Effectiveness of Related Learning Experience in 3rd Year Nursing Students of

Southern Luzon State University

INTRODUCTION
The group decided to do a study regarding the Effectiveness of Related Learning
Experience in 3rd year nursing students to determine whether Southern Luzon State University
can provide a quality education and produce competent and efficient nurses in the future.
Bachelor of Science in Nursing (BSN) is a four year degree program that teaches students
the necessary skills and knowledge to care for the sick and injured. The program revolves around
four main components; health promotion, disease prevention, risk reduction and health
restoration. The course consists of subjects in General Education (English, Mathematics,
Filipino) and Professional Nursing (Theoretical Foundations in Nursing, Nursing Care
Management).
Nursing is an art, an art of caring. Nurses are much involved in lots of health teachings
and interventions; and are expected to portray a variety of roles. Be it as an educator,
communicator, caregiver, counselor, and advocate or as a leader, a nurse should possess a welldefined body of knowledge and expertise in the field especially on actual scenarios A nurses job
includes the assessment of patient health problems, developing and implementing nursing care
plans, and maintaining medical records. They also administer nursing care to the ill, injured,
convalescent, or disabled patients. In addition, they may also advise patients on health
maintenance and disease prevention or provide case management. (Kozier et.al., 2008)

Related learning experience (RLE) is a fundamental part of the nursing course. It is also
known as clinical duty or exposure; a curricular requirement in nursing. It is intended to develop
competencies and skills of nursing students in utilization of the nursing processes in varying
health situation. (Babula, Melody G. et. al, 2006)
Although a theoretical and research-based education is essential for nursing, on its own,
is not enough. Learning in the clinical setting provides the real world context where nursing
students develop skills, attitudes and values of a registered nurse. Students have experiences on
RLE that cannot be realistically provided in a classroom or laboratory setting. They
communicate with patients and families, interact with and learn from the health-care team,
practice skills under supervision and learn to deal with.
Also according to a journal The Canadian Nurse; Mar 1, 2003 by BOLAN,
CHRISTINE M. and GRAINGER, PATRICIA: The specializations being developed in Related
Learning Experience are: Hospital Nursing, a field of nursing situated in a medical facility
known as a hospital; Community Health Nursing, a field of nursing that is blend of primary
health care and nursing practice with public health nursing; School Nursing, scope of practice
includes taking care of employees and students' health in schools; Psychiatric Nursing, a
specialized field of nursing that cares for patients with mental illness or mental distress, such as
schizophrenia, bipolar disorder, psychosis, depression or dementia; Private Duty Nursing, a field
of nursing that involves one on one patient care; usually done in the clients home, or an
institution such as a nursing home or home for the elderly; Clinic Nursing, a specialization of
nursing where nurses are responsible in managing patients, schedule, and setting up referrals.

CONCEPTUAL FRAMEWORK
Ensuring that the nursing students receive sufficient practical experience to
develop the full range of skill they need for effective practice has become a focus in nurse
education (DOH, 1999).
The hospital related learning experience is an important learning factoring nursing
education. In the research paradigm students have given the opportunity to utilize the
theory and skills they have learned in the classroom discussion and skills laboratory.
The related learning experience (RLE) duties in the hospital will serves as a tool
to enhance more the knowledge develop the skills, and improve the attitude of the
nursing students.

RESEARCH PARADIGM

INPUT

Theories and Skills

learned in the
discussion and in the
simulation
laboratory.

PROCESS

Clinical Practice/

RLE Duties

OUTPUT

Effective
Performance:
-Enhanced Knowledge
-Developed Skills
-Improved Attitude

Figure1. A paradigm shows the relationship of the input, process and output of the study.
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STATEMENT OF THE PROBLEM

This study aimed to determine the Effectiveness of Related Learning Experience
in the 3rd year Nursing Students of Southern Luzon State University.
Specifically it aims to answers the ff questions:
1. How do the students rate their clinical performance as to their:
a. Knowledge
b. Skills
c. Attitude
2. How do student rate the importance of clinical activities in the area?
3. What are the results of their performance in their hospital duty hours?

OBJECTIVES OF THE STUDY

1. To identify how the student rate their clinical performance as their knowledge, skills and
attitude.
2. To know the importance of clinical activities in the area.
3. To determine the results of their performance in their hospital duty hours.
4. To compare the NCM101-RLE and the NCM102-RLE performance of the nursing
student during their hospital duty hours.

SIGNIFICANCE OF THE STUDY

This study will give contribution to nursing education. The result can be utilized as a
basis for further study on the different effectiveness of RLE in the nursing students regarding on
their performance in the duty. The following get the benefits of this study:
Administrator of the University
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Where the researchers as faculty members are working could use the finding as input for
enhancing their administrative and supervisory skills for the improvement of the nursing
program on Related Nursing Experience.
The Nursing Students
The output of the study may help the nursing students to comprehend the different skills
and technique of the procedure in the hospital.
The Faculty Members handling NCM-RLE
The positive result of the study may help them to understand the effectiveness of the
nursing students to faculty members handling NCM-RLE. On the other hand, they will learn on
the responses of the respondents so that they could teach in a different approach to further
enhance the learning of their students.
The Future Researchers

The result can be utilized as a basis for further study on the different perceptions of
nursing students regarding on the lecture made by the faculty members.

SCOPE AND DELIMITATION OF THE STUDY

The scope of the study is all about the Effectiveness of Related Learning Experience in
the 3rd year Nursing Students of Southern Luzon State University. The researchers will get only
30 respondents so that the result will be easy to measure. The researchers believed that this
number of respondents is enough to assess the validity and reliability of the study.
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DEFINITION OF TERMS
Affective Domain. Refer to the area on attitude, feelings and/or emotions of an
individual.
Affiliated Hospital. Refers to the clinical placement of nursing students or any healthrelated course with an opportunity to use the theory and skills they have learned in the classroom
and laboratory settings.
Cognitive Domain. Refer to the area of knowledge.
Clinical Instructors. Refer to the person who supervises, guide and teaches students
during the clinical practice in the hospital.
Clinical Practice. Refer to the related learning experience of the students in the hospital.
Nursing. It is a profession that utilizes a body of knowledge interpreting physiological
and biophysical sciences. It is a practice discipline using a holistic, caring approach across
health-illness continuum.
Nursing Education. It is a systemic, dynamic process through which the learner acquires
knowledge of the science and art of nursing. This process is accomplished through the transfer of
theory to practice through meaningful clinical experience in a variety of settings.
The Nursing Curriculum. It is a built upon and uniquely integrated with the humanities,
arts and sciences.
Psychomotor. Refer to an area of skills, talent or abilities of a person.

RESEARCH METHODOLOGY

This chapter presents the type of method used in the research, the respondents and
sampling method and the research instruments that have been used. It also show the type of
statistical treatment that applied in order to analyze and interpret the data gathered information.

RESEARCH DESIGN
The research design that was used for this study was called Survey Design. This was
conducted through a paper-pen questionnaire. It also provides sufficient knowledge about the
nature of an objects and person. It also helped this study to provide instrument for the
measurements like survey form and interviewing. Here, we used a questionnaire and photocopies
of the RLE record book of the students for measuring instrument in collecting data and to
determine their RLE performance of the selected 3rd year nursing students.

SAMPLING DESIGN AND TECHNIQUES

The sampling technique used in the study was scientific which is stratified sampling. The
researchers obtained the total number of the Level III students currently enrolled in College of
Allied Medicine then obtained the sample size using Slovins formula. Using stratified sampling
technique, the population of each section of Level III will be subdivided and will be the
participants of the study.

LOCALE OF THE STUDY

The locale of this study was in Southern Luzon State UniversityLucban, Quezon. This
was conducted in the 1st semester of the year 2013-2014.

POPULATION OF THE STUDY

The respondents of the study were the 30 BSN 3 students of RLE on the 1st semester of the
S.Y. June 2013-October 2013.

DATA GATHERING TOOLS

The primary tool used in this study was Questionnaire. Because this was a simplified
questions addressed to the respondents. Closed-ended type of questions was used in the
questionnaires to help the respondents answer easily. Also in order to have the RLE performance
of the nursing students, we had photocopied their grades given and signed by the Clinical
Coordinators.

DATA GATHERING PROCEDURE

The first step done by the researchers was to select for the potential respondents of these
study. A helped from friends and relatives of the researchers who were also nursing students were
sought to identify and locate the respondents of this study. Thus, the identification of the
respondents became purposive and chain referral at the same time.
After they had identified and located the respondents, the researcher approached and
visited them personally to introduced herself, build rapport and stated the objectives of their
study. The respondents agreed to participate in the study.
A questionnaire where given to answer. They were also asked whether they can
photocopy their RLE performance grade. All the respondents were assured that their grades and
response were appreciated and treated confidentially.

STATISTICAL TREATMENT OF DATA

The researchers compiled and tabularized all the data to organize the RLE grades of the
selected nursing students. They also used questionnaires and photocopied RLE grades of the
thirty nursing students as respondents.
The statistical methods used in processing the data gathered in the study were as follows
Slovins formula. This was used in determining the sample size of the respondents needed for
the study. The clinical instructors were not included.
n= N
1+N(e)

Where:
n = sample sized
N = Total Population
e = marginal error (0.05)
Percentage. This formula was used to determine the profile of the respondents such as age,
gender, and marital status.
P = n x 100%
N
Where:
P = percentage
n = sample size

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N = Total Population
Weighted mean. This formula was used to determine the problems encountered by the
respondents.
WM = F(w)
N
Where:
F = frequency
WM = weighted mean
w = weighted factor
LIKERT SCALE
Likert scale is used to indicate the extent to which the respondents agree or disagree with
each statement by checking members from 1 to 5 where 5 is the highest corresponds to strongly
agree and 1 is the lowest corresponds to strongly disagree. A person being tested would be asked
to respond to each statement in the list by checking on of the following categories.

Likert Scale Interpretation:

Point Scale
5
4
3
2
1

Mean Range
4.20-5.00
3.30-4.19
2.60-3.29
1.80-2.59
1.00-1.79

Qualitative Interpretation
Excellent
Very Satisfactory
Satisfactory
Fair
Poor

Point Scale
4

Mean Range
3.30-4.00

Qualitative Interpretation
Excellent
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3
2
1

2.60-3.29
1.80-2.59
1.00-1.79

Very Satisfactory
Satisfactory
Fair

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