaching Competency of Nurse Educators and Caring Attitude of Nursing Students PDF

Caricato da

Copyright:

Formati disponibili

Grammarly Report generated on Thursday, May 2, 2019, 2:19 PM Page 1 of 36

1st run_Teaching 71 of 100

Competency of Nurse 384

Attitude of Nursing Checking disabled

1st run_Teaching Competency of Nurse Educators and Caring

TEACHING COMPETENCY OF NURSING

BALLON, JAINE NICOLLE E.

health nurse is central to achieving universal health

the university shall produce nurses who are able to 10 render

skills, such as writing, assessment, and critical thinking. It's

families, and communities. However, it has been

understanding of the study.

degree-granting programs in all post-secondary academic

2015). In spite of the fact that 15 courses in pedagogy are

nursing education should foster the student nurse's

social need. In 2017, the study of Gimenes FRE, & Faleiros

such as therapeutic touch(Wardell, D., 2018). Therapeutic

therapeutic effects in patients. It is an incomplete

educators have to make a curriculum plan which enhances

important 57, in this theory of constructivism addresses how

educational approach to improve thinking skills (Baron, K.,

teacher must start asking. And instead of answering Wordiness

student arrives at the conclusions on his own. In addition 61,

and negative feelings ; the practice of caring-healing ; the

Figure 1 The Variable and their Relationships. As shown in

count of year 95 of the student. It is classified 96 as level 3

This chapter describes the research design and a method 76

following are the number of respondents of chosen year

level 124: (1) 17 respondents from school 1; (2) 7 [as → to]

respondents from school 2; and (3) 26 respondents from

contents of the tool given by the validators. Dangling modiﬁer

Cronbach Alpha is 0.825 which can be interpreted 144 as

tool. The researcher distributed to the Deans the copies of 119

Frequency Distribution. A frequency distribution is an

the sample subjects in a sample which scores fall into a

100= is the constant in order to 175 get the percentage [1 → one]

scores 178, (Myers, J., Well, A., Lorch, R., 2013).

This 180 is used to test for significant differences between

Profile of Student Nurses of Philippine University in terms [the statistical]

under 31 – 35-year-old and 36 – 40-year-old have 6% and

4 217 years of higher education – ages 16 and above. Most

usually from 16 to 20 years old [United States (US) Library

Profile of Student Nurses of Philippine University in terms

of Sex [the nurse]

Frequency and percentage distribution were used to

percentage distribution of the profile 223 of student nurses of [the two]

Philippine University when they were grouped 224 in terms

them who were male students. [the ﬁrst]

Figure 4. Profile of Student Nurses of Philippine Split inﬁnitive

University in terms of Year Level. Figure 237 236 shows 238

This 241 implies that majority of the respondents are 4th

the school in general. The highly competent nurse

(WHO, 2016), implying that the College of Nursing, is [The ﬁgure]

qualified, and experienced nurse educators, devoted to

Level of Caring Attitude of Student Nurses of Philippine

caring and item number 17 is the highest which states 257

Assessing and addressing the individual 267 needs is Passive voice

fundamental to the nursing role.

University as perceived by the student nurse when they Passive voice

the clinical instructor plays a central role in student

mean of age. [the patient or a patient]

same level regardless of age. This result is in line with the

study by Zamanzadeh et al. (2014), he indicated in his Sentence fragment