Master's Special Papershttps://hdl.handle.net/20.500.12852/3832024-03-28T22:50:02Z2024-03-28T22:50:02ZLevel of needs satisfaction and its relationship to the clinical performance of staff nurses at Dr. Rafael S. Tumbokon Memorial HospitalReunir, Ernilyn Reyeshttps://hdl.handle.net/20.500.12852/16092022-03-09T08:24:10Z2006-01-01T00:00:00ZLevel of needs satisfaction and its relationship to the clinical performance of staff nurses at Dr. Rafael S. Tumbokon Memorial Hospital
Reunir, Ernilyn Reyes
The study was conducted to determine the relationship between the needs satisfaction and clinical performance level of staff nurses at Dr. Rafael S. Tumbokon Memorial Hospital (DRSTMH).
Specifically, the study aimed to answer the following specific questions: 1) What is the profile of nurses at Dr. Rafael S. Tumbokon Memorial Hospital in terms of age, position, monthly salary, and length of service; 2) What is the level of needs satisfaction of nurses at Dr. Rafael S. Tumbokon Memorial Hospital in terms of physiologic, safety and security, love and belonging, self-esteem, and self-actualization needs; 3) What is the level of clinical performance of nurses at Dr. Rafael S. Tumbokon Memorial Hospital; 4) Is there a relationship between the nurses’ age, position, monthly salary, and length of service and their needs satisfaction level; 5) Is there a relationship between the nurses’ age, position, monthly salary and length of service and their clinical performance level, and; 6) Is there a relationship between the nurses’ needs satisfaction level and their level of clinical performance.
The respondents were the thirty-six (36) nurses with permanent status of employment at the DRSTMH. A self-administered questionnaire was used as the instrument in gathering data. The questionnaire was prepared based on the objectives of the study. To facilitate data gathering, the respondents were identified through the nurses’ profile which was taken from the list of employees at the Administrative Office of DRSTMH.
The descriptive method of research was used in this study. This research method is concerned with the nature or condition that exist: attitude, beliefs or point of view that are being felt; practices that prevail; methods or processes that are going on; trends that are developing; more gathering of data for it also involves measurement and evaluation.
The data obtained from the questionnaire were organized and tabulated for statistical treatment and to answer the statements of the problem. The results were presented in the tables constructed for the purpose.
The researcher used statistical tools such as frequency counts to account the attribution of a certain variable, percentages to rank the quality of the variables, and mean to obtain a single value which can best describe or represent certain data.
The thirty-six (36) nurse-respondents were both young (39 years old and below) and old (above 39 years old) with Nurse 1 and Nurse 2 positions, where 77.78 percent were receiving a monthly salary of Php 10,000.00 and below and the other 22.22 percent received a salary of above Php 10,000.00. Twenty-two of them has served for 9 years and below while 14 has served for 10 years and above.
The needs satisfaction level of all the respondents was “Satisfied”.
The clinical performance of the respondents was rated “Fair”.
The needs satisfaction level of the respondents was dependent on their length of service, while age, position and monthly salary have nothing to do with the respondents’ needs satisfaction level.
There is no relationship between the respondents’ age, monthly salary, and length of service and their clinical performance. However, a relationship is seen on the position and their clinical performance.
It was found out that the nurses’ needs satisfaction level is highly associated with their clinical performance.
Abstract only
2006-01-01T00:00:00ZProposed manual in orthopedic nursingSolis, Raymund D.https://hdl.handle.net/20.500.12852/14512022-03-09T08:24:10Z2006-01-01T00:00:00ZProposed manual in orthopedic nursing
Solis, Raymund D.
This manual is the realization of the author’s dream way back in college. The admiration he had to his mentors who made syllabi which served as references making learning organized and easy, left an open vision in his mind and pledge to himself that if given the chance, he is going to make such learning material in the future.
The author’s vision or dream was reawakened when he had his preceptorship training at the Philippine Orthopedic Center (POC) and when he was following up students in their clinical exposure in the said institution. He realized that the allotted forty hours of related learning experience (RLE) is insufficient for the students to acquire the necessary knowledge they need to learn about orthopedic nursing.
The author was also confronted with the reality that no one book is enough to supply the students with the necessary knowledge and skills they need to learn, thus instructors utilized several references. It is also a known fact that nursing books are very expensive. Students also clamor that they cram for references if they have reports or case study because the references available in the library are limited (not enough to the number of users). The inadequacy of references causes the students to spend a lot to photocopy reference materials or in internet surf.
With the ballooning enrollment of the colleges of nursing, the need for classroom and clinical instructors to handle the lecture and to follow up students in the clinical area also heightened. The lack of reference materials causes apprehension to the instructors to handle the subject.
These are the factors that motivated the author to pursue his dream of creating a manual that will serve as a reference material to assist in the teaching and learning of orthopedic nursing concepts, thus the materialization of this manual.
General Objective
At the end of the discussion of the concept of musculoskeletal system utilizing different teaching modalities, the learners will be able to acquire knowledge on orthopedic nursing, develop skills in the management of orthopedic patients and demonstrate the desired attitude in the care of these patients.
Specific Objectives
Specifically, the learners are expected to:
A. KNOWLEDGE
1. Discuss the principles of tractions, its purposes and indications;
2. Explain comprehensively orthopedic conditions and its management;
3. Classify different types of tractions, casts, molds and braces;
4. Enumerate types of orthopedic hardware and familiarize their indications;
5. Identify assistive devices and discuss their uses;
6. Give health teachings to the patient regarding personal care, rehabilitation and proper diet
7. Identify nursing diagnoses, formulate objectives and enumerate nursing interventions specific to the needs of the patient.
B. SKILLS
1. Demonstrate skills in the care of patients with Balance Skeletal Traction;
C. ATTITUDE
1. Demonstrate positive attitude in giving nursing care to clients with musculoskeletal disorders.
PURPOSES OF THE MANUAL
This manual is created as a response to the need for a learning instrument, specifically on orthopedic nursing. This manual can also be used as a teaching guide of instructors teaching this concept.
The manual can be used by:
• Instructors who teach the musculoskeletal concepts in the classroom;
• Instructors who teach skills and those who follow up students in the clinical area, specifically in orthopedic nursing;
• BSN students who want to enrich their knowledge and skills in orthopedic nursing and learn by themselves even without the supervision of an instructor or formal classroom discussion; and
• BSN III students who are scheduled to have their affiliation in orthopedic nursing.
Introduction and statement of the problem
2006-01-01T00:00:00ZTeaching module in metabolism (part 2)Robleza, Marites L.https://hdl.handle.net/20.500.12852/14152021-09-21T08:00:13Z2009-01-01T00:00:00ZTeaching module in metabolism (part 2)
Robleza, Marites L.
Medical Surgical Nursing is forever changing, so it is imperative that instructors, both in the classroom and in the related learning experience (RLE) must keep themselves abreast with current findings through available resources, so that the students would excel in their chosen profession and would be future nurses who can compete globally.
Lecturers often have to fast track the discussion in the classroom since thirty two hours (32) allotted for nutritional, gastrointestinal and metabolic disorders are not enough to thoroughly discuss all aspects in the care of clients with these disorders wherein the focus of the discussion in the classroom is more on the disease process, the collaborative management which includes the diagnostic tests and the therapeutic management and the nursing management including independent and collaborative only the nursing intervention for the priority nursing diagnosis. Discharge planning which is a very important component of nursing care is often left out except for very important topics such as foot care of the diabetic clients, thus a need for RLE instructors to give minilectures and actual demonstrations in the clinical area is highly recommended to further enhance the learning of the students by following through what had been discussed in the classroom.
Mini-lectures done in the clinical area would enhance learning of the students because it would be easier for the students to relate what have been discussed in the classroom to what they have seen, observed and practiced in the clinical area and to what will be discussed in the RLE.
Students often give feedbacks on inconsistencies in RLE input that resulted to confusion as to what and whose information is correct and to be followed, the one given in the classroom or the one that was taught in the clinical area? A good example cited by the students is the exact site of insulin injection, is it in the midaxillary area or the outer deltoid portion of the arm? Another concern is the area of fastest absorption of insulin injection which is the abdomen. Is it still the fastest area of absorption or not?
Oftentimes, RLE instructors ask classroom lecturers for handouts on the topics to be and was discussed in the classroom, to be used as a reference for their mini-lectures in the clinical area, but classroom lecturers would often refer the RLE instructors to the textbook that the students use as a reference or study guide.
Most often clinical instructors come from different schools and some will be assigned to teach in the classroom and others in the clinical area. In this connection, problems arise in their teaching styles and capabilities which at times will lead to confusion among students. Some of these clinical instructors fail to update themselves with the latest information regarding the different disorders in metabolism.
References in the library are enough especially of the recent edition of the Medical- Surgical nursing textbooks, but the main problem is the time that they need for research. Most instructors have limited time to do it because of other important things or responsibilities that they have to do in school and at home.
Another important factor is financial constraint. Not all students have computers at home to use for research because some of the students are only staying in boarding houses, some students only have old textbooks, handouts or notes from previous batch as their references, and students find new textbooks to be too expensive.
The manual is based on new editions of medical-surgical nursing textbooks by various authors, and latest updates and trends from on-line references.
Since team teaching is adopted by the college in teaching medical-surgical nursing, this material will serve as a guide to all classroom lecturers so that no topic will be excluded or omitted during the discussion and at the same time, a reference and a guide for RLE instructors and RLE substitutes, on what to discuss so that information given out to students are uniform and consistent.
Nursing is dynamic and is an ongoing process, so teaching must be a collaborative effort so that it will be beneficial to the students. This manual is a response to the need of the College of Nursing to promote an integrated approach to acquire consistency and uniformity in discussion, both in the classroom and the RLE for continued excellence in the teaching ministry.
General Objective
The module is designed to enable the clinical instructors both in the classroom and RLE to impart and share the acquired knowledge on the basic concept of metabolism and the different disorders, provide the students additional resource material for focused review of the disorders, enhance the skills of students on various procedures related to the concept of metabolism and regulation and inculcate Christian values in the management and care of clients with disturbances in gastrointestinal, metabolism and regulation disorders.
Specific Objectives
The lecturers and the students will be able to:
1. discuss etiologic or predisposing factors for each disorder;
2. discuss the pathology of specific disorders;
3. explain the collaborative management including the diagnostic test and therapeutic intervention of the different disorders discussed;
4. identify priority nursing diagnosis according to actual assessment findings observed in the client;
5. perform thorough physical assessment to clients with disorders in gastrointestinal, metabolism and regulation;
6. conduct and present case studies in the clinical area related to the concept of metabolism and regulation;
7. demonstrate skills in providing quality care to clients with nutritional, gastrointestinal, and metabolic and regulation disorders utilizing the nursing process;
8. recognize the importance of holistic and comprehensive nursing care of client’s with gastrointestinal, metabolism and regulation disorders;
9. demonstrate positive attitude in the care of client(s) with gastrointestinal, metabolism and regulation disorder; and,
10. show openness to questions and suggestions either from the clients and significant others.
Introduction and statement of the problem
2009-01-01T00:00:00ZTeaching module in metabolismDiesto, Robeanna M.https://hdl.handle.net/20.500.12852/10432021-06-21T02:00:16Z2009-01-01T00:00:00ZTeaching module in metabolism
Diesto, Robeanna M.
Medical Surgical Nursing is forever changing, so it is imperative that instructors, both in the classroom and in the related learning experience (RLE) must keep themselves abreast with current findings through available resources, so that the students would excel in their chosen profession and would be future nurses who can compete globally.
Lecturers often have to fast track the discussion in the classroom since thirty two hours (32) allotted for nutritional, gastrointestinal and metabolic disorders are not enough to thoroughly discuss all aspects in the care of clients with these disorders wherein the focus of the discussion in the classroom is more on the disease process, the collaborative management which includes the diagnostic tests and the therapeutic management and the nursing management including independent and collaborative only the nursing intervention for the priority nursing diagnosis. Discharge planning which is a very important component of nursing care is often left out except for very important topics such as foot care of the diabetic clients, thus a need for RLE instructors to give mini lectures and actual demonstrations in the clinical area is highly recommended to further enhance the learning of the students by following through what had been discussed in the classroom.
Mini-lectures done in the clinical area would enhance learning of the students because it would be easier for the students to relate what have been discussed in the classroom to what they have seen, observed and practiced in the clinical area and to what will be discussed in the RLE.
Students often give feedbacks on inconsistencies in RLE input that resulted to confusion as to what and whose information is correct and to be followed, the one given in the classroom or the one that was taught in the clinical area? A good example cited by the students is the exact site of insulin injection, is it in the midaxillary area or the outer deltoid portion of the arm? Another concern is the area of fastest absorption of insulin injection which is the abdomen. Is it still the fastest area of absorption or not?
Oftentimes, RLE instructors ask classroom lecturers for handouts on the topics to be and was discussed in the classroom, to be used as a reference for their mini-lectures in the clinical area, but classroom lecturers would often refer the RLE instructors to the textbook that the students use as a reference or study guide.
Most often clinical instructors come from different schools and some will be assigned to teach in the classroom and others in the clinical area. In this connection, problems arise in their teaching styles and capabilities which at times will lead to confusion among students. Some of these clinical instructors fail to update themselves with the latest information regarding the different disorders in metabolism.
References in the library are enough especially of the recent edition of the Medical- Surgical nursing textbooks, but the main problem is the time that they need for research. Most instructors have limited time to do it because of other important things or responsibilities that they have to do in school and at home.
Another important factor is financial constraint. Not all students have computers at home to use for research because some of the students are only staying in boarding houses, some students only have old textbooks, handouts or notes from previous batch as their references, and students find new textbooks to be too expensive.
The manual is based on new editions of medical-surgical nursing textbooks by various authors, and latest updates and trends from on-line references.
Since team teaching is adopted by the college in teaching medical-surgical nursing, this material will serve as a guide to all classroom lecturers so that no topic will be excluded or omitted during the discussion and at the same time, a reference and a guide for RLE instructors and RLE substitutes, on what to discuss so that information given out to students are uniform and consistent.
Nursing is dynamic and is an ongoing process, so teaching must be a collaborative effort so that it will be beneficial to the students. This manual is a response to the need of the College of Nursing to promote an integrated approach to acquire consistency and uniformity in discussion, both in the classroom and the RLE for continued excellence in the teaching ministry.
General Objective
The module is designed to enable the clinical instructors both in the classroom and RLE to impart and share the acquired knowledge on the basic concept of metabolism and the different disorders, provide the students additional resource material for focused review of the disorders, enhance the skills of students on various procedures related to the concept of metabolism and regulation and inculcate Christian values in the management and care of clients with disturbances in gastrointestinal, metabolism and regulation disorders.
Specific Objectives
The lecturers and the students will be able to:
1. discuss etiologic or predisposing factors for each disorder;
2. discuss the pathology of specific disorders;
3. explain the collaborative management including the diagnostic test and therapeutic intervention of the different disorders discussed;
4. identify priority nursing diagnosis according to actual assessment findings observed in the client;
5. perform thorough physical assessment to clients with disorders in gastrointestinal, metabolism and regulation;
6. conduct and present case studies in the clinical area related to the concept of metabolism and regulation;
7. demonstrate skills in providing quality care to clients with nutritional, gastrointestinal, and metabolic and regulation disorders utilizing the nursing process;
8. recognize the importance of holistic and comprehensive nursing care of client’s with gastrointestinal, metabolism and regulation disorders;
9. demonstrate positive attitude in the care of client(s) with gastrointestinal, metabolism and regulation disorder; and,
10. show openness to questions and suggestions either from the clients and significant others
Extract from introduction
2009-01-01T00:00:00Z