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Chapter I
INTRODUCTION
Management emphasizes control. It is the process of leading and directing all or
part of an organization through the deployment and manipulation of resources. The act,
manner or practice of managing, handling, supervision or control is another description
of management (Marquis& Huston, 2006). It is defined in many ways, generally as a
process of coordinating, integrating human, technical, other resources to accomplish
specific results (Haimann, 1989). A process by which a cooperative group directs
actions toward common goals and involves techniques by which a distinguished group
and people (Venzon, 2003).
In nursing, management relates to planning, organization, staffing, directing
(leading) and controlling (evaluating), the activities of nursing enterprise or division of
nursing departments and the sub unions of the departments. Management knowledge
is universal. It uses a systematic body of knowledge that includes concepts, principles
and theories applicable to all nursing management situations. It is merely more on the
application of the art and science of management to the discipline of nursing. Nursing
management consists of group managers who mange the nursing organization and
enterprise. Finally, this is the process by which nurse managers practice their
profession through managing the disciplines of human relations, labor relations,
personal management and industrial engineering into a unifying force for effective
management (Suhnsburg, 2002).
There are three(3) styles of behavioral management namely: (1)authoritarian, in
which strong control is maintained over the work group, motivated by coercion anddirected with commands, decision making does not involve others and its
communication flows downward. This then results in well defined group actions that
are usually predictable and less frustration in the work group. (2) Democratic, in which
less control is maintained, economic and ego awards are used to motivate and
communication flows up and down. Thus, decision making involves others that are
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directed through suggestions and guidance. This type promotes autonomy and growth
in individual workers. (3) Laissez faire, in which it has little or no control over work
group, motivation by support when requested by the group or individuals and
communication has upward and downward flow among members of the group. Since
this style is nondirected, it can be frustrating and disinterest can occur (Marquis&
Huston, 2006).
There are many possibilities of the division of the managing styles. In theory,
one can distinguish two basic styles: directive and integrative. Generalizations
describing both styles result in the fact that they do not reflect reality taking place at
work. Because of it they cannot be applied in such a form. Therefore, it is necessary to
build up the theoretical concept of the managing styles through decreasing their
generality and adjusting them to the reality requirements at the same time (Stychno,
2002). Healthcare in the United States is constantly changing and becoming increasing
more complex. An essential portion of the recent Institute of Medicine report, The Future
of Nursing: Leading Change, Advancing Health, focuses on the significance of nurses
as leaders in healthcare. The American Nurses Association continues to encourage and
support nurses to play a more proactive leadership role in the various settings in which
they practice and at the state and national level (Smith, 2011).
Cross cultural management, when working in the Philippines, will be more
successful when bearing in mind that each person has a very distinct role within the
organization and management would not be expected to consult with lower-ranking
individuals when decision-making. In the Philippines, as in other hierarchical societies,
managers may take a somewhat paternalistic attitude to their employees. They may
demonstrate a concern for employees that goes beyond the workplace and strictly
professional concerns.
In some nursing departments, nursing students must participate in clinical
rotations at various healthcare facilities in addition to traditional classroom studies.
During these rotations, students use their skills and knowledge to actively provide
nursing care to patients. A nursing clinical instructor not only supervises, but also
evaluates the students 'performances in three (4) aspects: (1) Skills - one of the main
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duties of the nursing clinical instructor is to evaluate her students' nursing skills in the
clinical setting. Although these skills vary from one facility to another and from one
patient to another, nursing students must have a confident and thorough understanding
of the hands-on skills required for the job. (2) Knowledge - Throughout the evaluation
process, nursing instructors should regularly question their students. This task involves
asking them questions related to their patient's current health situation and preferably
related to the topics currently being covered in the classroom. (3) Critical thinking -
Along with general knowledge and hands-on skills, nursing instructors must also
continuously evaluate the critical thinking skills of their nursing students. Critical thinking
involves assessing the current situation, relating that information to their bank of
knowledge and determining the appropriate actions. (4) Assistance - Although the main
duty of the nursing clinical instructor is to supervise and evaluate the student's
performance, the instructor must be able to provide assistance when necessary. If the
instructor's evaluation of the student is poor, he must attempt to teach the student and
increase her knowledge of the material.
The aim of the paper was an attempt to check what management styles are used
by the clinical instructors in handling their students during clinical rotations.
Related Studies
Presented in this section are related literatures that are relevant in the present
study taken from various sources such as books, magazines, journals and the internet.
According to Moreno, et. al (2001), the clinical instructor is an integral part of the
education of allied health students. The relationship between the clinical instructor and
the student will assist the student with developing good patient care skills. In addition,clinical instructors need to display behaviors that model professionalism and provide a
nurturing atmosphere for students. It is the time when students gain the necessary tools
to become proficient in clinical skills; the clinical instructor is a critical link in that
development.
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Moreover, according to Laurent (2002), a clinical instructor is a person who
provides direct supervision and instruction to students in the clinical aspect of training
education. He also stated that clinical instructors have an important role in the
facilitation and integration of training knowledge and skills; thus, it is important to identify
and promote helpful clinical instructor qualities. Clinical education is an important aspect
of many allied health programs; however, the experience can be negative for everyone
involved if the program does not have qualified clinical instructors.
The clinical instructors ethical value system is involved in her/his process of
decision making. Clinical management and supervision is recognized as a
developmental opportunity to develop clinical leadership. Working with the practitioners
through the milieu of clinical supervision is a powerful way of enabling them to realize
desirable practice. Clinical nursing supervision is an ongoing systematic process that
encourages and supports improved professional practice (Erickson, 1987).
In addition, Erickson (1987) further stated that clinical instruction is a vital
component of the education process for both clinical instructors and students. In the
clinical setting, students are provided with the opportunity to actively practice skills
taught in the didactic environment. Clinical instructors, as well as the clinical site itself,
influence the success of the educational experience of students. Program directors are
responsible for ensuring that the clinical sites selected are educationally appropriate.Additionally, they must ensure that the clinical instructors are teaching and evaluating
students effectively.
Selection of a clinical site usually is based on factors such as location and
willingness to have students; selection is not necessarily based on the quality of
teaching opportunities the clinic can provide nor on the staff availability. However,
clinical sites must possess supportive staff and enough patient cases to provide ample
learning opportunities for students. In addition, clinical instructors have a responsibility
to teach and evaluate students properly in the clinical environment; however, they do
not always have the appropriate preparation. As with other allied health fields, clinical
instructors frequently are chosen based on management skill level and years of practice
and not on the ability to teach and evaluate students effectively (Erickson, 1987).
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Weidner (2005) stated that clinical experience has been always an integral part
of nursing education. It prepares student nurses to be able of "doing" as well as
knowing the clinical principles in practice. The clinical practice stimulates students to
use their critical thinking skills for problem solving. Awareness of the existence of stress
in nursing students by clinical instructors and educators and responding to it will help to
diminish student nurses experience of stress.
In a descriptive correlational study by Beck (1991), one of the most anxiety
producing components of the nursing program which has been identified by nursing
students is that clinical experience was the most stressful part of the nursing program.
Lack of clinical experience, unfamiliar areas, difficult patients, fear of making mistakes
and being evaluated by faculty members were expressed by the students as anxiety-
producing situations in their initial clinical experience.
Furthermore, Ulrich (2003) said that it is important for clinical instructors to meet
with each student prior to initiating the clinical assignment/experience. This preliminary
meeting should "set the stage" for the clinical/supervisory experience. Students benefit
from knowing the expectations of the clinical instructors, and the clinical instructor
should, in turn, explore the student's expectations for the experience and for the
supervisor. This first meeting should provide the participants some sense of what will
develop over the time the student is assigned to this clinical instructor.According to Goldenberg (1993), the role of the clinical instructor is multifaceted
in training clinical education. Responsibilities include not only teaching, but also
evaluating students in multiple domains such as cognitive, affective and psychomotor.
In addition, clinical instructors must demonstrate personal and professional
characteristics that foster student growth and development. Clinical instructors serve as
role models for students; consequently, it is vital that they exhibit mature behaviors and
adhere to professional standards.
An authoritarian leadership style is being used when a leader who dictates
policies and procedures, decides what goals are to be achieved, and directs and
controls all activities without any meaningful participation by the subordinates.
Authoritarian leaders are commonly referred to as autocratic leaders. They provide clear
expectations for what needs to be done, when it should be done, and how it should be
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done. There is also a clear divide between the leader and the followers. Authoritarian
leaders make decisions independently with little or no input from the rest of the group.
Authoritarian leaders uphold stringent control over their followers by directly regulating
rules, methodologies, and actions. Authoritarian leaders construct gaps and build
distance between themselves and their followers with the intention of stressing role
distinctions. Authoritarian leadership typically fosters little creativity in decision-making.
Lewin also found that it is more difficult to move from an authoritarian style to a
democratic style than from a democratic form to a authoritarian form of leadership.
Abuse of this style is usually viewed as controlling, bossy and dictatorial. Authoritarian
leadership is best applied to situations where there is little time for group discussion.
Under democratic leadership, the people have a more participatory role in the
decision making process. One person retains final say over all decisions but allows
others to share insight and ideas.
This is often a highly effective form of leadership. People are more likely to excel
in their positions and develop more skills when they feel empowered, and people are
empowered when they are involved in the decision-making process.
Although it may take some time to achieve full participation from a group, the end
result will be rewarding if you can manage to establish a power-sharing environment in
your group project. You will find that democratic practices often lead to a more
productive and higher quality work group.
Laissez-faire leaders may give their teams complete freedom to do their work
and set their own deadlines. They provide team support with resources and advice, if
needed, but otherwise don't get involved.
This leadership style can be effective if the leader monitors performance and
gives feedback to team members regularly. It is most likely to be effective when
individual team members are experienced, skilled, self-starters.
The main benefit of laissez-faire leadership is that giving team members so much
autonomy can lead to high job satisfaction and increased productivity. The downside is
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that it can be damaging if team members don't manage their time well or if they don't
have the knowledge, skills, or motivation to do their work effectively.
Effective leaders recognize that what they know is very little in comparison to
what they still need to learn. To be more proficient in pursuing and achieving
objectives, a leader should be open to new ideas, insights, and revelations that can
lead to better ways to accomplishing goals. This continuous learning process can be
exercised, in particular, through engaging in a constant dialogue with peers, advisers,
consultants and team members (OTool, 2003).
OTool (2003) further stated that leading others is not simply a matter of style, or
following some how-to guides. Ineffectiveness of leaders seldom results from a lack of
know-how or how-to, nor it is typically due to inadequate managerial skills. Leadershipis even not about creating a great vision. It is about creating conditions under which all
followers can perform independently and effectively toward a common objective.
According to Manohar (2011) bringing unity and coherence to a group of people
is perhaps one of the most difficult tasks, which require effective leadership qualities. Be
it politics, business or even sports, leaders are required in any situation that calls for a
joint effort. Every leader has his / her own unique leadership style. Broadly speaking,
there can be several effective leadership styles namely: Directors Approach, Coaching
Style, Facilitating Approach, and Delegating Approach.
The Director's Approach is a leadership style which is somewhat authoritarian in
its approach since the leader has a specific goal in mind and directs the team towards
the goal according to his plan of action. The leader identifies the requirements of the
situation and creates a plan to handle the situation. The leader is completely in charge
of division of work and specifically assigns roles for each and every team member. The
leader has the final word on all the decisions and rarely asks for suggestions from the
team members. The leader, who uses a director's approach for leading a team, usually
supervises and evaluates the work of every individual.
The Coaching Style involves more mutual interaction of the leader and the team.
In this style, the leader sets the goals and identifies the problems; however the leader
consults with his team members and encourages a healthy dialog to facilitate exchange
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of ideas that can be beneficial for the team as a whole. The leader usually arrives at the
decisions after having consulted the team members. This style displays more respect
for individual opinions since the leader is more considerate towards the team members.
The leader tends to encourage and appreciate the efforts of his team and constantly
provides encouragement for the team by inculcating a sense of team spirit. The leader
evaluates the performance of the leaders.
The Facilitating Approach is a more flexible leadership style in which the leader
allows the team members to be a part of almost every process starting from the role-
delegation, goal setting, problem solving as well as the evaluation and overview. The
leader acts more like a facilitator who inspires the team to reach their goal, by giving
them a nudge every now and then. The leader tries to inculcate a sense of individual
responsibility within every individual and hence creates an effective team that can
function with minimum supervision.
However, the Delegating Approach is more democratic than any other styles of
leadership. The employees and the leader are a part of every process. The leader
empowers the team members and allows them to be a part of the planning and
decision-making process and decide their own roles and responsibilities. The leader
accepts the decisions of the team members, allows them to evaluate their own work.
This sense of leadership tends to develop a team, which functions as a cohesive andresponsible team.
According to Jones (2007), Laissez-faire leadership, is typically considered the
least effective option. In stark contrast to the other primary styles, delegative leaders
rarely make decisions, leaving this function up to the group. These leaders seldom offer
guidance to the team and delegate decision-making to trusted team members. While
offering few advantages, this style often creates some disadvantages. Job descriptions
and lines of authority become blurred and confusing. A loss of motivation and positivity
often accompanies the confusion of team members.
Theoretical Framework
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Henri Fayol (1841-1925) on his Management Function Theory, stressed that the
theory of administration was equally applicable to all forms of organized human
cooperation. He first identified the management functions of planning, organizing,
command, coordination and control. Eventually, theorists began to refer these functions
as the management process. Although often modified, these functions or activities have
changed little overtime.
As the relationship between leadership and management continues to prompt
some debate, the literature demonstrates the need for both (Trent 2003). During the
human relations era, many behavioral and social scientists studying management also
studied leardership.
The Leadership Styles Theory of Lewin (1951) and White (1960 isolated common
leadership styles. These styles came to be called authoritarian, democratic, and laissez-
faire. According to the book of Marquis and Houston, authoritarian leadership results in
well defined group actions that are usually predictible, reducing frustration in the work
group and giving members a feeling of security. Productivity is usually high, but
creativity, self motivation, autonomy are reduced. Authoritarian leadership is useful in
crisis situations. While, democratic leadership, is appropriate for groups who work
together for extended periods, promotes autonomy and growth in an individual. This
type of leadership is particularly effective when cooperation and coordination between
groups are necessary. On the other hand, laissez faire is a non directed group, it can be
frustrating, group apathy and disinterest can occur, however when all group members
are highly motivated and self directed, this leadership style can result in much creativity
and productivity. This leadership is appropriate when problems are poorly defined and
brainstorming is needed to generate alternative solutions.
On the other hand, Mary Parker Folletts (1868-1933) Law of the SituationTheory, she suggested that the leadership style should vary to the situation or the
individuals involved. Mary Parker Follett was one of the first theorists that suggest basic
principles of what today would be called participative decision making or participative
management. Follett espoused her belief that managers should have the authority with,
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rather than over the employees. Thus, solutions could be found that satisfied both sides
without having one side dominate the other.
The group chose the theory of Henry Fayol, The Management Function Theory,
because in an organization such as RLE group, it is important for a manager which is
the Clinical Instructor to know the steps in management, so that the formed organization
is directed and will attain its goal. On the other hand, The Leadership Styles Theory of
Lewin and White is also applicable in our study specially to the Clinical Instructors
because this theory would be helpful to them in determining what style of leadership
they will use in managing the students. Whereas, Mary Parker Folletts Law of Situation
Theory gives an idea for managers like Clinical Instructors that a leadership style should
vary in situations or case to case basis.
Conceptual Framework
The research paradigm illustrates the relationship of the different variables. The
Independent variable is the management styles of the Clinical Instructors in terms of
planning, organizing, leadership, and controlling. On the other hand, the Dependent
variable is the clinical performance of the BSN 3 students. The independent variable
affects the dependent variable. The intervening variables are the demographic profiles
of the Clinical Instructors and the BSN 3 students. It indicates the relationships between
observed variables, such as the independent and dependent.
Independent Variable Dependent Variable
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Management Styles:
1. Democratic
2. Authoritarian
3. Laissez-faire
Clinical Performance
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Intervening Variable
Figure 1. Research Paradigm
Figure 1.Research Paradigm
Statement of the Problem
This study aims to determine the management styles of Clinical Instructors and
the clinical performance of the BSN 3 Students of Davao Doctors College.
Specifically, this study seeks to answer the following questions:
1 .What is the demographic profile of the Clinical Instructors in terms of:
1.1 Age;
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Demographic Profile of Clinical
Instructors
1. Age
2. Sex
3. Civil Status
4. Religious Affiliation
5. Educational Attainment
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1.2 Sex;
1.3 Civil Status;
1.4 Religious affiliation; and
1.5 Educational Attainment?
2. What is the demographic profile of the BSN 3 Students in terms of gender?
3. What are the management styles of the Clinical Instructors in terms of:
3.1 Democratic;
3.2 Authoritarian; and
3.3 Laissez-faire?
4. What is the profile of the clinical performance of the BSN 3 students of Davao
Doctors College?
5. Is there a significant relationship between the demographic profile of the
Clinical Instructors and their management styles?
6. Is there a significant relationship between the demographic profile and the
profile of clinical performance of the BSN 3 Students of Davao Doctors
College?
7. Is there a significant relationship between the management styles of the
Clinical Instructors and the profile of clinical performance of the BSN 3
Students of the Davao Doctors College?
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Hypotheses
This study was guided by the following null hypothesis at 0.05 level of
significance.
HO1: There is no significant relationship between the demographic profile of the Clinical
Instructors and their management styles.
HO2: There is no significant relationship between the demographic profile and the
profile of clinical performance of the BSN 3 Students of Davao Doctors College.
HO3: There is no significant relationship between the management styles of the Clinical
Instructors and the profile of clinical performance of the BSN 3 Students of the
Davao Doctors College.
Significance of the Study
The results of this study were seen to be necessary to the following:
DDC Administrator
This will be beneficial for the DDC Administrators for them to evaluate their staffs about
their performances and their level of competencies in teaching the nursing students in
developing their knowledge skills, and attitudes.
Nursing Department Management Team
This study will be significant in the field of nursing care in a way that this will help in
developing a new effective ways in supervising the nursing students. Through this, the
nursing students can provide a more effective and efficient care to their patients.
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Clinical Instructors
This study will be useful to the Clinical Instructors for them to identify what
management style is better to use in handling the students for them to further enhance
their effective supervision manner concerning the students.
Nursing Students. The proposed study will serve as their reference and to know the
management styles of the Clinical Instructors that affects their clinical performance. This
study can be a learning paradigm of the nursing students to enhance their clinical
performances through identifying the highly valuable management skill of their Clinical
Instructors.
Future Researchers. This study will be a road map for the future researchers which will
provide additional knowledge and information regarding the benefit of high-quality
management delivered by the Clinical Instructors. The researchers believed that there
would be an improvement of health in the community if the paper is utilized as a source
of reference data for future study.
Definition of Terms
This section facilitates understanding of the study by defining terms of variables
according to their operational use.
Clinical Performance. It denotes how the student nurse applies their skills to
practice in providing care to their patients efficiently and effectively.
Management style. It denotes the process on how Clinical Instructors make
plan, decide, organize, command, coordinate and control on the student nurses
performance in the field.
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CHAPTER 2
METHODOLOGY
This section shows the research design, setting, participants, instruments, data analysis,
procedures and scope and limitations of the study.
Research Design
The researchers utilized a non-experimental descriptive-correlation research design. It is
descriptive because the researchers aim is for the student to give data for purposes of
describing the management styles of the Clinical Instructors. Correlational studies was utilized
because the researchers wants to examine the extent of the relationship of the management
styles of the Clinical Instructors and the clinical performance of the BSN 3 students of the Davao
Doctors College.
Research Setting
The study was conducted at Davao Doctors College located at General Malvar Street,
Davao City. Davao Doctors College is a non sectarian academic institution. September 1975
marked the birth of the Davao Doctors College which was named before as Davao Doctors
Hospital School of Nursing (DDHSN). The College of Nursing offers a four-year competency-
based, Bachelor of Science in Nursing program currently with CHED CMO #14 series of 2009.
Now, the school also offers courses in-line with medical courses such as RadiologicTechnology, Physical Therapy, Occupational Therapy, Optometry, Psychology and courses in-
line with Education and Hospital Management
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Research Participants
The participants of this study were the BSN 3 students of the school year 2011-
2012 and the Clinical Instructors of NCM 104 of second semester of school year 2011-
2012.
Research Procedure
In the preparatory phase, the researchers were able to formulate topics or titles
that are relevant to the students of Davao Doctors College. By the help of their mentor
and panelists during the title defense the group was able to choose the topic for their
study entitled The Management styles of the Clinical Instructors and the Clinical
Performance of the BSN 3 Students of Davao Doctors College.
The researchers determined the objectives of the survey which was to collect
data that aid in identifying what are the management styles of the involved Clinical
Instructor and its relation to the clinical performance of BSN 3 students. The
researchers constructed questionnaires which include the profile of the students and
certain questions that aid in determining the management style of clinical instructors.
A letter of approval from the clinical instructors was secured by the researchers
before conducting the actual survey. Upon approval, researchers explained the purpose
of conducting the study.
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After acquiring an approval for our study, we were allowed to conduct our data
gathering from selected students from BSN 3. We also explained the purpose of our
study to our respondents to gain cooperation and get realistic data.
Table 1
Distribution of Respondents
Respondents Total
Population
Pretest
Respondents
Actual Sample
BSN 3 62 10 52
CI for NCM-104 17 5 12TOTAL 79 15 64
Sampling Technique
The researchers utilized the universal sampling technique for the totality of group
to which the research findings has applied. The target population was the BSN 3
students of Section A and C S.Y. 2011-2012. The researchers gathered data from the
involved student respondents and the whole number of the Clinical Instructors who
handled NCM 104 S.Y. 2011-2012. The total of the students population is 62, ten
students was chosen to answer for the pretest. The total number of Clinical Instructors
is 17, five of them was chosen to answer for the pretest.
Data Analysis
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Frequency and Percentage. This was utilized to process and evaluate the
demographic profile of the respondents and their clinical performance. This analysis
was used for the statement of the problem #1,2,3
Pearson Moment Product Correlation. This is a parametric statistical test that was
used to evaluate relation between variables. In this study, this test measurement was
used to evaluate the significant relationship between the demographic profile of the
respondents, the Management Styles of the Clinical Instructors and the Clinical
Performance of the BSN 3 Students. This analysis was used for the statement of the
problem # 5,6,7.
Chi Square. This was utilized to determine the significant relationship between the
demographic profile of the respondents, the The Management Styles of the Clinical
Instructors and the Clinical Performance of the BSN 3 Students. This analysis was used
for the statement of the problem # 5,6.
Scope and Delimitation
This study focused on determining the management style and strategies of the
Clinical Instructors appropriate to the clinical performance of the BSN 3 students of
Davao Doctors College on their Related Learning Experience in NCM 104.
The respondents of the study are the clinical instructors of NCM 104 and the
BSN 13A and 13C nursing students of Davao Doctors College last second semester of
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S.Y. 2011-2012.Since individual persons have their own ideas, understanding,
perception and interpretation of their academic status, the researchers of the study
made use of a questionnaire as another tool in measuring the relationship between the
management strategies of the Clinical Instructors and the clinical performance of the
students. The NCM 104 rotational grades last second semester of S.Y. 2011-2012 of
the students will be used as the basis of their clinical performance.
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Curriculum Vitae
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Name : Jervy M. Delota
Age : 20 years old
Birthday : April 25, 1992
Civil Status : Single
Address : Brgy. Carromata, San Miguel, Surigao del Sur
Educational Background
Elementary : Saint Theresa College of Tandag City (2005)
Highschool : Saint Theresa College of Tandag City (2009)
College : Davao Doctors College
Motto : Everything is possible if you have perseverance
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Name : Rommel A. Depas
Age : 20 years old
Birthday : June 12, 1992
Civil Status : Single
Address : Door 3 Piatos Bldg. Tionko Avenue Davao City
Educational Background
Elementary : Notre Dame of Midsayap Elementary Training
Department (2004)
Highschool : Notre Dame of Midsayap High School (2008)
College : Davao Doctors College
Motto : Honesty is the best policy
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Name : Jill Ecru G. Derrayal
Age : 19 years old
Birthday : June 12, 1993
Civil Status : Single
Address : 6 Zinnia Ave. Ladislawa Garden Village Buhangin Davao
City
Educational Background
Elementary : Panabo Christian School (2005)
Highschool : Davao del Norte State College (2009)
College : Davao Doctors College
Motto : Live life to the fullest
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Name : Bai Jionny A Dilangalen
Age : 20 years old
Birthday : June 12, 1992
Civil Status : Single
Address : 957 Legaspi Compound Camus Street Davao City
Educational Background
Elementary : Albert Einstein School Cotabato City (2004)
Highschool : Albert Eisntein School Cotabato City (2008)
College : Davao Doctors College
Motto : Beauty is useless but the character is the best
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Name : Juvic J. Dismas
Age : 19 years old
Birthday : October 24, 1992
Civil Status : Single
Address : Brgy. San Vicente Ferrer Agdao Davao City
Educational Background
Elementary : Jose L. Porras Elementary School (2005)
Highschool : Holy Cross of Agdao (2009)
College : Davao Doctors College
Motto : Be passionate in your chosen career
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Name : Jan Kristoffer Doctor
Age : 20 years old
Birthday : January 29, 1992
Civil Status : Single
Address : Purok Raniag, Maitum, Sarangani Province
Educational Background
Elementary : Malalag Elementary School (2004)
Highschool : Notre Dame of Maitum (2008)
College : Davao Doctors College
Motto : Time is Gold
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Name : Michael Bryan D. Draculan
Age : 21 years old
Birthday : April 20, 1991
Civil Status : Single
Address : Gempesaw Uyanguren Blk. 32 @ Diokno Bldg. 2nd Flr.,
Davao City
Educational Background
Elementary : Digos Montessori Davao del Sur
Highschool : Digos City National High School
College : Davao Doctors College
Motto : Living young, wild and free.
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Name : Kwen Berlie C. Dultra
Age : 19 years old
Birthday : December 07, 1992
Address : Batobato San Isidro Davao Oriental
Educational Background
Elementary : Batobato Central Elem. School (2005)
Highschool : San Isidro National High School (2009)
College : Davao Doctors College
Motto : No pain, no gain. No guts, no glory.
Win or go home. Where amazing happens.
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