Chapter1-3 With Page Numbers

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Exciting and challenging, nursing education demands

much of the students time and energy. Nursing, after all, is a

profession that requires patience and commitment to ensure

comfort and wellness among patients and promote the patients

beneficial interests.

In the Philippines, board examination is required to test the

skills and theories learned by nursing graduates. To improve its

students performance, Our Lady of Fatima University sponsors a

review program in preparation for the Nursing Licensure

Examination (NLE).

The NLE considers the objectives of the nursing curriculum

and the broad areas of nursing and related disciplines. In order

to pass, an examinee must obtain a 75% minimum general

average, with a 60% minimum rating in each test subject.

For years, however, a great percentage of nursing

graduates flunk the NLE. In fact, the December 2010 NLE

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produced the lowest percentage of board passers in NLEs

history.

This prompted the government to focus its attention on

nursing schools and their strict compliance to Commission on

Higher Education regulations. Review centers were also looked

into due to reports of test-questions leakage from the

Professional Regulation Commission.

These actions are done by the government to ensure

credibility to the nursing profession inasmuch as the patients life

depends on the nurses skills and technical know-how.

The focus on review institutions, however, misses the fact

that NLE takers include those who did not enroll in review

programs. Unfortunately, self-reviewees have no record of their

passing percentage, having no stable organization to account for

it.

The present study is conducted on graduating Nursing

Students of Our Lady of Fatima University, Quezon City. It aims

to gain insight about who between self-reviewees and review-

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center-enrollees are more prepared and confident before taking

the NLE.

Statement of the Problem

This study is an attempt to identify the Perception of

graduating nursing students of our Lady Fatima University,

Quezon City on the Preparedness of self Reviewees or enrolling

in the Review Centers before Taking the Nursing Licensure

Examination.

1. What are the factors affecting the students who are going to

take the nursing licensure examination?

a.)Family

b.)Peers

c.) Economic status

2. Where would nursing graduates benefit best before taking

the NLE, avail of a review center or simply self-review?

3. How prepared are the students enrolled in review center and

those who are self studying?

4. Is there any significant difference between the self-

preparedness among the nursing graduates enrolled in

review centers and self-studying?

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Hypothesis of the Study

Null Hypothesis

- There is no significant difference between the

preparedness among the graduating nursing students enrolled in

review centers and self-studying.

Alternative Hypothesis

- There is significant difference between the preparedness

among the graduating nursing students enrolled in review

centers and self-studying.

Significance of the Study

Specifically, the outcome of this study is beneficial to the

following:

To the graduating nursing students of Our Lady of Fatima

University, Quezon, City to be able to know which is better

between the two methods of review;

To the school to better equip their students in cultivating

preparedness before taking the NLE exams;

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To the professors to give enlightenment and discernment to

their students as to what is best to avail;

To the future researchers to come up with an appropriate data

supported with studies and researches on the angles and scopes

of each methods for the students to analyze;

To the parents to be able to guide their children in choosing

what method is best to use.

Scope and Limitation of the Study

The study will focus on describing the preparedness

utilized by level IV Bachelor of Science in Nursing regular

students in the 2nd semester of school year 2011 - 2012 before

taking the Nursing Licensure Exam enrolled in Our Lady of

Fatima University Quezon City - College of Nursing, the data

which will be utilized in this study will be gathered from the

nursing students through a modified questionnaire. Limitations of

the study include limited Philippine-based resources about exam

preparedness, specifically in the nursing course.

This research does not include non-graduating nursing

students since they havent finished yet the course; it also

does not include differences between the preparedness utilized

by different year levels in Our Lady of Fatima University Quezon

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City - College of Nursing since each level has different workloads

and activities.

Definition of Terms

Analysis - The separation of an intellectual or material whole into

its constituent parts for individual study.

Background - Information that is essential to understanding a

situation or problem.

BONBON Stands for the Board of Nursing, the special group of

people that is mandated by the government to prepare licensure

examinations and serves as a regulatory agency, which enforces

legislation regulating the nursing practice in the Philippines.

Data - Factual information, especially information organized for

analysis or used to reason or make decisions.

Factors - An element or cause that contributes to a result.

Findings A conclusion reached after examination or

investigation.

Framework- A fundamental structure, as for a written work.

Hone To bring something to state of increased intensity,

excellence, especially over a period of time.

Interpretation - Explanation, as of the environment, a historical

site, etc., provided by the use of original objects, personal

experience, visual display material, etc.

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Interview - A formal meeting in person, especially one arranged

for the assessment of the qualifications of an applicant.

Knowledge - Awareness, consciousness, or familiarity gained by

experience or learning.

Methods - A way of doing something, especially a systematic

way; implies an orderly logical arrangement (usually in steps).

NLE Acronym for Nursing Licensure Examinations, the other

term for board examination. It is a 500-item multiple choice

exam to test basic nursing level competency which considers the

objectives of the nursing curriculum, the broad areas of nursing

and other related disciplines and competencies. It is held twice a

year, every June and December.

Paradigm - A set of assumptions, concepts, values, and practices

that constitutes a way of viewing reality for the community that

shares them, especially in an intellectual discipline.

Perception - Recognition and interpretation of sensory stimuli

based chiefly on memory.

PRC Acronym for Philippine Regulatory Commission; the agency

regulating and screening individuals who desire to be licensed

professional and practitioners.

Preparedness - The state of being prepared or ready, esp.

militarily ready for war.

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Profile - Chart showing the number of people as a function of

their ages.

Respondents - One who responds to specific question or group of

questions ask.

Survey- A gathering of a sample of data or opinions considered

to be representative of a whole.

Understanding - The ability to learn, judge, make decisions, etc.;

intelligence or sense.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

After the war and many other events that require health

care, a nursing course was established; and to ensure credibility

and responsibility of nurses to conduct nursing practice, a

Nursing Licensure Examination was implemented. In 1905, the

University Of California Board Of Regents was given power by the

Legislature to set standards, administer examinations, approve

educational programs, issue certificates, and revoke certificates

of RNs. Use of title "registered nurse" without certification was a

misdemeanor. In 1913, the US Legislature formed Bureau of

Registration of Nurses under the State Board of Health. The

Bureau was charged with administering the examinations,

registering qualified registered nurses, accrediting nursing

schools, and revoking licenses of nurses found to be unsafe to

practice. Finally, in 1927, the Bureau of Registration of Nurses

was placed within the Department of Health under the State

Board of Public Health.

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Local Literature

In the Philippines, the Board of Nurse Examiners was

created by legislation within the Department of Professional and

Vocational Standards in the year 1939. The mandatory Nursing

Practice Act was established, regulating nursing through

licensure of a defined scope of practice. Five registered nurse

board members were appointed by the Governor. The first

Nursing Board Examinations was instituted in 1946 but it was

first called the 1946 State Board Test Pool Exam (SBTPE). In

1961, Board's name was changed to Board of Nursing Education

and Nurse Registration. One public board member was added. In

1975, the Board's name was changed to current Board of

Registered Nursing. The Nursing Practice Act was amended

significantly to provide the current description of nursing.

Certification of nurse midwives was established. 1977, to

improve the quality of the Nursing Board Examinations, Board

member composition was established composing of three public

members, three direct patient care RNs, one RN educator, one

RN administrator, and one physician. And in 1978, voluntary

certification of nurse practitioners was also established and

continuing education became mandatory for license renewal. In

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1993 Certification of public health nurses transferred from

Department of Health Services to Board of Registered Nursing

Legal Basis of Nursing Licensure Exam Article IV, Section 12 of

the Philippines Republic Act No. 9173, states that all applicants

for the license to practice the nursing profession shall be

required to pass a written examination, which shall be given by

the Board of Nursing in such places and dates as may be

designated by the Philippine Regulatory Commission, provided

that it shall be accordance with the Republic Act No. 8981,

otherwise known as the PRC Modernization Act of 2000.

Foreign Study

There is no right or wrong in choosing to follow a self-

review or going to a review center. The choice is entirely

personal and depends on what you think will be effective to help

you study. Finances are also another consideration which factors

into the decision between self-review or a review center.

Examining the pros and cons of each would be a good way to

decide if either or both is suitable to your needs. The ultimate

decision is yours.

Review centerscost money. This depends on the type of

review center and where it is located. Generally review centers

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in the city cost more than those in sub-urban locations. If one

decides to attend a review center outside of their place of

residence, then they would need to take on the cost of

dormitories or boarding houses, transportation, food, and other

living expenses on top of the cost for the basic review

fees. Another consideration about joining a review center is

convenience and practicality. If the review center is located far

away, you could be away from your family for more than 6

months. Hence emotional anxietymay affect your review.

Choosing a review center closer to home will reduce the worries

and stress of finances and emotions. Review centers also work

on a set schedule. This can be awkward for fixing schedules as

the times for the review centers are usually not flexible. There

are also rules which students are expected to abide by at these

centers. Oftentimes it may feel a wee bit too structured.

The school settingmay also feel strange during vacation months.

Quality instructionand good guidance are two bonuses

acquired at review centers. The review leaders are

knowledgeable about the type of tests that will be administered

and thereby pattern the reviews to learn the skills so their

students will excel at the exams. Some of the skills which will be

honed at the review centers include problem-solving techniques,

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critical thinking skills, and answering strategies. Some centers

may even be able to customize the program according to the

students needs.

Self-study is more cost-effective. You will not have any

expenses for fees, transportation and other costs which you will

encounter if you decide to attend a review center. You have the

luxury of studying at your own time and at your own pace. There

is no pressure to choose a review center. And you will not have

any emotional anxieties to further worry you which may destruct

your attention during the review.

However, self-study demands discipline. You have to have

discipline to manage your time to allot to studying. Confidence

is also necessary. You need confidence to admit if you need

more help or if you think you have studied sufficiently.

Resourcefulness is also imperative. You need to be able to

manage finding other sources if you need to supplement your

study material. Each and every one of us has our own style of

studying. However there are guidelines suggested for self-study.

The following is from Howard Richmans 11 free study tips:

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1. Study in Short, Frequent Sessions. It has been proven that

short bursts of concentration repeated frequently are much more

effective than one long session. So, even if you only have 10

minutes, DO IT. Take a break. Then study another 10 minutes.

This distributed learning approach is highly efficient because it

honors the way the brain likes to work. The brain needs recovery

and recharging time for protein synthesis. The rest periods are

when your brain assimilates your effort. They are a powerful tool

which many teachers do not acknowledge. To sit and study for

hours and hours is not only boring; it creates fatigue, stress, and

distraction. You cannot learn if you are fatigued, stressed, and

distracted!

2. Take Guilt-Free Days of Rest. This follows the same

principle as above, but on a longer, daily time cycle. The reason

for resting is to refresh oneself. However, if you feel guilty (I

really should be studying) then your precious rest period has

been used to create more stress. The brain will not absorb new

data if it is stressed. On days off from studying, really enjoy

yourself and do not feel bad about not studying.

3. Honor Your Emotional State. Do not study if you are tired,

angry, distracted, or in a hurry. When the brain is relaxed, it is

like a sponge and it naturally absorbs data without effort. If you

are emotionally stressed, your brain literally repels data. Forcing

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yourself to sit and study when your mind is on other things is a

complete waste of time!

4. Review the Same Day. When you learn something new, try

to go over the points the same day. If you wait a few days and

then make efforts to review the material, it will seem much less

familiar. However, a quick review later in the day will tend to

cement the information into your brain so that the next official

studies session; you will recognize it and it will seem easy.

5. Observe the Natural Learning Sequence. Think of the

activities you did when you were in nursery school. Using your

whole arm, you probably performed the song that goes: Put

your right hand in, Put your right hand out. Then, in

kindergarten, using your hand, you might have been asked to

draw lines or circles with crayons. Later, in first grade, now

holding the pencil with your fingers, you drew smaller lines and

circles to create letters. Believe it or not, this natural learning

sequence, moving from large to small, coarse to fine, still

remains effective even though we are now older. When you

study, if you try first to grasp the big picture and then fill in the

details, you often have a more likely chance of success.

6. Use Exaggerations. Why does a baseball batter warm up by

swinging two or three bats? Why do runners sometimes strap

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lead weights to their legs? In both cases, exaggeration during

practice makes the final result seem easy. This concept can be

applied to studying anything. For example, if you are studying

spelling, exaggerate the sound of the letters to help to

remember them. So for studying purposes, naive would be

pronounced NAY -IVY. By getting used to this exaggerated

pronunciation, the correct spelling seems obvious.

7. Prepare Your Study Environment. If you require certain

elements in your environment to help you study, try to always

make these a priority. For example, do you need special lighting,

silence, music, privacy, available snacks, etc.? Pay attention to

what works for you and repeat it each time you study for best

success.

8. Respect Brain Fade. It is normal for the brain to have an

attrition rate and to forget things. This does not mean that you

are stupid! Instead of getting mad about this fact, you should

expect it and deal with it accordingly. See your brain as

depositing layers of knowledge. As you place more information

on top, the lower levels become older and less available to your

immediate recall. The trick here is simply to review. Since we can

anticipate the eventual fading of our memory, creating a review

aspect to our study session will solve the problem. Once every

two or three study sessions, simply review older material that

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you will still need to remember. Often, a quick overview is

sufficient. Sometimes, a complete detailed study session of the

older material is required. Brain fade is completely normal.

(Unless you are gifted with a photographic memory, which is

extremely rare.)

9. Create a Study Routine. Generally, if you schedule certain

times of the day to study, you will get into a routine and

accomplish more. If you just fit it in during your day, chances

are that there will never be any time. An effective way to do this

is to literally mark it down in your datebook calendar as if you

have an appointment, like going to the doctor. For example:

Tuesday 3-4:30 P.M. Study.

10. Set Reasonable Goals. One of the main reasons people do

not reach their goals is because they set them too high. If you

set goals that are manageable, even if they seem too simple,

you get in the habit of accomplishing them and gradually you

can set higher goals. Also, recognize the difference

between long-term and short-term goals. Set your vision on the

long-term dream, but your day-to-day activity should be focused

exclusively on the short-term, enabling steps.

11. Avoid the Frustration Enemy. Ironically, the quicker the

persons nervous system, the faster they learn. Yet, this fast

nervous system also works overtime in being self-critical. So they

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are the ones who always think they arent going fast enough!

In contrast, the Type B, less intense person who learns slower

yet is more self-accepting, ends up ultimately learning the

material in a shorter period of time. This is because he/she

doesnt waste energy blocking, getting upset, and thinking that

theyre not good enough they simply keep moving forward at

a slower (but un-blocked) pace.

Parents, educators, and scientists know that one of the most

potent predictors of adolescents' engagement in aggression or

risky behavior is the extent to which adolescents' friends are

engaging in similar behaviors," said Geoffrey L. Cohen, Ph.D.,

associate professor at the University of Colorado at Boulder. Yet,

he noted, "we know little about how peer influence works, or

about factors that might affect adolescents' vulnerability to peer

influence." To better understand how peer influence works,

Cohen and his co-author, Mitchell J. Prinstein, Ph.D., associate

professor at the University of North Carolina at Chapel Hill, had

adolescents participate in an experimental conversational forum

over networked computers. Instead of real people on the other

end of the computer, however, the teens responded to

computer-generated entities manipulated to appear like either

highly popular/liked classmates or unpopular/unliked classmates.

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The researchers found that adolescents publicly conformed to

the behavior of high-status peers when others viewed their

responses. They also privately internalized the aggressive and

risky attitudes of highly popular/liked peers, endorsing these

attitudes even when their responses were no longer visible to

others.

"The effects of peer influence were remarkably strong," said

Dr. Cohen, "predicting adolescents' aggressive and risky

responses even more than their overall levels of past aggressive

behavior."

The results also suggested that adolescents' social anxiety (i.e.,

their fears about others not liking them) may be one factor

affecting their vulnerability to peer influence. Those high in social

anxiety were especially likely to be influenced by peers, even if

the peers were not highly popular/liked.

"These results offer implications for understanding and

remedying adolescent aggression and risk behavior," said Dr.

Prinstein. "For instance, many interventions try to change

adolescents' aggressive and risk behavior using rational

arguments, persuasive information and fear appeals that

emphasize the negative consequences that follow from such

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behavior. But a more effective route involves changing not

adolescents' own attitudes but their perceptions of the attitudes

of their peers."

"You lead them to think, 'This behavior does not fit with my

group, or with the group to which I want to belong,'" added Dr.

Cohen. Do Not Pressure Yourself With the Expectations of Other

People. You are determined to pass the examination, and what

will people speak of your performance is irrelevant, they are not

the ones that feed you or shouldered your collegiate fees and

expenses. This is your fight not theirs and be sure you are giving

your best shot.

Theoretical Framework

It is noticeable during every exam and even during

preparation for the exam, students feel mild to moderate

anxiety. The fear of failing the exam and the apprehension about

the consequences of the study preparation.

Anxiety is a physiologic state characterized by cognitive,

emotional, and behavioral components. These components

create the feeling one typically recognizes as fear, apprehension

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or worry. Anxiety is often accompanied by physical sensation

(palpitations, chest pain, stomach-aches, headache, etc.).

Sigmund Freud believe that we acquire anxious feeling

through traumatic and stressful experiences (Kozier, 2007).

Anxiety felt by the student during the exam is considered

to be healthy. This causes the stimulation of the brain that will

make it more retentive. NOTE that mild to moderate anxiety is

far different from severe or panic anxiety that would definitely

need medical attention.

Test anxiety is the uneasiness, apprehension or

nervousness felt by the students who have fear of failing the

exam. Sweating, dizziness, headache, increase heart rate,

nausea and fidgeting are all common.

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Conceptual FrameworkFigure 1Figure 1

PERCEPTIONGRADUATING NURSING STUDENTS

PREPAREDNESSSELF-STUDYSELF-STUDY ENROLLED INENROLLED INREVIEWREVIEW

CENTERSCENTERS

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This figure describesThis figure describes that graduatingthat graduatingnursing studentsnursing students possess differentpossess different

behavior asbehavior as categorized into twocategorized into twotypes: Self-study andtypes: Self-study and Enrolling in reviewEnrolling in reviewcenters, respectively.centers, respectively. As the respondents ofAs the respondents ofthe study, graduatingthe study, graduating nursing students arenursing students are

looked up on howlooked up on how their methods of studytheir methods of studyaffect theiraffect their preparedness beforepreparedness before

taking the NLE.taking the NLE.

Theoretical/Conceptual FrameworkTheoretical/Conceptual FrameworkFigure 2Figure 2

PERCEPTION

PREPAREDNESS

GRADUATING NURSING STUDENTS

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Research Paradigm

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NURSING LICENSUR

EXAMINATION

PROCESSPROCESSDistribution of survey forms, interviews, statistical

treatment of the results analysis and interpretation of

data.

INPUTINPUT1. What are the factors affecting the students who are going to take the nursing1. What are the factors affecting the students who are going to take the nursing

licensure examination?licensure examination?

a.) Familya.) Family

b.) Peersb.) Peers

c.) Economic statusc.) Economic status

2. Where would nursing graduates benefit best before taking the NLE, avail of a review2. Where would nursing graduates benefit best before taking the NLE, avail of a review

center or simply self-review?center or simply self-review?

3. How prepared are the students enrolled in review center and those who are self3. How prepared are the students enrolled in review center and those who are self

studying?studying?

4. Is there any significant difference between the preparedness among the nursing4. Is there any significant difference between the preparedness among the nursing

graduates enrolled in review centers and self-studying?graduates enrolled in review centers and self-studying?


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CHAPTER III

RESEARCH METHODOLOGY

Research Design

In this topic, Perception Of Graduating Nursing students

Of Our Lady Of Fatima University, Quezon City On The

Preparedness Of Self-reviewees Or Enrolling In Review Centers

Before Taking The Nursing Licensure Examination (NLE), the

researchers will choose research design that would help to come

up with the different information and opinions of respondents

about taking self-review or enrolling at review centers before

taking Nursing Licensure Examination (NLE).

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OUTPUTTo improve understanding and knowledge among the

respondents about the factors that gave an idea to choose

which methods will help preparedness.


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Descriptive Comparative

The researchers have decided to use the descriptive-

comparative method form to study a representative

characteristic of a population as a research design for the

purpose, and will conduct various ways through personalize

structured soft interview to gather appropriate information to

defend this particular study as well as to collect pertinent data

for the target subject.

Sampling Method

The researchers will use the convenience sampling method

and the respondents will be chosen based on their accessibility.

Research Setting

The locale of the study will be conducted in Quezon City,

particularly in Regalado Avenue since this area is accessible for

the researchers to gather sufficient data not to mention the fact

that most of the respondents resides in this area.

Research Subject

The respondents were those Graduating Nursing students

of Our Lady of Fatima University, March 2012 who encounters

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confusion and preparedness prior to the Nursing Licensure

Examination (NLE) if they are going to enroll in a review center of

just review by themselves as their preparation.

Research Instruments

The primary instrument that we are going to use to

collect data is the Devised Questionnaire. This is a self-made

instrument that was constructed by the researchers based on the

nature of the study. The researchers chose this mainly because

this was one of the fastest methods of gathering data since the

distribution was easy, responses were easy to tabulate and the

respondents responses were complimentary. The researchers

will also use the letter an encoded matter that was in the form

of request for assistance or permit in the conduct of study. The

cover letter introduced the researchers to the respondents and

the Interview portion a question and answer method to extract

needed data from the respondents.

Questionnaires will be distributed to collect information on

the Perception of Graduating Nursing Students of Our Lady of

Fatima University, Quezon City on the preparedness of self-

reviewees or enrolling in Review Centers before taking the

Nursing Licensure Examination (NLE).

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In this study the researchers will use closed-ended as well

as an open-ended questionnaire, which was descriptive in form,

since it offer answer choices that shall just be chosen by the

respondents by checking the square that indicates their answers.

Statistical Treatment

The Following procedures were performed to test the

validity and reliability of the study.

Slovins Formula a 10% margin of error was used to

determine the sample size of the population.

Formula:

n = N

1 + Ne

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Where: N = population size

n = sample size

e = margin of error

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Chapter1-3 With Page Numbers