Teaching Competency of Nursing Educators and Caring Attitude of Nursing Students of University of Perpetual Help System - Dalta

TEACHING COMPETENCY OF NURSING EDUCATORS AND CARING
ATTITUDE OF NURSING STUDENTS OF UNIVERSITY OF PERPETUAL
HELP SYSTEM - DALTA
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.

i
FEBRUARY 2019
APPROVAL SHEET
This thesis entitled

“Teaching Competency of Nursing Educators and Caring Attitude of Nursing
Students of University of Perpetual Help System - DALTA”
Prepared and submitted by Jaine Nicolle E. Ballon in partial fulfilment of the
requirements for the degree of Bachelor of Science in Nursing is recommended for
acceptance and approval for ORAL EXAMINATION.
LERMA B. MALUBAG
ACADEMIC ADVISER
Approved by the Committee on Oral Examination Committee with a grade of ______

on October 2019.
LERMA B. MALUBAG
CHAIR
JENNIFER O. LEDESMA MARK ANTHONY G. TORIO

MEMBER MEMBER
Accepted in partial fulfilment of the requirements of the degree of Bachelor of Science

in Nursing.
LERMA B. MALUBAG
Dean, College of Nursing ii
ACKNOWLEDGEMENT
With boundless love and appreciation, the researcher would like to extend her
heartfelt gratitude and appreciation to the people who helped bring this study into
reality. The researcher would like to extend her profound gratitude to the following:
First and foremost, to the LORD ALMIGHTY, for the wisdom and renewed
supply of strength He has given the researcher throughout the fulfilment of the study.
MARY GRACE S. PROWEL, RN, MSN, the thesis adviser for giving her
guidance, directions, and insights for the completion of this study.
LERMA B. MALUBAG, RN, MAN, the Dean of the College of Nursing and the
chairman of the panel for providing her brilliant ideas and sharing her expertise
throughout the completion of this study.
JENNIFER O. LEDESMA, RN, MAN, for her ideas, suggestions, and
constructive criticism as member of the panel.
MARK ANTHONY G. TORIO, RRT, DPHEd, MAEd, for his

MS. JOCELYN SANTOS, for allowing the researcher to gather data and
information and for contributing her ideas and expertise in the betterment of this study
as the head of the Research and Development Center.
MR. ELISEO TALLA, for his expertise on statistical treatment of data.
MY PARENTS, for their unconditional love and undying support during the course
of the study, for without their financial provision and passionate encouragement, this
academic achievement would not be accomplished.

iii
DISCLAIMER
iv
ABSTRACT
vi
i
TABLE OF CONTENTS
TITLE PAGE
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
ABSTRACT
iv
TABLE OF CONTENTS vii
LIST OF TABLES ix
LIST OF FIGURES
CHAPTER 1: THE PROBLEM AND REVIEW OF RELATED LITERATURE
AND STUDIES
1.1
Introduction
1
Review of Related Literature and studies 5
Synthesis 14
Theoretical Framework and Conceptual Framework
15
Research paradigm 19
Hypothesis 21
Significance of the study 22
Scope and delimitation 23
Definition of terms 23
CHAPTER 2: METHODOLOGY
Research design 25
Population sampling
27
Respondents of the study 27
Research instrument
27
Data gathering procedure 30
Statistical treatment of data
32
CHAPTER 3: RESULTS AND DISCUSSION
37
CHAPTER 4: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary 64
Conclusion 70
Recommendations 71
REFERENCES 85
APPENDICES
RESEARCH INSTRUMENT
SAMPLE COMPUTATION
CERTIFICATION
LETTER OF REQUEST
ACCORD
LIBRARY REQUEST
ix
CURRICULUM VITAE
LIST OF TABLES
1. Level of Acceptance in Palliative Care of the Middle Aged 44
Clients with Chronic Illness
2. Level of Acceptance in Death and Dying of the Middle Aged 47
Clients with Chronic Illness

Clients with Chronic Illness in terms Civil Status
Clients with Chronic Illness in terms Educational Attainment
Clients with Chronic Illness in terms of Family Structure
Clients with Chronic Illness in terms Gender
Clients with Chronic Illness in terms Annual Income
Clients with Chronic Illness in terms Religion
9. Level of Acceptance in Death and Dying of the Middle Aged
57
Clients with Chronic Illness in terms Civil Status
58
Clients with Chronic Illness in terms Educational Attainment
58
Clients with Chronic Illness in terms Family Structure

59
Clients with Chronic Illness in terms Gender
60
Clients with Chronic Illness in terms Annual Income
61
Clients with Chronic Illness in terms Religion
15. Relationship between the Level of Acceptance in Palliative 62
Care and Death and Dying of the Middle Aged Clients with Chronic Illness
x
LIST OF FIGURES
1. The Variable and their Relationships
19
2. Profile of Respondents in terms of Civil Status
37
3. Profile of Respondents in terms of Educational Attainment
38
4. Profile of Respondents in terms of Family Structure
40
5. Profile of Respondents in terms of Gender 41
6. Profile of Respondents in terms of Annual Income 42
7. Profile of Respondents in terms of Religion 43

1
CHAPTER 1
THE PROBLEM AND RELATED LITERATURE
INTRODUCTION
A competent health workforce is central to achieving universal health coverage
(WHO, 2006). Quality education is the foundation for developing competent health
workers who are equipped with the knowledge, attitudes and skills necessary to deliver
quality care. Globally there is an urgent requirement for more skilled nurses. Equally,
there is a need to provide a system to educate teachers. Interventions in nursing education
need to be carefully assessed and strategically planned and coordinated. Improving and
maintaining the qualities and competencies of nurse educators requires keeping pace with
shifting health-care expectations, evolving practice requirements, new information
technologies, and rapidly expanding evidence-based health services. These challenges
call for reformed approaches on the part of health professionals and educators alike. The
development of nurse educators can facilitate the transference of competencies to new

nursing generations and contribute to maintaining and enhancing the quality of health
services. The competencies of nurse educators reflect a need for clinical competence;
sound teaching and assessment skills reflective of an adult learning approach; and
organizational and communication skills. In addition, values and ethics, personalities, and
personal qualities, such as having a leadership role in the profession and acting as a
change agent and a role model for students, are important for nurse
educators. Socialization of students into clinical practice was stressed as an important
aspect of the role of nurse educators. Continuous improvement and ongoing professional
development are expected for all nurses. It is important to recognize that nurse educators’
function at different levels within a school, however, the development of basic or core
competencies, common to all teachers of health practitioners, is an essential prerequisite
to attaining high standards in nursing practice.
The University of Perpetual Help System – DALTA , College of Nursing is
envisioned to be a premiere college of nursing in Region IV, which shall produce nurses
who are able to 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 is formulated to
help students develop 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. The College of Nursing is dedicated to excellence in nursing

education through warm and competent care of individuals, families, groups, and
communities and lifelong pursuit of learning, growth, and innovation. We are committed
to prepare students to assume pivotal roles in nursing clinical practice, health care
systems management, health policy, and health care research and development.
The college’s faculty is composed of highly qualified and extensively experienced
educators and clinicians devoted to excellence in the holistic development of students as
compassionate, caring, and competent nurses.
REVIEW OF RELATED LITERATURE
This section includes relevant data and carefully sought information that are of
big importance in the better understanding of the study. 5
LOCAL LITERATURE AND STUDIES
Here 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 both public and private higher education institutions as well as degree-granting
programs in all post-secondary educational institutions in the country. Patricia Tanya –
Velasco cited The Primer on the New K – 12 Educational System on March 6, 2012: At
present, the Philippines is the only country in Asia and among the three remaining
countries in the world that uses a 10 year basic education cycle (Montebon, 2014).
President Benigno Simeon Aquino III signed into law on May 15, 2013 The Enhanced
Basic Education Act of 2013 or the K-to-12 (Calderon, 2014). This new curriculum
started last school year of 2012 – 2013. Thus, some of the universities in the Philippines
stopped accepting new enrollees in the year of 2016 – 2017.
The CHED was established on May 18, 1994 through Republic Act No. 7722 or
the Higher Education Act of 1994 which was authored by Senator Francisco Tatad. In
accordance with pertinent provisions of RA 7722 and pursuant to Commission en Banc
Resolution No. 170, dated April 19, 2009, and for the purpose of rationalizing Nursing
Education in the country to provide relevant and quality health services locally and
internationally, CHED Memorandum Order (CMO) No. 14, Series of 2009, was issued
with the following policies and standards for Bachelor of Science in Nursing (BSN)
Program are hereby adopted and promulgated by the Commission. The CMO No. 14
also includes the Faculty Qualifications needed in the Nursing Education.
The World Health Organization (WHO) has developed these Nurse Educator
Core Competencies to enable educators to effectively contribute to the attainment of
high quality education, and the production of effective, efficient and skilled nurses who
are able to respond to the health needs of the populations they serve. The competencies
have been prepared based on the acknowledgment that nursing education and practice
are changing. Entrants to the nursing profession must practice, lead and adapt to new
evidence, increasingly diverse populations and changing needs. Education is an
important starting point for change. Following the validation process, the Nurse
Educator Core Competencies were further categorized within cognitive (knowledge),
affective (attitudes and behaviours) and psychomotor (skills) domains of learning. It is

expected that integrating the competency domains and core competencies within the
domains of learning will help facilitate the development of comprehensive educational
programmes, better assessment methods and reduce repetition of learning outcomes
within curricula. To acquire the title of qualified nurse educator, they should have
nursing education nursing qualification, clinical nursing experience and a educational
training.
Globally there is an urgent requirement for more skilled nurses. Equally, there is
a need to provide a system to educate teachers. Interventions in nursing education need
to be carefully assessed and strategically planned and coordinated. Improving and
maintaining the qualities and competencies of nurse educators requires keeping pace
with shifting health-care expectations, evolving practice requirements, new information
technologies, and rapidly expanding evidence-based health services. These challenges
call for reformed approaches on the part of health professionals and educators alike. The
development of nurse educators can facilitate the transference of competencies to new
nursing generations and contribute to maintaining and enhancing the quality of health
services.
The nursing curriculum prepares the student to carry out clinical skills
competently and confidently in the clinical settings (Panduran, Abdullah Hassana, &
Mat, 2014). Most of the time theory with lecture demonstration enables the students to
acquire the skills and to work confidently when giving care to the patients. Hagbaghery
et al. and Panduran et al. (2004, 2014), have pointed out that competence and self
confidence are the most important factors in allowing students to make appropriate
decision in patient care. Copeland (2015) considered confidence as an important aspect
of rendering nursing care and that nursing education should foster the development of
confidence of the student nurse. Additionally, Aston and Molassiotis (2015) mentioned
that nursing students are more confident and less stressed up when working with senior
mentor, indicating that nursing students are able to perform better when working with
someone who is more experienced.
Caring as the essence of nursing is widely viewed as a feminine activity.
Nightingale defines the effects of energetic healing environment; placed touch
application was firmly in the center of nursing practice. Rogers, Watson and the other
nursing theorists mentioned that energy studies represent a good example for
professional approach to spiritual health nursing. Nurses use non-conventional energy
therapies like therapeutic touch further anymore in many countries. Therapeutic touch is
a supplementary technique which is used for a specific purpose and intent of the
universal energy and affection that helps patient finding the balance and attaining
health. Nurses can reduce the occurrence of emotions like fear and anxiety, providing
strong therapeutic effects in patients by using effective contact. It is an incomplete form
of communication if nurses touch the patients just for daily planned interventions,
patient-nurse relationship will approach will strengthen more by using, the level-
professional friendship that include acceptance, interest and support posts.

FOREIGN LITERATURE AND STUDIES
The World Health Organization has developed these Nurse Educator Core
Competencies to enable educators to effectively contribute to the attainment of high
quality education, and the production of effective, efficient and skilled nurses who are
able to respond to the health needs of the populations they serve. The competencies have
been prepared based on the acknowledgment that nursing education and practice are
changing. Entrants to the nursing profession must practice, lead and adapt to new
evidence, increasingly diverse populations and changing needs. Education is an important
starting point for change. The utility of the proposed competencies will determine their
ability to bring about the desired changes. Appropriate use of technology can help to
expedite such changes. Much effort has gone into the preparation of the Nurse Educator
Core Competencies. It is the aim of the World Health Organization that they will
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 has also their references and guide for
Competencies for Academic Nurse Educators. These competencies promote excellence
in the advanced specialty role of the academic nurse educator. They establish 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 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 the knowledge, skills, and attitudes for providing nursing
care (Nahid, et al., 2016). A large part of nursing education is carried out in clinical
environments. Nursing education is a transformational experience for the student.
Training nurses, both as students and in practice, is a complex process and as a result,
the role of the nurse educator is multifaceted, going beyond simply bestowing
knowledge on the learner. The nurse educator is a facilitator of learning and growth
(Ludlow, 2016).
Caring is a value-based concept in the nursing field and in education (Salehiam,
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). According to Watson, caring is the essence of nursing and so, caring science is
the main concept in nursing education. The aim of a caring science-centered curriculum
is to give nursing students an overall view of caring science, so that they will be able to
care individual's health as professional nurses (Zamanzades, et al., 2014).
SYNTHESIS
The purpose of this synthesis is to express the central conclusion of the research
findings on the teaching competency of nurse educator and caring attitude of student
nurses of University of Perpetual Help System – DALTA.
The teaching competency of nurse educators increases the caring attitude of
student nurses
THEORETICAL FRAMEWORK
This study is grounded on the following theoretical models: Role Model Theory
of Bandula and Jean Watson’s Theory of Human Caring.
Role Model Theory
The theory is based on philosophical beliefs and assumptions about people,
environments, health and nursing. MRM was both inductively and deductively derived
from practice experiences, empirical studies, and several foundational theories.
Foundational theories upon which MRM is based include those of Maslow, Erikson,
Piaget, Bowlby, Winnicott, Engel, Lindemann, Seyle, Lazarus, and Seligman. The
difference between those basic theories and the derived theory (MRM) is the synthesis
of the foundational theories in MRM.
In MRM, "Modeling" is to gain an understanding of the client's world from the
client's perspective. That is to build a "model" of the client's world
view. "Role-Modeling" is based on the assumption that all humans want to interact with
others, they want to carry out selected roles in society. Role-Modeling is using the
client's model of the world to plan interventions that meet his or her perceived needs,
grow, develop and heal. Role-Modeling requires that we aim to build trust, promote a
positive orientation and a sense of control, affirm strengths and set specific mutual
goals. Our nursing goal is to help people achieve quality, holistic health.
Major concepts in MRM are related to the underlying assumptions and
philosophical beliefs regarding how people are alike, how they differ from each other,
and what nurses do. Concepts related to how people are alike include holism, mind-
body connections, basic needs including the need for affiliated-individuation, and needs
for lifelong growth and development. Concepts that reflect how people are different
from each other include genetic endowment, the unique model of the world, adaptation,
and self-care. Concepts related to the nurse and nursing role are facilitation, nurturance
and unconditional acceptance.
Several of the above concepts are original or uniquely defined in MRM theory. For
example, the need for "affiliated-individuation" is original to MRM. "Self-care" is
viewed as a tripartite concept consisting of self-care knowledge, self-care resources, and
self-care actions. "Adaptation" is an ongoing, interactive process of coping that involves
stressors, stress and the ability to mobilize resources. The "adaptive potential
assessment model (APAM)" is a model for identifying an individual's potential for
mobilizing resources. The states of equilibrium, arousal and impoverishment describe
the individual's resource mobilization and coping potential in the APAM.

Human care theory
19
RESEARCH PARADIGM
Independent Variable Dependent Variable
Perception of Caring Attitude of Student

Competency of Nursing Nurses of University of
Educators Perpetual Help System - DALTA
Intervening Variables
 Age
 Gender
 Year Level
Figure 1 The Variable and their Relationships
As shown in the Figure 1, the first box shows the level of nursing educators as an
independent variable. The relationship between the level of competency of nursing

educators and the caring attitude of nursing student oh University of Perpetual Help
System – DALTA 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 caring attitude among nursing students of University of Perpetual Help
System - DALTA.
1. What is the profile of the student nurses of University of Perpetual Help- System
DALTA when grouped according to age, gender, and year level?
2. What is the perception of teaching competency of the nurse educators of University
of Perpetual Help- System DALTA as perceived by the students?
3. What is the level of the caring attitude of student nurses of University of Perpetual
Help- System DALTA?
4. Is there a significant difference on the teaching competency of nurse educators of
University of Perpetual Help System DALTA as perceived by the student nurse
when they were grouped according to age, gender and year level?
5. Is there a significant difference on the level of caring attitude of student nurses of
University of Perpetual Help System DALTA when they were grouped 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 University of
Perpetual Help System DALTA?
HYPOTHESIS OF THE STUDY
The following hypothesis was tested in this study:
1. There is no significant difference on the teaching competency of nurse educators of
when they were grouped according to age, gender and year level.
2. There is no significant difference on the level of caring attitude of student nurses of
University of Perpetual Help System DALTA when they were grouped according to
age, gender and year level.
3. There is no a significant relationship between the teaching competency of nurse
educators and the level of caring attitude of student nurses of University of Perpetual
22
Help System DALTA.
SIGNIFICANCE OF THE STUDY
The result of the study would be beneficial to the following:

Administrators of the College of Nursing: The findings of this study could serve as
basis for curriculum and instruction implementation not only on nursing students,
medical related courses which will enhance and strengthen learner’s mastery.
Student Nurses: The findings of this study will redound to the benefit of student nurses
considering that care is the core and basic foundation for nursing practice. Thus,
teaching competency of nursing educators can be specified and results can identify how
to improve nursing care attitudes of students.
Nurse Educators: This study will be able to penetrate the development of nurse
educators to facilitate the transference of competencies to new nursing generations and
contribute in maintaining and enhancing the quality of health services.
Future Researches: This study will benefit future researchers who might have the same
interest to study the teaching competency of nurse educators and caring attitude of
nursing college students. It will serve as a reference and guide for them to carry out
their research.
SCOPE AND DELIMITATION OF THE STUDY
This research covered the student nurses of the University of Perpetual Help
System – DALTA: UPHSD Molino, UPHSD Las Piñas and UPHSD Calamba. A total
of 50 student nurses was chosen to be the respondent for the research, where as 7
student nurses of UPHD- Calamba Campus, 16 student nurses of UPHSD- Molino

Campus, and 27 student nurses of UPHSD- Las Pinas Campus. The quantity of the
respondents was attained by means of purposive sampling technique.
The researcher focused on how the nurse educators teaching competency affect
the caring attitude of student nurses of University of Perpetual Help- System DALTA as
a basis of competencies of nurse educators.
DEFINITION OF TERMS
The following terms have been defined as used in the study:
Age: This refers to the length of person’s existence in the world. This is categorized as
15 – 20 years old to 41 and above.
Gender - This refers to the concept of socially constructed views of feminine and
masculine behavior in individual social groups. It is classified as male or female.
Care – This refers as excellence capability of one person.
Year Level of the student – This refers as the educational count of year of the student.
Teaching 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 UPHSD – Molino.
Caring Attitude – This refers as how nurses handle patient needs.

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 research
design. Quantitative nursing research is the study of nursing phenomena that offers
precise measurement and quantification (Potter, Perry, Stockert & Hall, 2016).
Quantitative research methods emphasize measurement, testing of hypotheses, and
statistical analysis data. Descriptive designs gather information about conditions,
attitudes, or characteristics of individuals or group of individuals. The purpose of
descriptive research is to describe the meaning of existing phenomena (Fain, 2017).
Using this of research design, the researcher was able to know the relationship
between the intervening variables: age, gender and year level and answered a certain
phenomenon.
POPULATION SAMPLING
Purposive sampling is more commonly known as ‘judgemental’ or authoritative
sampling’. In this type of sampling, subjects are chosen to be part of the sample with
specific purpose in mind (Suresh 2014). In this research, the respondents chosen were
based through the judgement of the researcher based on her knowledge about the
population.
RESPONDENTS OF THE STUDY
The respondents of the study are the student nurses of University of Perpetual
Help System – DALTA in the year 2016 – 2017 from 3nd year or 4th year 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
level: (1) 17 respondents from UPHSD – Molino Campus; (2) 7 respondents from
UPHSD – Calamba Campus; and (3) 26 respondents from UPHSD – Las Piñas Campus.
RESEARCH INSTRUMENT
The researcher formulated an adapted questionnaire with revisions. It is composed
of three parts: Part 1 was the letter or consent asking permission from the respondents to
answer the tool, Part 2 was the demographic profile of the respondents in terms of their
age, gender, and year level. Lastly, Part 3 was the actual questioning in evaluating the
teaching competency of nursing educators, and the Part 4 was about on how the caring
attitude of nursing students is applied. The instrument used was Likert scale to measure
the level of the teaching competency of nurse educators and caring attitude of student
nurses.
VALIDATION OF INSTRUMENT
The instrument used has undergone content and face validation. The researcher
has submitted the questionnaire to three experts in the field of teaching and in nursing.
The remarks and the comments were applied to improve the contents of the tool given
by the validators.
The questionnaire had gone through a pilot testing to determine its feasibility and
reliability despite being validated by the experts. Pilot testing refers to the so-called
feasibility that is trial run or small-scale versions, which are done in preparations for the
major study (Suresh, 2014). The reason why pilot testing is done before gathering data
is to check if the questionnaire made was valid to use for the study. The pilot testing
was then conducted in the College of St. Jude in Salawag, Dasmariñas with 10
respondents on November 11, 2017, then reliability and validity testing was done at the
R&DC office, after passing the reliability test the questionnaire to use was accepted as a
valid tool for data gathering. All questions are consistently measures what it’s supposed
31
to measure and eight items from the caring attitude tool was removed.
DATA GATHERING PROCEDURE
The process by which the researcher will gather data was divided into two parts:
Part 1: Preparation
The researcher made a letter of permission to address to the validators from the
Faculty of the College of Nursing, Ms Maria Eleanor Usis, RN, MSN, Ailenne Maclid,
RN, MAN and Mary Grace Prowel, RN, MSN. The letters were signed by the research
adviser and noted by the dean of the College of Nursing.
Part 2: Data Gathering
After the letter of permission was approved, the researcher scheduled a suitable
day for student nurses of University of Perpetual Health System – DALTA, to gather
data. The researcher started gathering data on October 19, 2017 at UPHSD Molino
Campus, November 14, 2017 at UPHSD Calamba Campus and February 9, 2018 at
UPHSD Las Piñas Campus.
STATISTICAL TREATMENT OF DATA
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 individuals located in each category on the scale measurement (Gravetter
& Wallnau, 2009).
Formula Σ f = N
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 Distribution. This shows the percentage of the sample subjects in
a sample which scores fall into a specific group and the number scores in that group,
(Tan, 2011).
Formula %= F/N x 100
Where F= is the frequency of responses
N= is the total number of respondents
100= is the constant in order to get the percentage
This was used to identify the profile of the respondents when they are grouped
according to age, gender and year level.
Mean. It is the sum of all scores divided by the number of scores, (Myers, J.,
Well, A., Lorch, R., 2013).
Formula (x) = Σx
N
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 determined the level of teaching competency of nurse educator
and the caring attitude of student nurses of University of Perpetual Help System –
DALTA.
T-Test. It compares the responses of two respondent groups in the study
on the phenomenon under investigation. This is used to test for significant differences
between two samples (Tan, 2011).
Formula
Where: x1=Mean of first set of values
x2= Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set
n2 = Total number of values in second set.

T – test was used to determine the level of teaching competency of nurse
educators and caring attitude of student nurses of University of Perpetual Help System –
DALTA when group according to age, 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, (Tan, 2011). F-
test is simply a ratio of two variances. ANOVA uses the F-test to statistically test the
equality of means.
Formula: F= MSbetween
MSwithin
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
University of Perpetual Help System – DALTA when group according to age, gender and
year level.
Pearson Correlation. It measures quantitatively the extent to which two
variables are correlated (Sharma, 2012). It is a number (r=correlation coefficient) that
describes the strength of the relationship between two variables (Tan, 2011).
Formula r= N Σxy- (Σx)( Σy)
√ [N Σx2- (Σx)2] [N Σy2- (Σy)2]
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= sum of x squared scores
Σy2= sum of squared y scores
Chapter 3
RESULTS AND DISCUSSIONS
This chapter deals with the results of the gathered data and its corresponding
discussion in relation to the teaching competency of nursing educators and the caring
attitude of nursing students of University of Perpetual Help System – DALTA.
Problem 1. What is the profile of student nurses of University of Perpetual Help
System DALTA when they were grouped according to age, gender and year level?
Profile of Student Nurses of UPHSD in terms of Age
Frequency and percentage distribution was used to determine the profile of the
respondents according to age. This is categorized as 16 – 20 years orld, 21 – 25 years
old, 26 – 30 years old, 31 – 35 years old and 36 – 40 years old.

Figure 2. Profile of Student Nurses of UPHSD in terms of Age
Figure showed the percentage distribution of the profile of student nurses of
University of Perpetual Help System – DALTA when they were grouped in terms of
age. It showed that out of 50 students, dominant majority of them 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 age.
Education in the Philippines is offered through formal and non-formal systems. Formal
education typically spans 14 years and is structured in a 6+4+4 system: 6 years of
primary school education, 4 years of secondary school education, and 4 years of higher
education, leading to a bachelor’s degree. Most bachelor degrees are for four years.
Students are usually from 16 to 20 years old (DepEd).

Profile of Student Nurses of UPHSD in terms of Gender
respondents according to gender. This is categorized as male and female.
Figure 3. Profile of Student Nurses of UPHSD in terms of Gender
Figure shows the percentage distribution of the profile of student nurses of
gender. It shows that out of 50 students, majority 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.
This implies that majority of the respondents are female. According to Pham
(2015) difficulty in conforming to role expectations among potential male nurses may
be alleviated by the support of friends and relatives. Men does not choose nursing curse
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 group of friends.
Profile of Student Nurses of UPHSD in terms of Year Level
respondents according to year level. This is categorized as 3rd year and 4th year.
Figure 4. Profile of Student Nurses of UPHSD in terms of Year Level
Figure shows the percentage distribution of the profile of student nurses 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 implies that majority of the respondents are 4th year. The respondents were
3rd and 4th Year College. The Basic Education System of the Philippines was updated to
K-12 Curriculum from the olds K-10 Curriculum (CHED).
Problem 2. What is the teaching competency of nurse educators of University of
Perpetual Help System DALTA as perceived by the student nurses?
Teaching Competency of Nurse Educators of UPHSD 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 UPHSD as perceived by the Student Nurses
Interpretati
Teaching Competency of Nurse Educators Mean
on
Highly
Teaching Skills 4.26
Competent
1. Shows mastery of the subject/course to be discussed 4.12 Competent
Highly
2. Explains the lessons clearly. 4.26
Competent
3. Uses examples or illustrations for the better understanding of the students 4.14 Competent
4. Uses knowledge gained through clinical practice to maintain and improve nursing Highly
4.26
curricula. Competent
5. Relates lessons to reality, and on clinical settings for the students understanding. 4.18 Competent
Highly
6. Uses technology or teaching aids/devices to excite and sustain students interest. 4.34
Competent
Highly
7. Makes use of different strategies to develop the daily lessons. 4.32
Competent
8. Gives follow-up work and further learning activities through assignments, reading, Highly
4.32
library work, projects and researches. Competent
Highly
9. Plans appropriate learning experiences for the students. 4.34
Competent
Highly
10. Enacts best practices for the students learning. 4.30
Competent
Highly
Communication Skills 4.31
Competent
Highly
11. Allows the students participate in the discussion of activities. 4.36
Competent
Highly
12. Encourages students to ask questions f seek clarifications about the subject matter. 4.32
Competent
Highly
13. Entertains and answer convincingly questions from students. 4.24
Competent
Highly
14. Communicates effectively. 4.28
Competent
Highly
15. Helps learners interpret and apply research in nursing practices. 4.34
Competent
Highly
Management of Student Welfare 4.34
Competent
16. Employs advising and counseling strategies that helps the learner to meet learning Highly
4.26
objectives/goals. Competent
Highly
17. Evaluates students’ performance through tests and other means of assessments. 4.38
Competent
Highly
18. Provides students with opportunities to think critically, creativity and reflectively. 4.40
Competent
19. Ensure safe and appropriate physical learning environments in classroom conditions Highly
4.30
such as space, light, temperature, desk arrangement and number of students. Competent
Highly
Teaching and Learning in the Clinical Area 4.33
Competent
Highly
20. Facilitates a safe learning environment in the clinical setting. 4.32
Competent
Highly
21. Fosters individualized experiential learning. 4.34
Competent
22. Facilitates clinical reasoning among diverse learners who may have different learning Highly
4.32
styles and unique leaning needs. Competent
Highly
Leadership and Advocacy 4.35
Competent
23. Advocates for education and practice environments that have the organizational and Highly
4.34
human support systems and the resource allocations necessary for safe, competent Competent
24. Uses a variety of advocacy strategies to promote nursing education and practice Highly
4.34
including professional, community, human rights, and structural advocacy. Competent
25. Integrates advocacy strategies into the curriculum. 4.40 Highly
Competent
26. Identify opportunities for positive change and effectively manage the change process Highly
4.34
both at individual and organizational levels Competent
Highly
27. Demonstrate leadership to improve nursing education and practice. 4.34
Competent
Highly
Overall 4.31
Competent
Table shows the overall computed mean teaching competency of nurse educators
of UHPSD. 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.
Generally, the overall computed teaching competence of the nurse educators was
4.31 which are interpreted as highly competent. These results mean that the nurse
educators of University of Perpetual Help System DALTA are highly competent in
teaching.
This means that the teaching competency of nurse educators in the University of
Perpetual Help System – DALTA are highly competent in teaching according to the
student nurses.
This World Health Organization: Nurse Educator Core Competencies, 2016 that a
competent nurse educator should have the knowledge, skills and attitudes. The College
of Nursing is dedicated to excellence in nursing education through warm and competent
care of individuals, families, groups, and communities and lifelong pursuit of learning,
growth, and innovation. They are composed of highly qualified and extensively
experienced educators and clinicians devoted to excellence in the holistics development
of students as compassionate, caring, and competent nurses.
Problem 3. What is the level of caring attitude of student nurses of University of
Level of Caring Attitude of Student Nurses of UPHSD
Mean was utilized to determine the level of caring attitude of student nurses of UPHSD.
Table 2.
Level of Caring Attitude of Student Nurses of UPHSD
Caring Attitude of Nurses Students Mean Interpretation
1. Attentively listen to my patient. 4.68 Highly Caring
2. Give instructions and health teaching to my patient. 4.34 Highly Caring
3. Treat my patient as a unique individual. 4.46 Highly Caring
4. Spend time with my patient to ensure trust. 4.34 Highly Caring
5. Use therapeutic touch to my patient to convey caring. 3.92 Caring
6. Give hope to my patient. 4.12 Caring
7. Give my patient pertinent information so that he/she can make

4.24 Highly Caring
decision clearly.
8. Provide support for my patient. 4.26 Highly Caring
9. Call my patient in his/her preferred name. 4.40 Highly Caring
10. Am always honest to my patient. 4.28 Highly Caring
11. Am empathetic on my patient. 4.28 Highly Caring
12. Use soft, gentle voice to my patient. 4.70 Highly Caring
13. Professionally demonstrate my knowledge and skills. 4.50 Highly Caring
14. Am cheerful to my patient. 4.42 Highly Caring

15. Allow my patient to express feelings about his/her disease and
4.44 Highly Caring
treatments.
16. Encourage my patient to participate in his/her plan of care. 4.54 Highly Caring
17. Treat my patient’s information confidentially. 4.72 Highly Caring
18. Talk to my patient. 4.54 Highly Caring
19. Encourage my patient to call if there are problems. 4.52 Highly Caring
Overall 4.41 Highly Caring
Item number 5 is the lowest which states that student nurses least to use
therapeutic touch to patient to convey caring and item number 17 is the highest which
states 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 UPHSD as 4.41 which is interpreted as highly caring.
This means that the student nurses of University of Perpetual Help System
DALTA are highly caring.
Nightingale who defines the effects of energetic healing environment, placed
touch application was firmly in the center of nursing practice. In the clinical area in the
hospital, clinical instructors trained the student nurses to be professional. The use of
therapeutic touch can help to reduce the pain and anxiety of patient.
Problem 4. Is there a significant difference on the teaching competency of nurse
educators of University of Perpetual Help System DALTA as perceived by the student
nurse when they were grouped according to age, gender and year level?
Hypothesis: There is no significant difference on the teaching competency of
nurse educators of University of Perpetual Help System DALTA as perceived by the
student nurse when they were grouped according to age, gender and year level.
Nurses in terms of Age
F-test was used to determine the significant difference according to age. Age was
further categorized as 16 – 20 years old, 21 – 25 years old, 26 – 30 years old, 31 – 35
years old and 36 – 40 years old.
Table 3.
Nurses in terms of Age
Source of Sum of Mean F -

df Significance
Variation Squares Square value
Between Groups 0.987 4 0.247

0.825 0.516
Within Groups 13.453 45 0.299
Total 14.440 49
Table shows the overall computed F – value as 0.825 with 0.516 significant levels
which is greater than the 0.05 level of significance. The null hypothesis that there is no
significant difference on the teaching competency of nurse educators of University of
Perpetual Help System DALTA as perceived by the student nurse when they were
grouped according to age is accepted.
This finding means that there was no significant difference on the teaching
competency of nurse educators of University of Perpetual Help System – DALTA as
perceived by the student nurses when they were grouped according to age.
Nurses in terms of Gender
T-test was used to determine the significant difference according to gender.
Gender was further categorized as male and female.
Table 4.
Nurses in terms of Gender
Gender N Mean SD df t - value Significance
Male 9 4.548 0.405

48 1.506 0.139
Female 41 4.251 0.558
Table shows the overall computed t – value as 1.506 with 0.139 significant level

grouped according to gender is accepted.
The finding means that there is no significant difference on the teaching
competency of nurse educators of University of Perpetual Help System DALTA as
perceived by the student nurse when they were grouped according to gender.
Nurses in terms of Year Level
T-test was used to determine the significant difference according to year
level. Gender was further categorized as 3rd year and 4th year.
Table 5.
Nurses in terms of Year Level
Year Level N Mean SD df t - value Significance
3rd Year 24 4.530 0.571

48 3.057 0.004
4th Year 26 4.096 0.429
which is less than the 0.05 level of significance. The null hypothesis that there is no

grouped according to year level is rejected.
The findings means that the year level influences the level of caring attitude of
student nurse when group according to year level. Further, it shows that those who
belong to 4th year have lower level of caring attitude than 3rd year.
Problem 5. Is there a significant difference on the level of caring attitude of
student nurses of University of Perpetual Help System DALTA when they were
grouped according to age, gender and year level?
Hypothesis: There is no significant difference on the level of caring attitude of
student nurses of University of Perpetual Help System DALTA when they were
grouped according to age, gender and year level.
Level of Caring Attitude of Student Nurses of UPHSD in terms of Age
Table 6.
Level of Caring Attitude of Student Nurses of UPHSD in terms of Age
Source of Sum of Mean

df F - value Significance
Variation Squares Square
Between Groups 0.345 4 0.086

0.591 0.671
Within Groups 6.562 45 0.146
Total 6.906 49
Table shows the overall computed F – value as 0.591 with 0.671 significant level
significant difference on the level of caring attitude of student nurses of University of
Perpetual Help System DALTA when they were grouped according to age is accepted.
The finding means that there is no significant difference on the level of caring
attitude of student nurses of University of Perpetual Help System DALTA when they
were grouped according to age.
Level of Caring Attitude of Student Nurses of UPHSD in terms of Gender
Table 7. Level of Caring Attitude of Student Nurses of UPHSD in terms of Gender
Gender N Mean SD df t – value Significance
Male 9 4.416 0.496

48 0.085 0.932
Female 41 4.404 0.351
Perpetual Help System DALTA when they were grouped according to gender is
accepted.
were grouped according to gender.
Level of Caring Attitude of Student Nurses of UPHSD in terms of Year Level
Table 8. Level of Caring Attitude of Student Nurses of UPHSD in terms of Year
Level
Year Level N Mean SD df t - value Significance
3rd Year 24 4.515 0.435

48 2.039 0.047
4th Year 26 4.305 0.283
which is less than the 0.05 level of significance. The null hypothesis that there is no
Perpetual Help System DALTA when they were grouped according to year level is
rejected.
were grouped according to year level.

Problem 6. Is there a significant relationship between the teaching competency of
nurse educators and the level of caring attitude of student nurses of University of
Hypothesis: There is no a significant relationship between the teaching
competency of nurse educators and the level of caring attitude of student nurses of
University of Perpetual Help System DALTA.
Relationship between the Teaching Competency of Nurse Educators and Level of
Caring Attitude of Student Nurses of UPHSD
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 UPHSD.
Table 9.
Relationship between the Teaching Competency of Nurse Educators and Level of
Caring Attitude of Student Nurses of UPHSD
Pearson r
Aspect Mean Interpretation P - value Remarks
– value
Teaching
Moderate
Competency 4.31 0.54 0.000052 Significant
Correlation
of Nurse
Educators
Caring
Attitude of
4.41
Nursing
Students
Table shows the overall computed Pearson r – value as 0.54 which verbally
interpreted as moderate correlation. This means that there exist a moderate relationship
between the teaching competency of nurse educators and the caring attitude of student
nurses of University of Perpetual Help System DALTA. Hence the computed P – value
is 0.000052 which is less than the 0.05 level of significance. The null hypothesis that
there is no a significant relationship between the teaching competency of nurse
Help System DALTA is rejected.
This implies that there exist a moderate relationship between the teaching
competency of nurse educators and the caring attitude of student nurses of University of
Perpetual Help System – DALTA. Thus, the result could mean that is the teacher
competency increases the caring attitude of student nurses increases as well.
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 in relation to the
results of the gathered data concerning the relationship between the teaching
competency of nurse educators and student nurses’ caring attitude of University of
Perpetual Help System DALTA.
SUMMARY
This study sought to determine the level of competency of nurse educators and
caring attitude of student nurses in the University of Perpetual Help System – DALTA.
Specially, it aimed to answer the following questions:
1. What is the profile of the student nurses of University of Perpetual Help- System
DALTA when grouped according to age, gender, and year level?
2. What is the perception of teaching competency of the nurse educators of University
of Perpetual Help- System DALTA as perceived by the students?
3. What is the level of the caring attitude of student nurses of University of Perpetual
Help- System DALTA?
4. Is there a significant difference on the teaching competency of nurse educators of
when they were grouped according to age, gender and year level?
5. Is there a significant difference on the level of caring attitude of student nurses of

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 University of
The study used qualitative descriptive research design to determine the (a)
perception of teaching competency of the nurse educators of University of
Perpetual Help System – DALTA as perceived by the students, (b) level of the
caring attitude of student nurses of University of Perpetual Help- System
DALTA, (c) relationship between the teaching competency of nurse educators
and the level of caring attitude of student nurses of University of Perpetual Help
System DALTA. Purposive sampling was used to choose the 50 respondents from
the different campuses of University of Perpetual Help System – DALTA.
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 University of
Perpetual Help System – DALTA.
T – test was used to find out the significant difference on the teaching
competency of nurse educators of University of Perpetual Help System DALTA
as perceived by the student nurse when they were grouped according to gender
and year level.
F – test was used to determine the significant difference on the level of
teaching competency of nurse educators and the caring attitude of student nurses
of University of Perpetual Help System DALTA when they were grouped
according to 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 University of Perpetual Help
System DALTA.
FINDINGS
Based on the gathered data, the following findings were revealed:
1. It was found out that the profile of student nurses of University of Perpetual Help
System DALTA were as follows: they were from the age group 16 – 220 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
interpreted as highly competent. These results mean that the nurse educators of
University of Perpetual Help System DALTA are highly competent in teaching.
3. The overall computed mean value for the level of caring attitude of the student nurses
of UPHSD as 4.41 which is interpreted as highly caring. It means that the student
nurses of University of Perpetual Help System DALTA are highly caring.
4. The null hypothesis that there is no significant difference on the teaching competency
of nurse educators of University of Perpetual Help System DALTA as perceived by
the student nurse when they were grouped according to age is accepted as shown in
the overall computed F – value as 0.825 with 0.516 significant level which is greater
than the 0.05 level of significance.
the student nurse when they were grouped according to gender is accepted as shown
in the overall computed t – value as 1.506 with 0.139 significant level which is
greater than the 0.05 level of significance.
the student nurse when they were grouped according to year level is rejected as
shown in the overall computed t – value as 3.057 with 0.004 significant level which is
less than the 0.05 level of significance.

7. The null hypothesis that there is no significant difference on the level of caring attitude
of student nurses of University of Perpetual Help System DALTA when they were
grouped according to age is accepted as shown in the overall computed F – value as
0.591 with 0.671 significant level which is greater than the 0.05 level of significance.
of student nurses of University of Perpetual Help System DALTA when they were
grouped according to gender is accepted as shown in the overall computed t – value
as 0.085 with 0.932 significant level which is greater than the 0.05 level of
significance.
of student nurses of University of Perpetual Help System - DALTA when they were
grouped according to year level is rejected as shown in the overall computed t – value
as 2.039 with 0.047 significant level which is less than the 0.05 level of significance.
10. The overall computed Pearson r – value as 0.54 which verbally interpreted as
moderate correlation. This means that there exist a moderate relationship between the
teaching competency of nurse educators and the caring attitude of student nurses of
University of Perpetual Help System - DALTA. The null hypothesis that there is no a
significant relationship between the teaching competency of nurse educators and the
level of caring attitude of student nurses of University of Perpetual Help System -
DALTA is rejected as shown in the computed P – value is 0.000052 which is less
than the 0.05 level of significance

CONCLUSIONS
Based on the findings, the following conclusions were drawn:
1. It was concluded that the profile of student nurses of University of Perpetual Help
System - DALTA who were present during the conduct of this study were as follows;
they were from the age group 16 – 20 year old, female and currently fourth year
students.
2. The nurse educators of University of Perpetual Help System - DALTA are highly
competent in teaching.
3. The student nurses of University of Perpetual Help System - DALTA are highly
caring.
4. There was no significant difference on the teaching competency of nurse educators of
University of Perpetual Help System DALTA as perceived by the student nurse when
they were grouped according to age and gender. However, significant was obtained
when they were grouped in terms of year level.
5. There was no significant difference on the level of caring attitude of student nurses of
age and gender. However, significant was obtained when they were grouped in terms
of year level.
6. There was a significant relationship between the teaching competency of nurse
Help System DALTA.
85
RECOMMENDATIONS
The following recommendations are proposed by the researcher:
Students. The researcher recommends for the students to continue conducting
research and get a bigger scope and add questions regarding contributing factors that
can affect the teaching competency of teaching educators.
Dean and Faculty. The researcher recommends the Dean and Faculty to have
seminars about caring attitude.
Future Researchers. The researcher recommends the future researcher to make
further researches on the updates, progression and implementation of the teaching
competency of nurse educators and the caring attitude of student nurses.
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clinical placements: the peer support initiative. Nurse Education Today.
APPENDICES
A. LETTER OF PERMISSION
B. SAMPLE QUESTIONNAIRE
Informed Consent
I, _______________________________, ______, age, and a resident of
_______________________________ after having been explained of the purpose of
the study and my rights as a respondent do hereby agree to participate in the study
from 2017 to 2018.
I am aware that I have the right to answer those that I know and like and to
refuse to answer those I don’t know and dislike, and to terminate my participation
anytime I want.
I am also assured of anonymity of my identity, protection of my welfare and
benefits should there any as a result of the research.
Done this on __________ 2017 at _________________________________.

______________________________
SIGNATURE OVER PRINTED NAME
-----------------------------------------------------------------------------------------------------
The Instrument
Dear respondents,
Greetings!
I, Jaine Nicolle E. Ballon, currently a 3rd year students who is presently
conducting a research study on “Teaching Competency of Nursing Educators and

Caring Attitude of Nursing Students of University of Perpetual Help- System Dalta”
as part of the requirements in the degree of Bachelor of Science in Nursing.
In this regard, I am asking for your full cooperation in answering the attached
survey questionnaire. Your answers will be of great help in fulfilling this study. Rest
assures that your answers will be kept confidential. God blessed and thank you very
much!!!
Respectfully Yours,
Jaine Nicolle E. Ballon
Researcher
Part I. Demographic Data. Please put a check (/) that corresponds to your data.
1 Name (Optional)
2. Gender
Male . Female
3. Age
16 – 20 21 - 25
26 – 30 31 – 35
36 – 40 41 Above
4. Year Level
3rd Year 4th Year
TEACHING COMPETENCY OF THE NURSE EDUCATORS AS PERCEIVED
BY THE STUDENTS:
Directions: To maintain quality teaching and instruction, please check the number that
you believe best describes the instructor/professor in what is asked in each item.
5 – Highly Competent 2 – Somewhat Competent
4 – Competent 1 – Not Competent
3 – Uncertain
Teaching Skills 5 4 3 2 1
My professor…
28. shows mastery of the subject/course to be discussed
29. explains he lessons clearly.
30. uses examples or illustrations for the better understanding of the students
31. uses knowledge gained through clinical practice to maintain and improve nursing
curricula.
32. relates lessons to reality, and on clinical settings for the students understanding.
33. uses technology or teaching aids/devices to excite and sustain students interest.
34. makes use of different strategies to develop the daily lessons.
35. gives follow-up work and further learning activities through assignments, reading,
library work, projects and researches.
36. plans appropriate learning experiences for the students.
37. enacts best practices for the students learning.
Communication Skills 5 4 3 2 1
My professor…
38. allows the students participate in the discussion of activities.
39. encourages students to ask questions f seek clarifications about the subject matter.
Communication Skills 5 4 3 2 1
My professor…
40. entertains and answer convincingly questions from students.
41. communicates effectively.
42. helps learners interpret and apply research in nursing practices.
Management of Student Welfare 5 4 3 2 1
My professor…
43. employs advising and counseling strategies that helps the learner to meet learning
objectives/goals.
44. evaluates students’ performance through tests and other means of assessments.
45. provides students with opportunities to think critically, creativity and reflectively.
46. ensure safe and appropriate physical learning environments in classroom
conditions such as space, light, temperature, desk arrangement and number of
students.
Teaching and Learning in the Clinical Area 5 4 3 2 1
My professor…
47. facilitates a safe learning environment in the clinical setting.
48. fosters individualized experiential learning.
49. facilitates clinical reasoning among diverse learners who may have different
learning styles and unique leaning needs.
Leadership and Advocacy 5 4 3 2 1
My professor…
50. advocates for education and practice environments that have the organizational
and human support systems and the resource allocations necessary for safe,
competent
51. uses a variety of advocacy strategies to promote nursing education and practice
including professional, community, human rights, and structural advocacy.
52. integrates advocacy strategies into the curriculum.
53. identify opportunities for positive change and effectively manage the change
process both at individual and organizational levels
54. demonstrate leadership to improve nursing education and practice.
CARING BEHAVIOR OF STUDENT NURSES:
Directions: As a student nurse, we do many things when caring for patient. Below are
the list of responses that may represent nurse caring behaviors. Please read each phrase
and indicate use the scale provided to select your answer. Circle the number you select
after reading each item.
5 – Always 2 – Seldom
4 – Often 1 – Never
3 – Sometimes
As a student nurse, I.. 5 4 3 2 1
1. attentively listen to my patient.
2. give instructions and health teaching to my patient.
3. treat my patient as a unique individual.
4. spend time with my patient to ensure trust.
5. use therapeutic touch to my patient to convey caring.
6. give hope to my patient.
7. give my patient pertinent information so that he/she can make decision
clearly.
8. provide support for my patient.
9. call my patient in his/her preferred name.
10. am always honest to my patient.
11. am empathetic on my patient.
12. use soft, gentle voice to my patient.
13. professionally demonstrate my knowledge and skills.
14. am cheerful to my patient.
15. allow my patient to express feelings about his/her disease and
treatments.
16. encourage my patient to participate in his/her plan of care.
17. treat my patient’s information confidentially.
18. talk to my patient.

19. encourage my patient to call if there are problems.
PROOFS OF VALIDATION OF INSTRUMENT
Detailed Computations
Teaching Competency of Nurse Educators
ANOVA
Competency
Sum of df Mean F Sig.
Squares Square
Between
.987 4 .247 .825 .516
Groups
Within Groups 13.453 45 .299
Total 14.440 49
Competency
Duncan
Age N Subset for
alpha = 0.05
16 - 20 year
37 4.2241
old
26 - 30 year
4 4.4450
old
31 - 35 year
3 4.4933
old
21 - 25 year
4 4.6000
old
36 - 40 year
2 4.6300
old
Sig. .379
Means for groups in homogeneous subsets
are displayed.
a. Uses Harmonic Mean Sample Size =
3.675.
b. The group sizes are unequal. The
harmonic mean of the group sizes is used.
Type I error levels are not guaranteed.
Group Statistics
Gender N Mean Std. Std. Error
Deviation Mean
Male 9 4.5478 .40524 .13508
TCNE
Female 41 4.2507 .55846 .08722
Independent Samples Test
Levene's t-test for Equality of Means
Test for
Equality of
Variances
F Sig. t df Sig. Mean Std. 95%
(2- Differ Error Confidence
tail ence Differe Interval of
ed) nce the
Difference
Lower Up
per
Equ
al
vari
.43 1.50 .13 .2970 - .69
anc .610 48 .19729
9 6 9 5 .09964 373
es
assu
med
TCN
Equ
E
al
vari
anc 1.84 15.52 .08 .2970 - .63

.16079
es 7 1 4 5 .04467 876
not
assu
med
Group Statistics
Year N Mean Std. Deviation Std. Error
Mean
TCNE 3rd Year 24 4.5300 .57090 .11654

4th Year 26 4.0958 .42851 .08404
Test for
Equality
of
Variances
F Sig t df Sig. Mean Std. 95%
. (2- Differenc Error Confidence
tailed e Differenc Interval of
) e the
Difference
Lowe Uppe
r r
Equal
variance 3.62 .06 3.05 .7198 .7198

48 .004 .43423 .14205
s 8 3 7 3 3
TCN assumed
E Equal
variance 3.02 42.55 .7240 7240

.004 .43423 .14368
s not 2 4 7 7
assumed
Caring Attitude of Nursing Students
ANOVA
Caring
Sum of df Mean Square F Sig.
Squares
Between Groups .345 4 .086 .591 .671
Within Groups 6.562 45 .146
Total 6.906 49
Caring
Duncan
Age N Subset for alpha =
0.05
21 - 25 year old 4 4.2775
16 - 20 year old 37 4.3814
31 - 35 year old 3 4.4933
26 - 30 year old 4 4.5675
36 - 40 year old 2 4.6600
Sig. .235
Means for groups in homogeneous subsets are displayed.
a. Uses Harmonic Mean Sample Size = 3.675.
b. The group sizes are unequal. The harmonic mean of the group sizes is
used. Type I error levels are not guaranteed.
Group Statistics
Gender N Mean Std. Std. Error
Deviation Mean
Caring Male 9 4.4156 .49589 .16530

Female 41 4.4037 .35136 .05487
Test for
Equality
of
Variance
F Sig t df Sig. Mean Std. 95%
. (2- Differe Error Confidenc
taile nce Differe e Interval
d) nce of the
Difference
Low Up
er per
Equal
varian -
2.2 .14 .08 .29
ces 48 .932 .01190 .13962 .268
57 0 5 262
assum 83
Carin ed
g Equal
varian -
.06 9.8 .40
ces not .947 .01190 .17417 .377
8 37 084
assum 04
ed
Group Statistics
Year N Mean Std. Std. Error
Deviation Mean
3rd Year 24 4.5150 .43477 .08875

Caring
4th Year 26 4.3050 .28344 .05559
Test for
Equality of
Variances
F Sig. t df Sig Mean Std. 95%
. Differ Error Confidence
(2- ence Differ Interval of
tail ence the
ed) Difference
Low Uppe
er r
Equal
varian
5.54 .02 2.03 .04 .1030 .002 .4171
Caring ces 48 .21000
6 3 9 7 1 89 1
assum
ed
Equal
varian
-
ces 2.00 39.05 .05 .1047 .4218
.21000 .001
not 5 6 2 2 0
80
assum
ed

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TEACHING COMPETENCY OF NURSING EDUCATORS AND CARING

ATTITUDE OF NURSING STUDENTS OF UNIVERSITY OF PERPETUAL

HELP SYSTEM - DALTA

The Faculty of the College of Nursing

University of Perpetual Help System-DALTA, Molino Campus

Molino, Bacoor, Cavite

Of the Requirements for the Degree

Bachelor of Science in Nursing

BALLON, JAINE NICOLLE E.

This thesis entitled

Approved by the Committee on Oral Examination Committee with a grade of ______

JENNIFER O. LEDESMA MARK ANTHONY G. TORIO

Accepted in partial fulfilment of the requirements of the degree of Bachelor of Science

guidance, directions, and insights for the completion of this study.

throughout the completion of this study.

JENNIFER O. LEDESMA, RN, MAN, for her ideas, suggestions, and

constructive criticism as member of the panel.

MARK ANTHONY G. TORIO, RRT, DPHEd, MAEd, for his

as the head of the Research and Development Center.

MR. ELISEO TALLA, for his expertise on statistical treatment of data.

academic achievement would not be accomplished.

TABLE OF CONTENTS vii

CHAPTER 1: THE PROBLEM AND REVIEW OF RELATED LITERATURE

Theoretical Framework and Conceptual Framework

Significance of the study 22

Scope and delimitation 23

Respondents of the study 27

Data gathering procedure 30

Statistical treatment of data

CHAPTER 4: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

1. Level of Acceptance in Palliative Care of the Middle Aged 44

Clients with Chronic Illness

2. Level of Acceptance in Death and Dying of the Middle Aged 47

Clients with Chronic Illness

Clients with Chronic Illness in terms Civil Status

4. Level of Acceptance in Palliative Care of the Middle Aged 51

Clients with Chronic Illness in terms Educational Attainment

5. Level of Acceptance in Palliative Care of the Middle Aged 52

Clients with Chronic Illness in terms of Family Structure

6. Level of Acceptance in Palliative Care of the Middle Aged 53

Clients with Chronic Illness in terms Gender

7. Level of Acceptance in Palliative Care of the Middle Aged 54

Clients with Chronic Illness in terms Annual Income

8. Level of Acceptance in Palliative Care of the Middle Aged 55

Clients with Chronic Illness in terms Religion

9. Level of Acceptance in Death and Dying of the Middle Aged

Clients with Chronic Illness in terms Civil Status

10. Level of Acceptance in Death and Dying of the Middle Aged

Clients with Chronic Illness in terms Educational Attainment

11. Level of Acceptance in Death and Dying of the Middle Aged

Clients with Chronic Illness in terms Family Structure

Clients with Chronic Illness in terms Gender

13. Level of Acceptance in Death and Dying of the Middle Aged

Clients with Chronic Illness in terms Annual Income

14. Level of Acceptance in Death and Dying of the Middle Aged

Clients with Chronic Illness in terms Religion

15. Relationship between the Level of Acceptance in Palliative 62

1. The Variable and their Relationships

2. Profile of Respondents in terms of Civil Status