Archives

Kalinangan Refereed Journal

Volume no. 31 | 2023/06
Issue no. 1


Title
THE LEVEL OF LEARNING SELF-EFFICACY AND FACTORS AFFECTING CLINICAL SKILLS PERFORMANCE OF NURSING STUDENTS DURING LIMITED FACE-TO-FACE
Author
Girard Marco S. Balahibo, Matthew Ned A. Briones, Hazel Joy D. Corona, Cheenie Mae C. Dutig, Jeraldeen D. Jambalos, Harrison I. Noche, Vishjen M. Otanes, Mrs. Maria Joycelyn Zaraspe
Views: 203 Cited: 1
Downloads: 8
Click here to download
Abstract
In developing the nursing skills of the students under the course, it has been the prerogative of most institutions as mandated by the CHED to integrate their theory-based learnings on the actual experience. However, the current situation provides a different approach to the usual development of their nursing competencies as there will only be limited face-to-face interaction among the students and instructors. This non-experimental and quantitative descriptive research design investigated the relationship between the level of learning self-efficacy and the factors affecting clinical skill performance during limited face-to-face sessions of eighty-seven (87) third- and fourth-year nursing students of the University of Batangas. The researchers utilized the purposive and complete enumeration sampling design, where all the members of the population under the new curriculum had limited face-to-face last semester year 2021. The results of the study revealed a Great Extent of the level of learning self-efficacy (psychomotor, cognitive, affective) among the participants and a Very Great Extent of clinical skills factor (clinical supervision, clinical environment, motivation). Furthermore, the findings revealed a positive correlation between the level of learning self-efficacy and clinical skills factors. With the results of the study, the researchers proposed an action plan that would encourage and motivate nursing students to continuously enhance their clinical performance through their learning self-efficacy.
Keywords
learning self-efficacy, clinical skills factors, clinical skills performance, limited face-to-face, non-experimental
References
Adam, A. B., Druye, A. A., Kumi-Kyereme, A., Osman, W., & Alhassan, A. (2021). Nursing and Midwifery Students’ Satisfaction with Their Clinical Rotation Experience: The Role of the Clinical Learning Environment. Nursing Research and Practice, 2021, 1–9. http://bitly.ws/imFn.

Alosaimi, D. (2021). Learning Self-Efficacy as Predictor of Nursing Students' Performance of Clinical Skills. Educational Sciences: Theory & Practice, 21(3). 10.12738/jestp.2021.3.009. https://bit.ly/36sVaHN.

Bock, A., Kniha, K., Goloborodko, E., Lemos, M., Rittich, A. B., Möhlhenrich, S. C., Rafai, N., Hölzle, F., & Modabber, A. (2021). Effectiveness of face-to-face, blended and e-learning in teaching the application of local anesthesia: a randomized study. BMC Medical Education, 21(1). http://bitly.ws/hiSL

Cho, M. K., & Kim, M. Y. (2021). Factors Affecting Learning Satisfaction in Face-to-Face and Non-Face-to-Face Flipped Learning among Nursing Students. International journal of environmental research and public health, 18(16), 8641. http://bitly.ws/qJQk.

Ekstedt, M., Lindblad, M. & Löfmark, A. Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study. BMC Nurs 18, 49 (2019). http://bitly.ws/qt7U.

Exposito, J. S., Costa, C. L., Agea, J. L. D., Izquierdo, M. D. C., & Rodríguez, D. J. (2018). Socio-emotional competencies as predictors of performance of nursing students in simulated clinical practice. Nurse education in practice, 32, 122-128. http://bitly.ws/hira.

Hernando-Malipot, M. (2021). CHED: 118 universities, colleges approved to hold limited face-to-face classes. Manila Bulletin. Retrieved from http://bitly.ws/hiBz.

Kawasaki, H., Yamasaki, S., Masuoka, Y., Iwasa, M., Fukita, S., & Matsuyama, R. (2021). Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues. International Journal of Environmental Research and Public Health, 18(5), 2672. https://doi.org/10.3390/ijerph18052672.

Laurente, I. J. (2021). CHED allows limited face to face classes. The Manila Times. Retrieved from http://bitly.ws/hiBw.

McDonald, E. W., Boulton, J. L., & Davis, J. L. (2018). E-learning and nursing assessment skills and knowledge–An integrative review. Nurse education today, 66, 166-174. http://bitly.ws/h7RI.

Mendoza, J. E. (2021). CHED OKs limited face-to-face classes in 93 universities, colleges. INQUIRER.net. Retrieved from http://bitly.ws/h82j.

Sheroun, D., Wankhar. D. D.. Devrani, A., Lissamma, P. V., & Chatterjee. K. (2020). A study to assess the perceived stress and coping strategies among B. Sc. nursing students of selected colleges in Pune during COVID-19 pandemic lockdown. international Journal of Science and Healthcare Research, 5(2). 280-288. https://bit.ly/3jUkTvT.

Storey, T.W. (2021). Keeping The Course: Nursing Student Motivation During a Pandemic. Old Dominion University. http://bitly.ws/qt89.

Subke, Jennifer; Downing, Charlene; Kearns, Irene (2020). Practices of caring for nursing students: A clinical learning environment. International Journal of Nursing Sciences, 7(2), 214–219. doi:10.1016/j.ijnss.2020.03.005. http://bitly.ws/qt7Z.

Tohidi, S., KarimiMoonaghi, H., Shayan, A., & Ahmadinia, H. (2019). The effect of self-learning modules on nursing students' clinical competency: A pilot study. Iranian journal of nursing and midwifery research, 24(2), 91. http://bitly.ws/hiqX.

Williams, M. (2018). The Affective Domain and the Intersection of Learning in Emergency Medical Technician Paramedic Education. City University of New York. http://bitly.ws/qt5M.