areas of assignment

7/25/2019 Areas of Assignment

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CHAPTER 1

THE PROBLEM AND ITS SCOPEINTRODUCTION

Rationale of the Study

The teacher plays an important role in molding the minds of

the students to have the needed knowledge, apply the different

theories and concepts and develop positive attitude in order that

they would perform their duties and responsibilities with hard work,

dedication, and commitment. It envisions also in providing

excellent educational experience through innovative and

meaningful classroom teaching and facilitating interaction among

students and faculty.

One of the core aspects of the nursing curriculum is to

enhance quality learning through the development of the skills of

the students in three domains: cognitive, affective and

psychomotor skills. linical teaching plan is made that will be the

basis and guidelines for the teachers in order to prepare the

nursing students for their future responsibilities that they be

equipped with the necessary skills that are important in providing

quality care.


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linical teaching is a form of interpersonal communication

between two people ! a teacher and a learner. The teaching!

learning process is a human transaction involving the teacher,

learner and learning group in a set of dynamic interrelationships.

Teaching is a human relational problem "#radford, $%%$&. 's a

(relational problem,( successful teaching and learning requires that

the teacher understand and make constructive use of four factors:

the role of the teacher and the knowledge, attitudes and skills that

the teacher brings to the relationship) the role of the learners and

the experiences and knowledge that the learners bring to the

relationship) the conditions or external influences which enhance

the teaching!learning process and the types of interactions which

occur between teacher and learner "#radford, $%%$&.

The researcher felt the need to assess the clinical teaching

plan of *outhwestern +niversity, ollege of ursing as to its

strengths and weaknesses in order to come up with proposed

enhancement program that further improves its clinical teaching

plan that would benefit the nursing students.

The researcher has the needed competency and expertise

being a linical Instructor and a *taff urse for a number of years

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and the experience in imparting information on the different

concepts and Theories in ursing to the nursing students. The

knowledge embodied in the practical world is important for the

development of the nurse-s skills and ability to care.

"www.enurswescribe.com,&

Theoretial Ba!"round

The study is primarily anchored on #enamin #loom. 's

history has shown, this well known, widely applied scheme filled a

void and provided educators with one of the first systematic

classifications of the processes of thinking and learning. The

cumulative hierarchical framework consisting of six categories each

requiring achievement of the prior skill or ability before the next,

more complex, one, remains easy to understand. Out of necessity,

teachers must measure their student/s ability.

In 0123, #enamin #loom headed a group of educational

psychologists who developed a classification of levels of intellectual

behavior important in learning. #loom found that over 12 4 of the

test questions students- encounter requires them to think only at

the lowest possible level. It is where the study is anchored on

#loom Taxonomy. #loom identified six levels within the cognitive

3
http://www.enurswescribe.com/http://www.enurswescribe.com/


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domain, from the simple recall or recognition of facts, as the lowest

level, through increasingly more complex and abstract mental

levels, to the highest order which is classified as evaluation.

learly, #loom/s Taxonomy has stood the test of time. 5ue to

its long history and popularity, it has been condensed, expanded,

and reinterpreted in a variety of ways. 6esearch findings have led

to the discovery of a veritable smorgasbord of interpretations and

applications falling on a continuum ranging from tight overviews to

expanded explanations. onetheless, one recent revision "designed

by one of the co!editors of the original taxonomy along with a

former #loom student& merits particular attention. hanges in

terminology between the two versions are the most obvious

differences and also cause the most confusion.

#asically, #loom/s six maor categories were changed from

noun to verb forms. 'dditionally, the lowest level of the original,

knowledge was renamed and became remembering. 7inally,

comprehension and synthesis were retitled to understanding and

creating. In an effort to minimi8e the confusion, comparison

images appear below.

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9val.

*ynthesis

'nalysis

'pplication

omprehension

nowledge

Creating

9valuating

'naly8ing

'pplying

+nderstanding

6emembering

Old ;ersion ew ;ersion

She#a I$ Ter#inolo"y han"e%

"http:


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plays, read in @ontaigne/s essays and enoyed in Twain/s stories.

The story of learning is always about doing. The story of learning is

a tale of bridging the gap between theory and practice, the

cadence for which the educators to march. If many proponents of

distance learning follow 5ewey/s lead in emphasi8ing experiential

and constructivist models of education, few follow his views

regarding the inexorably social and relational nature of learning.

@ost of their accounts portray distance learning as a highly

individuali8ed process of self!development, driven by the student/s

own initiative toward the successful acquisition of specifiable skills.

7or 5ewey, no matter how individuali8ed or customi8ed the

material that is being explored, learning is not an isolated

enterprise that takes place within the self or between the

individual/s mind and the material it confronts, but a social activity

that takes place within the context of a social environment.

'nother theory that supports the undertaking is that of

#andura. 'lbert #andura-s social learning theory stressed the

importance of observational learning, imitation, and modeling.

>earning would be exceedingly laborious, not to mention

ha8ardous, if people had to rely solely on the effects of their own

actions to inform them what to do,A #andura explained "arlson,

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$%%B&. ?is theory integrates a continuous interaction between

behaviors, cognitions, and the environment.

'nother theory that supports the present undertaking is the

Tolman Theory. In 01B%s, 9dward Tolman proposed a theory of

learning called cognition. ?e did not accept the previous theory

which stated that behavior was an automatic response to an event.

Tolman believed that behavior was goal!oriented, and had both

direction and purpose. Chat we do is motivated by a desire to

achieve a goal or to avoid unpleasant circumstances. ?is theory

also proposed that there are paths which we can follow, and tools

that we can used to achieve our goals. One of Tolman-s

fundamental ideas was that we act as if a particular type of

behavior will lead to a certain goal.

Tolman-s theory was partially based upon his belief that they

expect specific outcomes to result from specific behavior. Chat

distinguished Tolman-s theory of cognition from most others was

that it stated that learning can occur without reinforcement. Ce

can learn from experience, but only if we are motivated enough to

turn our expectations into behavior. @otivation has two purposes:

to allow internal tension to create a demand for the goal, and to

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establish the events that you will concentrate on. There are two

main types of motivators: deprivation and incentives. 5eprivation

causes an internal desire to obtain the goal, and we are motivated

more by a large reward than a smaller once. Incentives motivate

behavior based merely upon the adequacy of the reward "?urlock,

$%%$&.

Tolman-s theory gained wide acceptance in the 013%s, and

several other researchers began expanding upon his work,

including Dulian 6otter with his social!learning theory. 6otter

proposed that our preference for an event is determined by its

reinforcement. 'ccording to humanistic theory, learning results

from an individual-s need to express creativity. 'lmost any activity,

whether academic, business, or leisure oriented, can serve as a

creative outlet. 'n individual must engage in creative activities to

gain a sense of control, growth and knowledge. 'n inner drive

encourages them to learn and express themselves.

The study is also supported by 5eyfus model skills of

acquisition of nursing by #ener and Ceidenbach conceptuali8ation

of nursing.Ceidenbach conceptuali8e nursing as the practice of

identification of a patient-s need for help through observation of

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presenting behaviors and symptoms, exploration of the meaning of

those symptoms with the patient, determining the patient-s ability

to resolve the discomfort or if the patient has a need for help from

the nurse or other health care professionals. ursing primarily

consists of identifying a patient-s need for help. If the need for help

requires intervention, the nurse facilitates the medical plan of care

and also creates and supplements a nursing care plan based on

needs and desires of the patient. In providing care, a nurse

exercises sound udgment through deliberate, practical and

educated recognition of symptoms. The patient-s perception of the

situation is an important consideration to the nurse when providing

competent care "*it8man and 9ichelberger, $%%B&.

There are teaching principles that, if applied, do help

students learn more efficiently and effectively than if these

principles are ignored by the clinical instructor. These principles

include: following a model of clinical teaching that makes students

active learners) using questions that require students to think at

the highest levels) and providing feedback that, not only points out

mistakes but, in addition, reinforces correct behavior and

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specifically provides guidance for correcting any mistake "Eregorio,

$%%0&.

Teachers are often pressed for time when they are teaching

students in a clinical setting. One way to make sure that students

have an opportunity to learn is for teachers to develop a clinical

teaching model that they can use on a regular basis rather than

rely on a Fspur!of!the!momentA approach. @ost teachers develop

their own teaching style from their past experiences that may not

have always been the most effective way to learn. 7or a long time

the preferred method of teaching was for the teacher to tell

students what they needed to know and for the students to take

notes and memori8e that information. 6ecent research indicates

that this model of FtellingA students may not be the most effective

method of teaching although it is often considered the most

efficient. linical teaching provides opportunities for learners to

develop and practice their problem!solving "Eregorio, $%%0&.

'n essential ingredient drives the day/s activities. On any

day, events and learning opportunities will arise that you could not

predict or incorporate into your initial plan for precepting. Chen

you begin each precepting day with the student, overview the day

as you expect it to unfold. The teacher and the student decide to

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pursue some unforeseen learning opportunities, give the student

responsibility for incorporating the activities that the teacher had

originally planned into future plans "#etty, $%%0&.

>earning is an integrated, ongoing process occurring within

the individual, enabling him to meet specific aims, fulfill his needs

and interests and cope with the living process. The process of

learning involves five distinct phases: +nfree8ing G the individual

becomes ready to consider changes in knowledge, skills, attitudes

and behavior) Hroblem diagnosis G the forces supporting the need

for change and the forces working against the changed needs are

identified and presented) Eoal setting G the desired changes in

knowledge, skills, attitudes and behavior are stated specifically)

ew behavior G the individual learns and practices those newer

knowledge, skills, attitudes and behaviors which are desired and

6efree8ing G the newer learning have been found to be beneficial

and are assimilated into the individual-s ongoing framework of

knowledge, skills, attitudes and behavior "*cheffer, $%%$&.

The following are the characteristics of learning:

development, interactive and basic. >earning is the core of the

teaching!learning process. The pupil


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The teacher as facilitator of learning provides the conditions

for effective learning, seeks to meet the needs and interests of the

learner, helps to create conditions for openness, respect, trust,

acceptance, confrontation and self!evaluation, places emphasis on

the uniqueness and rights of the individual and seeks feedback

which will improve his effectiveness as a facilitator of the learning

process "Eregorio, $%%0&.

The following are the principles of learning "Eregorio, $%%0&:

The learner must clearly perceive the goal) The learner must be

psychologically and physiologically ready) The learner must be

motivated to learn) The learner must be active not passive for

maximum learning) The learner must repeat or practice what he

has learned in order to remember) The learner must put together

the parts of a task and perceive it as a meaningful whole) The

learner must see the significance, meanings, implications and

applications that will make a given experience understandable) The

learner must be prepared to respond and the process of problem

solving and learning are highly unique and specific.

9qually important in ensuring the teacher-s success as

manager of the classroom situation is his awareness of conditions

that facilitate learning. The teacher plays an important role in

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determining the kind of psychosocial climate that will prevail in the

classroom. The following are the conditions enumerated that put

the learner at ease and thus facilitate learning. >earning is

facilitated in an atmosphere which encourages learners to be

active) >earning is facilitated in an atmosphere which promotes

and facilitates the individual-s discovery of the personal meaning of

ideas) >earning is facilitated in an atmosphere in which different

ideas can be discussed but not necessarily accepted.) >earning is

facilitated in an atmosphere which consistently recogni8es the

individual-s right to make mistakes) >earning is facilitated in an

atmosphere in which evaluation is a cooperative process and

>earning is facilitated in an atmosphere where individuals feel they

are respected and accepted "*cheffer, $%%$&.

>earn to perceive the practice setting with a view toward

learning opportunities for the student. 7ilter the perceptions

considering the student/s obectives and the unique opportunities

available in your practice. 'dust the plan as opportunities arise

and as they observe the student/s performance and identify new

learning needs "*cheffer, $%%$&.

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The different theories and concepts support the undertaking

that further validates the study in order to make it more enriching

and substantial.

THE PROBLEM

State#ent of the Pro&le#

The study sought to evaluate the proposed linical Teaching

Hlan utili8ed by the >evel III, linical Instructors of *outhwestern

+niversity ollege of ursing. The finding of this study will serve

as a basis for formulation on a linical Teaching Hlan in ursing

are @anagement ourse and 6ubric.

*pecifically, answers to the following inquiries were sought:

0. Chat is the rating of the proposed linical Teaching

Hlan with reference to the following:

0.0 components)

0.$ format)

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0.B mechanics

$. Chat are the strengths and weaknesses of the

proposed linical Teaching Hlan

B. Chat are the recommendations of the experts for the

improvements of the linical Teaching Hlan with

reference to:

$.0 components)

$.$ format)

$.B mechanics

J. Chat improved linical Teaching Hlan and 6ubric

can be proposed based on the findings of the study

Si"nifiane of the Study

linical Teaching Hlan Hrogram has become a part of the

curriculum of the nursing in the development of the skills and

competencies of the students that further prepares them in their

future responsibilities. This study is of paramount importance to

the following people.

Nur%in" Student%. They will be directly benefited from the

said undertaking in the acquiring of the needed knowledge and

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information, development of the needed skills and developing

positive attitude towards the subect.

Nur%in" 'aulty$ They play an important role in molding

and shaping the learning of these nursing students through

imparting them the needed knowledge and information, assisting

them in the performance of their nursing responsibilities and

imbibing in them the positive attitude in being dedicated,

committed and industrious in carrying the different nursing

responsibilities.

Ad#ini%trator% of the Colle"e of Nur%in"$ It serves as a

challenge for ursing 'dministrators to closely monitor the clinical

teaching plan program whether it is utili8ed by the nursing faculty

through collaborative effort in promoting the best interest of the

nursing students.

Re%earher$ It serves as an enlightenment and enrichment

in being aware and understanding more about the benefits of

having a clinical teaching plan program in the acquisition of

adequate knowledge, application of the necessary skills and

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showing a desired attitude towards the preparation of nursing

students in the delivery of effective care.

'uture Re%earher%. It will serve as an eye opener and an

added reference if they make researches similar in nature.

RESEARCH METHODOLO()

Re%earh De%i"n

The researcher made use of the descriptive!evaluative design

with the use of the linical Teaching Hlan, >evel III of *outhwestern

+niversity, ollege of ursing. It also made use of the library

research with the utili8ation of books, ournals, maga8ines and

unpublished materials that made the research enriching and very

supplemental.

Re%earh En*iron#ent

The research environment of the study is *outhwestern

+niversity. It is privately owned university and a tertiary school

that provides training for the medical and other health allied

students. It offers different courses and one of the courses being

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offered is the #achelor of *cience in ursing. The school is

strategically located along ;illa '8nar 6oad, +rgello *t., ebu ity.

It is adacent to commercial, business and household residents.

This is the preferred or chosen environment as to the accessibility

and convenience of the researcher.

Re%earh Su&+et%

0. 9ight "K& samples of linical Teaching Hlan utili8ed

by the linical Instructors, >evel III, ollege of

ursing , *outhwestern +niversity and

$. Hroposed linical Teaching Hlan

Re%earh In%tru#ent

The main instrument of the proposed clinical teaching plan is

a researcher!made rubric. The rubric was checked and evaluated

by 5r. 6ouel '. >onginos, 5ean, Eraduate *chool, before it was

used as an evaluation tool "see 'ppendix 9&.

Re%earh Proedure%

(atherin" of Data$ In the gathering of data, a step!by!step

process will be made. 7irst, a letter of transmittal was made

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addressed to the 5ean of the ollege of ursing, *outhwestern

+niversity asking permission that the researcher will be allowed to

procure all the linical Teaching Hlans used by the >evel III

students "@ 0%0 and @ 0%$ 0stand $nd*emester *L $%%3!

$%%M&. 'fter the permission was granted, the researcher collected

eight "K& linical Teaching Hlans from the >evel hairman. 'fter

such time, the researcher made a rubric as a tool to be used in the

evaluation of the "K& linical Teaching Hlan utili8ed by the linical

Instructors of >evel III.

The researcher!made rubric was checked and evaluated by

5r. 6ouel '. >onginos, 5ean, Eraduate *chool, before it was used

as an evaluative tool "see 'ppendix 9&.

ollection of the "K& linical Teaching Hlans with the help of

the >evel hairman was done. Together with the researcher!made

rubric, the documents were distributed to the three "B& experts for

evaluation and ratings.

On 'ugust $J, $%%K at B:%% pm, a 7orum Eroup 5iscussion

was held. The researcher together with the experts and adviser

decided that a proposed clinical teaching plan should be developed

based on the "K& linical Teaching Hlans utili8ed by the linical

Instructors of >evel III.

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' proposed clinical teaching plan was developed and together

with the researcher!made rubric, copies were distributed to the

three "B& experts for evaluation and ratings, suggestions and

recommendations.

The proposed clinical teaching plan was rated in reference to

its components, format, mechanics, strengths and weaknesses,

recommendations and suggestions. Through the suggestions and

recommendations of the external experts the proposed clinical

teaching plan was checked and revised. Tabulation and

interpretation of qualitative and quantitative data were treated.

'nalysis of the qualitative and quantitative data was done and the

final copy of the proposed clinical teaching plan was made.

Treat#ent of Data$ The Nuantitative data was analy8ed by

weighted mean. This is the statistical measure used to assess the

expert-s ratings of the proposed clinical teaching plan. The ratings

of the experts were quantified as follows:

Para#eter Li#it% Inter,retation

B.$3 ! J.%% ;ery Eood

$.20 ! B.$2 Eood

0.M3 ! $.2% 7air

0.%% ! 0.M2 Hoor

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The qualitative data was analy8ed through the accomplished

instrument retrieved from the external experts. ' contextual

recommendation and written comments were the bases for the

qualitative presentation of data.

DE'INITION O' TERMS

7or better and clearer understanding of the study, some of

the terms are operationally defined:

CLINICAL TEACHIN( PLAN- The phrase as used in the

study refers to the written plan for the linical Instructors of the

ollege of ursing, *outhwestern +niversity.

COMPONENT- refers to the comprehensive elements to

clinical nursing. ' systematic analysis of the component rather

than the structure of a communication, such as written work,

including the systematic elements to determine the obectives or

meaning of the communication.

'ORMAT- refers to the typographical style and physical

characteristic of the clinical teaching plan.

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MECHANICS- refers to the guidelines established

conventions for words, grammar, punctuations, and other style

guides that might suggest different rules that are equally effective

in writing standard clinical teaching plan.

IMPRO.ED CLINICAL TEACHIN( PLAN! refers to the

output of this study which will become a common referral or guide

of the linical Instructor in >evel III handling ursing are

@anagement.

RUBRIC- refers to the tool used to assess the components,

format and mechanics of the proposed clinical teaching plan

NURSIN( CARE MANA(EMENT COURSE-refers to help

linical Instructor understand nursling-s unique contribution to

meeting societal needs through integrating theory, research and

practice.

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CHAPTER II

PRESENTATION/ ANAL)SIS AND INTERPRETATION O' DATA

linical teaching is a form of interpersonal communication

between two people! a teacher and a learner. FThe teaching!

learning process is a human transaction involving the teacher,

learner and learning group in a set of dynamic interrelationships.

Teaching is a human relational problemA "#radford, $%%$&. 's a

Frelational problem,A successful teaching and learning requires that

the teacher understand and make constructive use of four factors:

The role of the teacher and the knowledge, attitudes and skills that

the teacher brings to the relationship) The role of the learner and

the experiences and knowledge that the learners bring to the

relationship) The conditions or external influences which enhance

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the teaching!learning process) and, The types of interactions which

occur between teacher and in mathematical parlance, knowledge

and expertise are necessary, but not sufficient conditions to

guarantee good teaching "#radford, $%%$&.

This chapter presents the ratings and recommendations of

the external experts on the proposed clinical teaching plan. The

findings of the study were the bases for the enhancement of the

clinical teaching plan for the >evel III in the ollege of ursing,

*outhwestern +niversity. 5ata were presented in tabular form,

analy8ed and interpreted in a narrative manner.

I-A$ E0,ert% Ratin"% on Co#,onent% of the Pro,o%ed

Clinial Teahin" Plan

Table 0 presents the experts- ratings on components of the

proposed clinical teaching plan. In general and specific obectives,

expert I rated three "B& Eood) expert II rated three "B& Eood and

expert III rated four "J& ;ery Eood. This means that the proposed

clinical teaching plan possesses concrete general and specific

obectives suited to meet the desired competencies of the concepts

and subect matter.

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In students- daily activities, expert I rated three "B& Eood)

expert II rated three "B& Eood and expert III rated three "B& Eood.

This means that the proposed clinical teaching plan has reflected

the students- activities as required in the course. *tudents-

activities in nursing teaching are very important to make sure that

students are geared towards in developing their knowledge and

skills through meaningful activities.

In students- requirements, expert I rated three "B& Eood)

expert II rated three "B& Eood and expert III rated three "B& Eood.

This means that the requirements are specified for the students to

know what are expected from them. 6equirements are very

important to be laid down in the clinical teaching plan. This is to

standardi8e the required compliance of the students for every term

or at the end of the period.

In student-s evaluation, expert I rated three "B& Eood) expert

II rated three "B& Eood and expert III rated three "B& Eood. This

means that the evaluative measures are specified in the clinical

teaching plan. 9valuation is very important so the students can

better prepare of the exercises, examinations, and demonstrations

required in the course.

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The average mean of the three experts gained a rating of

three "B.%& Eood. This means that in the area of components, the

proposed clinical teaching plan possess the required general and

specific obectives) students- daily activities) students-

requirements) and students- evaluation.

Ta&le 1

E0,ert% Ratin" on Co#,onent% of the Clinial Teahin" Plan

Indicators9xpert 0 9xpert $ 9xpert B 'verage

6ate Interpretation

6ate Interpretation

6ate Interpretation

6ate Interpretation

0. Eeneraland *pecificObectives

B Eood B Eood J ;eryEood

B.BB ;eryEood

$. *tudents-5aily'ctivities

B Eood B Eood B Eood B.% Eood

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B. *tudents-6equirements B Eood B Eood B Eood B.% Eood

J. *tudents-9valuation B Eood B Eood B Eood $.3M Eood

'verage B Eood $.M2 Eood B.$2 Eood B.% Eood

>egend:

6ange 6esponses


$.20 ! B.$2 Eood

0.M3 ! $.2% 7air

0.%% ! 0.M2 Hoor

I-B$ E0,ert% Ratin"% on 'or#at of the Pro,o%ed

Clinial Teahin" Plan

Table $ presents the experts- rating on format of the

proposed clinical teaching plan. In clinical teaching plan concept,

expert I rated four "J& ;ery Eood) expert II rated four "J& ;ery

Eood and expert III rated two "$& 7air. This means that the two

experts agreed on the concepts which are basic in course

undertaking. ?owever, one expert rated 7air, which means that the

concept is lacking or there are some points that need to be

improved or added.

In linical Teaching Hlan Inclusive 5ates of 6otation, expert I

rated three "B& Eood) expert II rated "J& ;ery Eood and expert III

rated three "B& Eood. This means that the three experts approved

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of the proposed teaching plan with specification on schedules and

rotation. #oxes were supplied for easy selection of options by

checking the appropriate box.

In clinical teaching plan areas, expert I rated three "B& Eood)

expert II rated four "J& ;ery Eood and expert III rated four "J&

;ery Eood. This means that the clinical teaching plan has simplified

and enumerated all the covered areas of responsibility. The clinical

teaching plan has provided boxes for easy selection of the area of

responsibility


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Indicators9xpert 0 9xpert $ 9xpert B Total

6ate Interpretation

6ate Interpretation

6ate Interpretation

6ate Interpretation

0. linicalTeaching Hlanoncept

J ;ery Eood J ;eryEood

$ 7air B.BB;eryEood

$. linicalTeaching HlanInclusive5ates of6otation

B Eood J ;eryEood

B Eood B.BB ;eryEood

B. linicalTeaching Hlan'reas

B Eood J ;eryEood

J ;eryEood

B.3M ;eryEood

TotalB.BB ;ery Eood J.% ;ery

EoodB.% Eood B.JJ ;ery

Eood

>egend:

6ange 6esponses


$.20 ! B.$2 Eood

0.M3 ! $.2% 7air

0.%% ! 0.M2 Hoor

I-C$ E0,ert% Ratin"% on Mehani% of the Pro,o%ed Clinial

Teahin" Plan

Table B presents the experts- ratings on mechanics of the

proposed clinical teaching plan. In grammar, expert I rated three

"B& Eood) expert II rated three "B& Eood and expert III rated three

"B& Eood. This means that the proposed clinical teaching plan

utili8ed correct tenses and subect!verb agreement. ?owever

improvements should be done on minimal words and parts.

In Hunctuations, expert I rated four "J& ;ery Eood) expert II

rated three "B& Eood and expert III rated three "B& Eood. This

means that the proposed teaching plan has the correct

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diction. The mechanics are very important since this teaching plan

will be utili8ed by the >evel III linical Instructors. The clinical

teaching plan should be free from grammatical error.

Ta&le 3

E0,ert% Ratin" on Mehani% of the Clinial Teahin" Plan

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Indicators9xpert 0 9xpert $ 9xpert B Total

6ate Interpretation

6ate Interpretation

6ate Interpretation

6ate Interpretation

0. Erammar"Tenses,*ubect!;erb'greement& iscorrect

B Eood B Eood B Eood B.% Eood

$.Hunctuationsare properlyused

J ;ery Eood B Eood B Eood B.BB ;eryEood

B. Cords arespelledcorrectly

J ;ery Eood B Eood B Eood B.BB ;eryEood

J. Haginationand marginsare properlyobserved

$ 7air $ 7air 0 Hoor 0.3M Hoor

2. 5iction"'ppropriateuse ofterms


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components, the proposed clinical teaching plan possess the

required general and specific obectives) students- daily activities)

students- requirements) and students- evaluation.

The average ratings of the three experts in the format of the

proposed clinical teaching plan are B.JJ which is interpreted as

;ery Eood. This means that the proposed clinical teaching plan has

the required specifications on clinical teaching plan concept) clinical

teaching plan inclusive dates of rotation) and clinical teaching plan

areas.

In mechanics, the average mean of the three "B& experts

gained a rating of $.K which is interpreted as Eood. This means

that the proposed clinical teaching plan passed the experts-

evaluation on grammar, spelling, punctuation, pagination and

diction. The mechanics are very important since this clinical

teaching plan will be utili8ed by the >evel III linical Instructors.

The clinical teaching plan should be free from grammatical error.

The grand mean rating of the three experts on the proposed

clinical teaching plan is B.%K which is interpreted as Eood. This

means that the proposed clinical teaching plan has the

comprehensive concepts and parts needed for an effective and

33


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standardi8ed teaching plan. 7urthermore, this means that the

experts approved of the proposed teaching plan provided that the

suggestions should be incorporated.

Ta&le 4

Su##ary of E0,ert% Ratin" on the Clinial Teahin" Plan

9xpert 0 9xpert $ 9xpert B Total

34


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Indicators 6ate Interpretation

6ate Interpretation

6ate Interpretation

6ate Interpretation

'.

omponents B.% Eood $.M2 Eood B.$2 Eood B.% Eood

#. 7ormat B.BB ;ery Eood J.% ;eryEood

B.% Eood B.JJ ;eryEood

. @echanics B.$ Eood $.3 Eood $.3 Eood $.K Eood

TotalB.0K Eood B.0$ Eood $.12 Eood B.%K Eood

>egend:

6ange 6esponses


$.20 ! B.$2 Eood

0.M3 ! $.2% 7air

0.%% ! 0.M2 Hoor

II-A$ Stren"th% of the Pro,o%ed Clinial Teahin" Plan a%

E*aluated &y the E0,ert%

Table 2 presents the strengths of the proposed clinical

teaching plan as evaluated by the experts. In the components,

expert II cited the following strengths: Fcomplete parts from

obectives to evaluation) all indicators for a clinical teaching plan

are present) parts are well stated) identifies the concept to be

accomplished) obectives are well stated.A 9xpert III cited:

Fcomplete form from anatomy to evaluation of nursing care

rendered.A 9xpert I did not sight any strength in the

components of the proposed clinical teaching plan. This means

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that the clinical teaching plan with regards to components, it

exhibits a comprehensive parts and has sufficient presentation

of obectives, concepts, and parts.

In format, 9xpert II cited that all items are present. 9xpert

III cited the following strengths: Fboxes are provided for

convenience in checking options) dates and schedules are

provided) parts are completeA. This means that options are well

provided in the proposed clinical teaching plan as mechanism to

provide convenience to the linical Instructors who will be

utili8ing it. 9xpert I has no strength presented on the format

area of the proposed clinical teaching plan.

In mechanics, 9xpert III cited few errors on spelling as

strength. This means that the proposed clinical teaching plan

has few errors on mechanics like grammar, spelling and diction

and can be improved by following the suggestions and

corrections of the experts. 9xpert I and 9xpert II did not present

any strength in the mechanics of the proposed clinical teaching

plan.

Ta&le 5

Stren"th% of the Pro,o%ed Clinial Teahin" Plan a%E*aluated &y the E0,ert%

AREAS STREN(THS

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COMPONENTS ! complete parts from obective to evaluation! all indicators for a teaching plan are present! Harts are well stated! identifies the concept to be accomplished! obectives are well stated

'ORMAT ! boxes are provided for convenience in checking options! dates and schedules are provided! parts are complete

MECHANICS ! few errors on spelling

The teacher as facilitator of learning provides he conditions

for effective learning, seeks to meet the needs and interest of the

learner, helps to create conditions for openness, respect, trust,

acceptance, confrontation and self!evaluation, places emphasis on

the uniqueness and rights of the individual and seeks feedback

which will improve his effectiveness as a facilitator of the learning

process "Eregorio, $%%0&.

The learner must clearly perceive the goal) the learner must

be psychologically and physiologically reading) the learner must be

motivated to learn) the learner must be active not passive for

maximum learning) the learner must repeat or practice what he

has learned in order to remember) the learner must put together

the parts of a task and perceive it as a meaningful whole) the

learner must see the significance, meanings, implications and

applications that will make a given experience understandable) the

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learner must be prepared to respond and the process of problem

solving and learning are highly unique and specific "Eregorio,

$%%0&.

II-B 6ea!ne%%e% of the Pro,o%ed Clinial Teahin" Plan a%

E*aluated &y the E0,ert%

Table 3 presents the weaknesses of the proposed clinical

teaching plan as evaluated by the experts. In components:

9xpert I cited this weakness: Fnon!behavioral terms use in

stating specific obectives.A 9xpert II cited the following

weaknesses: Fstatement of specific obectives) some obectives

are not measurable) student activity is not activity but

obectives) components are nor divided by parts like "I. II III&)

some evaluative measures are not clear.A 9xpert III cited

weakness in alignment and margin. This means that

improvements should be done on the way the specific obectives

are stated) activities of students) evaluation of students and

proper division of parts of the clinical teaching plan.

In format, the experts cited the following weaknesses: 9xpert

I cited: Finconsistency in outline.A 9xpert II cited: Fthe format is

not rater< user!friendly) inconsistency on fonts


39/80

and capitali8ation.A 9xpert III cited non!inclusion of sub!

components of the concept. This means that improvements

should be done by including the sub!components, consistency of

the outline and terms.

In mechanics, the experts cited the following weaknesses

9xpert I:A lapses in grammar and diction.A 9xpert II: Fsome

sentences are incomplete) lapses in pagination and spelling.A

9xpert III: Flacking parameters on description for every rating.A

This means that the improvements should be done on grammar,

pagination, spelling and diction.

>earning is an integral, ongoing process occurring within the

individual, enabling him to meet specific aims, fulfill his needs

and interests and cope with the living process. The process of

learning involves five distinct phases: +nfree8ing!the individual

becomes ready to consider changes in knowledge, skills,

attitudes and behavior) Hroblem diagnosis!the forces supporting

the need for change and the forces working against the changed

needs are identified and presented) Eoal setting!the desired

changes in knowledge, skills, attitudes and behavior are stated

specifically) ew behavior!the individual learns and practices

those never knowledge, skills, attitudes and behaviors which are

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desired and 6efree8ing!the newer learning have been found to

be beneficial and are assimilated into the individual-s ongoing

framework of knowledge, skills, attitudes and behavior

"*cheffer, $%%$&.

Ta&le 7

6ea!ne%%e% of the Pro,o%ed Clinial Teahin" Plan a%

E*aluated &y the E0,ert%AREAS 6EA8NESSES

COMPONENTS ! statement of specific obectives! some obectives are not measurable! student activity are not activities but obectives! alignment and margin! components are not divided by parts "like I,II&! some evaluative measures are not clear

'ORMAT! inconsistency in the outline! non!inclusion of sub!components of the concept! format is not rater


41/80

Table M presents the recommendations of the experts on the

proposed clinical teaching plan. In components, the experts

strongly recommend the following: appropriate division of parts

and concepts; general and Specific Objectives should be

measurable; specific objectives should target the entire

concepts; student Activity should be measurable and

performance-based; references should be cited; include the

post-test; provide clear direction in the evaluation and

requirements.This means that the proposed clinical teaching

plan can be improved by dividing the parts of the concepts)

restating the general and specific obectives and evaluative

measures) post!test should be included) and providing clear

direction and instruction in students- evaluation and

requirements and citing the references used in the course..

In format, the experts recommend the following: columnar

presentation of !art "#; consistency of font si$e; %oncepts

should be properly sequenced; include specific schedules &ith

bo' (for chec)ing options*; and include the university and

department+s logo. This means that improvements on the

proposed clinical teaching plan can be done by using consistent

font si8e) sequencing the concepts in orderly manner) using

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boxes for checking options) and including the university and

department-s logo.

In 01B%s, 9dward Tolman proposed a theory of learning

called cognition. Tolman believed that behavior uses goal!

oriented and had both direction and purpose. ?is theory also

proposed that there are paths which we can follow and tools

that we can used to achieve our goals.

Ta&le 9

Reo##endation% of the E0,ert% on thePro,o%ed Clinial Teahin" Plan

AREAS RECOMMENDATIONS

COMPONENTS ! appropriate division of parts and concepts! general and *pecific Obectives should be measurable! specific obectives should target the entire concepts! student 'ctivity should be measurable and

performance!based! references should be cited! include the post!test! provide clear direction in the evaluation and

requirements

'ORMAT

! columnar presentation of Hart ;I! consistency of font si8e! oncepts should be properly sequenced

! include specific schedules with box "for checkingoptions&

! include the university and department-s logo

MECHANICS

! use appropriate grammar! use appropriate punctuation! use appropriate word spelling! use the appropriate terms! use proper pagination

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UNI.ERSIT) O' SOUTHERN PHILIPPINES 'OUNDATION

COLLE(E O' NURSIN(CEBU CIT)

PROPOSED STANDARD CLINICAL TEACHIN( PLANO' NCM::::::

Na#e of Clinial In%trutor; :::::::::::::::::::::::

I$ Cone,t; Care of Client


44/80

III$ Inlu%i*e Date% of A%%i"n#ent;=============

Shift;

In%trution; Plea%e he! the %hift$

@orning *hift : 3'@! $H@


45/80

B. 6elated pathophysiology to gastrointestinal disorder.

J. Hredicted any signs and symptoms of different

gastrointestinal disorder.

2. Interpreted significance of laboratoryisted identified nursing problems.

M. Organi8ed appropriate nursing care interventions.

K. 'pplied appropriate nursing care intervention to

each identified nursing problem.

1. 9valuated the effectiveness of nursing care

rendered.

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A$Orientation

DA) I

CLINICAL INSTRUCTORSACTI.IT)

STUDENTS ACTI.IT)

1$ INTRODUCTION

0.0 Introduces herself to thestudent

0.$ 9xplains the concept

0.B 9xplain the general andspecific obectives

0.J 5escribe theorgani8ationalchart, physical set!up ofthe hospital

0.2 Introduce the nursingpersonnel0.2.0. hief urse0.2.$. *upervisor urse0.2.B. *taff urse0.2.J. *enior urse0.2.2. ursing'ttendant


47/80

0.3.2 vital signs taking

0.3.3 intake andoutputmeasurements

0.3.M intravenous therapy time taping

0.3.K. nursing procedureswith I/ssupervision

0.3.1. laboratory ACTI.IT)

2. CHECKING ofPHARAPHERNALIA

$.0. blood pressureapparatus and stethoscope

$.$. oral thermometerbandage scissors

$.B. tourniquet $.J. penlight $.2. nail cutter $.3. black umbrella $.M. sewing material:

blue


48/80

$.0B. hand towel anddusting cloth

$.0J. lesson plan notebookcovered white with $x$picture

$.02.small ot downnotebook

3$ CHEC8IN( ofSI(NATURES

B.0. 6elated >earning

9xperience @anual B.$. 6elated >earning

9xperience learance*heet

4$ CHEC8IN( of UNI'ORMS

J.0. 7emale

J.0.0 *C+ nurse-s cap J.0.$ ameplate

J.0.B Chite dutyuniform with white apronand white undergarments J.0.J Chite stockings J.0.2 lean white duty shoes J.0.3 Cell combed hair J.0.M *light make!up

and lipstick

J.$. @ale

J.$.0 *C+ nursingbadge

J.$.$ ameplate J.$.B Chite duty

uniform withwhite sleevelessundershirt

B. 5emonstratecomplianceand showed completesignatures of previouslinical Instructor

J.0. *how complete andclean uniforms accordingto institution policy

J.$. *how complete and

clean uniforms accordingto institution policy

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J.$.J lean white duty shoes with white

socks J.$.2. Cell trimmed

?air

C$ PRE-TEST 5$ ADMINISTER PRE-TEST

$% questions"0M pointspassing rate& questions aboutthe concept and orientation

2. Hass the requiredpassing rate

DA) 2-13 HANDS ON PATIENT CARE 6ITH .ARIOUS ACTI.ITIES

A$INDI.IDUAL

BEDSIDECON'ERENCE

CLINICAL INSTRUCTORS

ACTI.IT)

STUDENTS> ACTI.IT)

'.5iscusses the concept

#.9xplains about theclient-s condition

.Interprets significantlaboratoryist appropriate nursinginterventions

9.9valuate theeffectiveness of thenursing care rendered

'. Harticipate in the

discussion#. 'nswer questions

about client-scondition

. 5ifferentiate theimportantlaboratory


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CLINICAL INSTRUCTORSACTI.IT)

STUDENTS> ACTI.IT)

C$ (ROUPCASE STUD)

'. 'ssign the group case studyaccording to concept:

0.'natomy andHhysiology ofEastrointestinal *ystem

$. Eordon/s 7unctionalHattern and Hhysical9xamination

B. 5emographic 5ata

and ?istory

J. Hathophysiology ofEastrointestinal *ystem

2. >aboratory

B%40%%4

'inalRotation

(rade

6IT96I':

0. Hre!test 24$. Host!test 0%4B. 6equirements $24 Includes: ward class, individual bedsideconference, group case discussion and

lesson planJ. .*.'. "nowledge, *kills, 'ttitude& 3%4Total 0%%4 x.K%2. 6eturn demonstration Erade x. $% TOT'> 7inal 6>9 Erade

6eferences:'. #ooks

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#..

On!>ine *ources:

'#..

Hrepared by: oted:

linical Instructor >evel III hairman

CHAPTER IIISUMMAR) O' 'INDIN(S/ CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the summary of the findings,

conclusions and recommendations of the study.

SUMMAR) O' 'INDIN(S

The following were the significant findings of the study:

A$ E0,ert% Ratin"% on the Pro,o%ed Clinial Teahin" Plan

In components, the average mean of the three experts

gained a rating of three B.% "Eood&. The average ratings of the

three experts in the format of the proposed clinical teaching plan is

B.JJ ";ery Eood &. In mechanics, the average mean is $.K "Eood&.

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The grand mean rating of the three experts on the proposed clinical

teaching plan is B.%K "Eood&.

B$ Stren"th% and 6ea!ne%%e% of the Pro,o%ed Teahin" Plan

a% E*aluated &y the E0,ert%

In the components, the experts cited the following strengths:

that the clinical teaching plan with regards to components, it

exhibits a comprehensive parts and has sufficient presentation of

obectives, concepts, and parts. In format, the options are well

provided in the proposed clinical teaching plan as mechanism to

provide convenience to the teachers who will be using it. In

mechanics, the experts cited few errors on spelling as strength.

In components, the experts cited the following weaknesses:

that improvements should be done on the way the specific

obectives were stated) activities of students) evaluation of

students and proper division of parts of the clinical teaching plan.

In format, that improvement should be done by including the sub!

components, consistency of the outline and terms. In mechanics,

the improvements should be done on grammar, pagination, spelling

and diction.

C$ Reo##endation% of the E0,ert% on the Pro,o%ed ClinialTeahin" Plan

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The proposed teaching plan can be improved by dividing the

parts of the concepts: restating the general and specific obectives

and evaluative measures) post!test should be included) and

providing clear direction and instruction in students- evaluation and

requirements and citing the references used in the course. In

format, improvements on the proposed clinical teaching plan can

be done by using consistent font si8e) sequencing the concepts in

orderly manner) using boxes for checking options) and including

the university and department-s logo.

CONCLUSIONS

The proposed clinical teaching plan summari8es the strengths

and weaknesses with the incorporation of the suggestions of the

external experts can be a linical Teaching Hlan in ursing are

@anagement ourse to be utili8ed by the linical Instructors

handling ursing are @anagement, >evel III students.

RECOMMENDATIONS

'nchored on the findings of the study, the researcher

recommends the following:

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0. The linical Teaching Hlan in ursing are @anagement

ourse should be utili8ed by the linical Instructors

handling ursing are @anagement, >evel III students)

$. The level chairs and the dean of the ollege of ursing

should be provided with copies of the linical Teaching Hlan

in ursing are @anagement ourse for further suggestions

and recommendations on the improvements of the study.

B. The linical Teaching Hlan in ursing are @anagement

ourse will be introduced to the linical Instructors to

determine its applicability and validity.

J. The use of 6ubric as an evaluative tool.

B I B L I O ( R A P H )

A$ Boo!%

#lack, Doyce @. et al. "$%%0&. @edical!*urgical ursing. C.#.*ounders ompany.

#radford, Cilliam "$%%$&. Introduction to linical Teaching.#oston: ?oughton @ifflin o.

arlson, Hatrick "$%%B&. Hsychological 6eadings. *t. >ouis:.;. @osby o.

Eeorge, ;incent "$%%%&. ursing Theories. *t. >ouis:.;. @osby o.

Eregorio, ?erman "$%%0&. 9ducational Teaching *trategies.

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@anila: Hhoenix Hublishing o.

?urlock, 9li8abeth "$%%$&. Hsychology for @odern >iving.Hhiladelphia: C.#. *aunders o.

*cheffer, 9ric "$%%$&. >earning Opportunities. hicago: @ilwaukeeHublishing o., $%%$.

*criven, @ark "$%%B&. linical Teaching 'pproaches. *t. >ouis:.;. @osby o.

*mith, atherine "$%%%&. Introduction to Hsychology. Hhiladelphia:C.#. *aunders o.

Chitney, Eregorio "$%%$&. 9lements of 6esearch. ew Lork:@cEraw!?ill o.

B$ =ournal%

5awis, >. *awin, and 5unn, O. FIndicators in 9ffectiveTeaching.A >earning Dournal. ;ol. $B P 22.

C$ On-Line Soure%

Flinical Teaching 9ffectiveness Hrogram,A accessed through http:www.utexas.edu


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FTechniques in 9ffective TeachingA accessed through http:


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A P P E N D I C E S

A,,endi0 A

Tran%#ittal Letter to the Dean of the Colle"e of Nur%in"

@ay 00, $%%K

MRS$ MARIA ELENA A$ CABI(ON

5ean, ollege of ursing*outhwestern +niversityebu ity

5ear @adam:

Eood dayQ

I am presently conducting a study entitled, F7actors 'ffectingthe Nuality of Implementation of the linical Teaching Hlan,A as apartial fulfillment of the requirement for the 5egree of @aster of'rts in ursing @aor in ursing 'dministration. In view of this, Ihave the honor to ask permission from your good office that I

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would be allowed to conduct the study in your ollege of ursing.6est assured that the responses of the respondents will be held

with strictest confidence and would only be used for studypurposes.

Thanking in advance for the anticipated favor. I remain.

*incerely yours,

ERLINDA M$ (U@MAN/ 6@' *tudent

oted:

ROUEL A$ LON(INOS/ 9d.5., Hh.5.5ean, Eraduate *chool

A,,endi0 B

Letter to the E0,ert

SOUTHWESTERN UNIVERSITYCe&u City

(RADUATE SCHOOL O'HEALTH SCIENCE/ MANA(EMENT AND PEDA(O()

Duly $1, $%%K

DR$ CATALINO C$ ABOS

Hrofessor, Eraduate *chool*outhwestern +niversityebu ity

5ear DR$ ABOS;

I am 9rlinda @. Eu8man, @aster of 'rts in ursing "@'& student of theEraduate *chool of ?ealth *cience, @anagement and Hedagogy, *outhwestern

59


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+niversity. I am presently writing my thesis entitled *T'5'65* O7 >II'>T9'?IE H>'.

In view of the above, I would like to invite you as one of the experts onthe evaluation of the clinical teaching program of the ollege of ursing,*outhwestern +niversity using my proposed rubric.

Lour approval to this request will definitely help me in finishing my thesis.

Thank you.Truly yours,

ERLINDA M$ (U@MAN/ 6*tudent

oted:

LUCRIS A$ TAN/ =R$/ @''dviser

ROUEL A$ LON(INOS/ 9d.5.,Hh.5. 5ean, EradRate *chool

A,,endi0 C



(RADUATE SCHOOL O'

HEALTH SCIENCE/ MANA(EMENT AND PEDA(O()

Duly $1, $%%K

DR$ BR)ANT C$ ACARHrofessor, Eraduate *chool*outhwestern +niversityebu ity

5ear DR$ ACAR;

I am 9rlinda @. Eu8man, @aster of 'rts in ursing "@'& student of theEraduate *chool of ?ealth *cience, @anagement and Hedagogy, *outhwestern

60


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+niversity. I am presently writing my thesis entitled *T'5'65* O7 >II'>T9'?IE H>'.



Thank you.

Truly yours,

ERLINDA M$ (U@MAN/ 6

*tudent

oted:

LUCRIS A$ TAN/ =R$/ @''dviser

ROUEL A$ LON(INOS/ 9d.5.,Hh.5. 5ean, Eraduate *chool

A,,endi0 D



(RADUATE SCHOOL O'

HEALTH SCIENCE/ MANA(EMENT AND PEDA(O()

Duly $1, $%%K

MR$ MAURO ALLAN P$ AMPARADOHrofessor, Eraduate *chool*outhwestern +niversityebu ity

5ear MR$ AMPARADO;

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I am 9rlinda @. Eu8man, @aster of 'rts in ursing "@'& student of theEraduate *chool of ?ealth *cience, @anagement and Hedagogy, *outhwestern+niversity. I am presently writing my thesis entitled *T'5'65* O7 >II'>T9'?IE H>'.



Thank you.

Truly yours,

ERLINDA M$ (U@MAN/ 6*tudent

oted:

LUCRIS A$ TAN/ =R$/ @.5., @''dviser

ROUEL A$ LON(INOS/ 9d.5.,Hh.5. 5ean, Eraduate *chool

APPENDI E

RUBRIC 'OR CLINICAL TEACHIN( PLAN

O' NCM :::::::::::

This rubric is designed to evaluate the linical Teaching Hlan for#achelor of *cience in ursing >evel III students of *outhwestern+niversity!ollege of ursing.

Instruction: 6ate the teaching plan per component. #e guided by thedescriptions given and their corresponding score.

COMPONENTS 4.ery (ood

3(ood

2'air

1Poor Ratin"

0. E996'>'5 *H9I7IO#D9TI;9*

'ccuratelystates the

general andspecific

obectives

*tates liesaccuratelythe generaland specificobectives

Hoorly statesthe generaland specificobectives

5oes notstates the

general andspecific

obectives

SB

$. *T+59T-* 'ccurately Identifies the Hoorly 5oes not

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5'I>L'TI;ITI9*

identifies thedaily

activities

dailyactivities

identifies thedaily

activities

identify thedaily

activities

SB

B. *T+59T-*69N+I69@9T*

'ccuratelyidentifiesstudent-s

requirements

Identifiesstudent-s

requirementsless

accurately

Hoorlyidentifiesstudent-s

requirements

5oes notidentify

student-srequirements

S$

J. *T+59T-*9;'>+'TIO

'ccuratelyidentifies the

student-sevaluation

Identifies thestudent-sevaluation

Hoorlyidentifies the

student-sevaluation

5oes notidentify thestudent-sevaluation

S$

'ORMAT J B $ 02. >II'>T9'?IE

H>' O9HT

'ccuratelyidentifies theevaluation

Identifies theclinical

teaching planconcept lessaccurately


clinicalteaching plan

concept

5oes notidentify the

clinicalteaching plan

concept

SB

3. >II'>T9'?IE

H>'I>+*I;95'T9* O76OT'TIO

'ccuratelyidentifiesclinical

teaching planinclusivedates andtime ofrotation

Identifies theinclusivedates and

time ofrational lessaccurately


inclusivedates andtime ofrotation


inclusivedates andtime ofrotation

S$

M. >II'>T9'?IE

H>' '69'* O7'**IE@9T

'ccuratelyidentifies the

areas ofassignment

Identifies theareas of

assignment


areas ofassignment


areas ofassignment

S$

MECHANICS 4.ery (ood

3(ood

2'air

1Poor Ratin"

0. Erammar"Tenses,

*ubects and;erb

'greement& iscorrect

S$

$. Hunctuationsare properly and

appropriatelyused

S0

B. Cords arespelled correctly S$

J. Haginationand margins are

properlyobserved

S$

2. 5iction"'ppropriateuse of termsa *alle +niversity*ummer of 01K% and 01K0

@aster of 'rts in 9ducation, *C+, 011J on the thesis entitled: '

ritical 'nalysis of the ;alues 5epicted in 7ive *elected 9ssays in9nglish I and 9nglish $ Textbooks +sed in *outhwestern+niversity: #asis for an 9nrichment Hrogram on ;alues 9ducation.

5octor of 9ducational @anagement, *C+, @ay $%%B on the

dissertation entitled: #rain 5ominance, >earning *tyles and'cademic 'chievement of Hhilippine >iterature *tudents,*outhwestern +niversity, ebu ity: Hroposed Instructional5evelopment Hrogram.

APPENDI =

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EPERT II

CURRICULUM .ITAE

BR)ANT CABALLES ACAR?ome G "%B$& $BJ$131)ell P ! %1$0JK%$012bryantacarUgmail.com

EDUCATIONAL BAC8(ROUND

#achelor of 'rts in #iology, +*H >'?+E "0111& *umma um laude@aster of 'rts in Teaching *cience, *outhwestern +niversity "$%%B&

@eritisimus5octor of 9ducation maor in 9ducation @anagement, +*H7 Erad *chool

"$%%3& #enemeritus@aster of 'rts in Teaching @aor in *pecial 9ducation, *outhwestern

+niversity "$J units ! ongoing&

PRO'ESSIONAL BAC8(ROUND

Teahin" E0,eriene

'pril $%%M G present*outhwestern +niversity G Erad *chool*ubects taught: 9ducational 6esearch, 9ducational >eadership, 9merging

Theories in 9ducation, 9ducational riticism

'pril $%%M G present+niversity of the *outhern Hhilippines 7oundation G Erad *chool*ubects taught: 9ducational @anagement

Dune $%%% to @ay $%%M+niversity of the *outhern Hhilippines G ollege of 'rts and *ciences*ubects taught: #iology, Voology, #otany, 'natomy and Hhysiology,

@icrobiology, 9arth *cience, 'nthropology, 7amily Hlanning

Other Related E0,eriene F.i%itin" TeaherG

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A''ILIATIONS;

9nvironmental 9ducation etwork of the Hhilippines ! @ember'ssociation of olleges of 'rts and *ciences in ebu 6egion M ! @ember'cademic ouncil, +*H7 ! @emberHhilippine 'ssociation for Eraduate 9ducation ! @ember6OT'6'T >+# ollege +*H7 hapter ! $%%2!$%%3 ! 'dviser

S8ILLS:

omputer >iterate "@* Cord, 9xcel, HowerHoint&urriculum Hlanner6esearch onsultant

APPENDI 8

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EPERT III

Curriulu# .itae

Mauro Allan P$ A#,arado/ 6, @#', @'ellphone P %10M!B%%0$3JOffice Tel. P "%B$& $BJ!$J3%) $BB!K0$J loc 0%J9mail 'ddress: mapamparadoUyahoo.com

EDUCATIONAL ATTAINMMENT

Host!graduate 9ducation andidate, 5octor of Hhilosophy inTechnology @anagement "Hh5!T@&**, @ain ampus

Eraduate 9ducation @aster of 'rts in ursing "@'&@aor in ursing *ervice 'dministration*outhwestern +niversity, ebu ity'pril $%%3*.O. K%!$%0$%%!%%B% *. $%%3

@aster of #usiness 'dministration "@#'&*outhwestern +niversity, ebu ity

October $%%$*.O. P K%!BJ%0%0!%%3B *. $%%B

Tertiary 9ducation #achelor of *cience in ursing "#*&*iliman +niversity, 5umaguete ity@arch 0113

*econdary 9ducation *t. Haul ollege, 5umaguete ity@arch 011$

9lementary 9ducation @inglanilla entral *chool

@inglanilla, ebu@arch 011K

CURRICULUM .ITAE

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PERSONAL SECTION;

NAME ; @rs. 9rlinda @. Eu8man

DATE O' BIRTH ; October 1, 012J

NATIONALIT) ; 7ilipino

MARITAL STATUS ; @arried

PERMANENT ADDRESS ; TE 0 #lk.0% >ot Kamella ?omes, >awaan

Talisay ity 3%J2 ebu, Hhilippines

TELEPHONE NUMBERS

@O#I>9 :W3B102J%K113$ < W3B1$13JM12%J

9@'I> :bembotskiUyahoo.com

HEALTHCARE EDUCATION AND TRAININ( ;

=une 19 Marh 193 - Seondary

+niversity of *an Dose 6ecoletos ebu ity

May 191 May 194 - Pre-Nur%in"

;ele8 ollege

ebu ity

=une 195 Oto&er 19- Bahelor of

Siene in Nur%in"

@isamis +niversityO8amis ity

73
mailto:[email protected]:[email protected]


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Oto&er 29 - I. Thera,y Trainin"

;icente *otto @emorial@edical enter ebu ity

Marh 2/ 24 - 8in" 'ai%al S,eiali%t Ho%,ital andRe%earh Center

X *ervice Hlus ?ealth are Training

Dee#&er 27/ 24 ! 8in" 'ai%al S,eiali%t Ho%,ital andRe%earh Center

X eonatal Hhysical 'ssessment

Au"u%t 2/ 24 ! 8in" 'ai%al S,eiali%t Ho%,ital andRe%earh Center

X #asic >ife *upport Hrovider Hrogram'merican ?eart 'ssociation

PRO'ESSIONAL RE(ISTRATION J MEMBERSHIP

EAMINATIONS PASSED;

Phili,,ine Nur%in" A%%oiation 6egistration P %%12J1K

Profe%%ional Re"i%tration Co##i%%ion

6egistered urse Hrofessional 6egistration I5 ard P %%12J1K

O,eratin" Roo# Nur%e% A%%$ of the Phili,,ine%@ember , 6egistered Danuary $%%3

Co#,rehen%i*e E0a#ination for the De"ree of Ma%terof Art% in Nur%in" FMANG

H'**95: @ay $3 G $M, $%%M *outhwestern +niversity,ebu ity

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International En"li%h Lan"ua"e Te%tin"

Sy%te# FIELTSGI5H Hhilippines 6eport 7orm o.%2H?%03223E+V9%%1'enter umber H? %%1, @arch $2, $%%3

>istening : ! 3.26eading : ! 3.%Criting : ! M.%*peaking : ! M.%Over all #and score: 7$5

6OR8 EPERIENCE;

May 27 Marh 2 South


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patients post


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