Nursing students' experience on academic practices at the Catanduanes State University : implication to efficiency / Lilibeth I. Tubalinal, Erlinda F. Tabor

This study describes the academic practices involving teaching or instruction, the clinical supervision, the evaluation practices, and the learning challenges experienced by senior students of the Bachelor of Science in Nursing (BS) at the Catanduanes State University, College of Health Sciences Department of Nursing (CSU-CHSDN). The mixed-methods research design was used to capture both the quantitative and qualitative aspects of the study. A survey questionnaire was administered and a focus group discussion was conducted. Results showed that majority of the sample (n=30) rated "agree" to "strongly agree" the indicators for academic practices, namely: commitment (93%), knowledge of the subject matter (94%), teaching for independent learning (93%), and management of learning (94%). These findings were validated by the responses in the FGD by the participants (n=15), who were chosen out of the 30 students using judgmental sampling. These participants were unanimous in conveying that the evaluation practices aligned with the set of obiectives outlined both in the classroom and in the Related Learning Experience (RLE) instruction. The experience of the participants of the academic practices were considered either constructive Or challenging. These were exemplified by the following: professors who usually exceed time allotment for the session; time constraints because of too many requirements; knowledgeable professors that forfeit the role of a facilitator; reporting misconstrued as independent learning; schedule of laboratory/RE class before the lecture session; coverage of evaluation do not match time allotment; incongruence between the procedural steps performed in the skills laboratory and in the affiliating hospital; and professors committed to their designations or other assigned duties that lessen their focus on instruction. Recommendations are geared towards responding and addressing the challenges cited by the participants within the scope of internal and external efficiency of implementing nursing education. Program interventions to improve internal efficiency include faculty in-service training to enhance pedagogical approaches, use of effective teaching methodologies, proper organization of lecture and RE classes, sound workload assignment of faculty, and appropriate evaluation methods. As for external efficiency, it is recommended to ensure congruence in theory and in practice (RLE) of students through the coordinated and strong involvement of affiliating hospitals.

Nursing.