https://hdl.handle.net/20.500.12852/1379 Mon, 13 Apr 2026 19:11:55 GMT 2026-04-13T19:11:55Z https://hdl.handle.net/20.500.12852/1974 Clinical competency of nursing students in the special areas among selected higher education institutions in Region VI: Basis for a proposed mentoring and supervision program Baldon, Charlie D. The purpose of this study was to evaluate the clinical competency of nursing students in the operating room, delivery room and nursery among selected Higher Education Institutions in Region VI based on the eleven key areas of responsibility as mandated by the CMO No. 14, series of 2009. This study employed a mixed method comprising quantitative and qualitative approaches. A descriptive-evaluative design was conducted to determine the clinical competency of nursing students in the special areas among selected Higher Education Institutions in Region VI. The participants of the study were composed of nursing students, clinical instructors and head nurses. Modified evaluation tools were used to determine the clinical competency of students in the operating room, delivery room and nursery. To validate and confirm the quantitative data on the level of clinical competencies in the operating room, delivery room and nursery, an in depth one on one interview using an interview guide was utilized. The data were scored, classified and subjected to computer-processed statistics, analyzed, and interpreted. The statistical tools employed were descriptive statistics such as mean and weighted mean while t-Test at α = 0.05 level of significance was utilized for inferential analysis. Based on the findings of the study, the student’s assessment of their clinical skills was very good in the operating room, delivery room and nursery. They revealed that they can function with minimum guidance and are highly competitive in performing the mandated competencies. However, the clinical instructor’s assessment of the nursing students’ competency in the operating room, delivery room and nursery varies from that of the students. They reflected that students were not yet ready to perform the mandated competencies. Therefore, students’ assessment of clinical competency was significantly different from that of the clinical instructors in the operating room and delivery room as shown in the p-value of 0.001 and 0.015. However, in the nursery, there was no significant difference with p-value of 0.061. On the experiences encountered by the students as observed by their head nurses, the following actions will help in strengthening the competencies of the students: involvement of the students, updating current trends, inculcating values, organizing work, proper interaction and communication, appropriate guidance, step by step orientation and consistency. Based on the findings of the study, a proposed mentoring and supervision program was formulated. Abstract only Thu, 01 Jan 2015 00:00:00 GMT https://hdl.handle.net/20.500.12852/1974 2015-01-01T00:00:00Z https://hdl.handle.net/20.500.12852/1429 Managerial performance as influenced by entrepreneurial traits and mentoring attributes among academic department chairpersons Causing, Virgilia B. This descriptive-correlational study determined the influence of entrepreneurial traits and mentoring attributes on the managerial performance of academic chairpersons in the institutions of higher learning in Iloilo City. Thirty-two (32) randomly selected academic department chairpersons responded to the three data- gathering instruments—the Entrepreneurial Rating Scale (Tucker and Harris, 1992), the Mentor Scale (Bell, 1997), and the Rating Scale on the Managerial Performance of Academic Department Chairpersons of U.P. Los Baños (in Abies, 1996). The third instrument was also fielded to the 200 randomly selected faculty members. Means, standard deviations, ranks, the t-test for independent samples, the One-Way Analysis of Variance, and the Stepwise Multiple Regression Analysis were employed in the analysis of the data gathered. Alpha level was set at .05. Results revealed that, generally, the academic department chairpersons had "outstanding" managerial performance, had "average" entrepreneurial traits, and had "low" mentoring attributes. As to entrepreneurial traits, "creativity," "drive and desire," and "confidence" were most dominant among them, while "independence" and "self-discipline" were least dominant. As to mentoring attributes, "sociability" and "openness" were likewise dominant among them, while "dominance" was least dominant. The academic department chairpersons did not differ significantly in their managerial performance, entrepreneurial traits, and mentoring attributes when grouped as to certain categories. Academic rank was a significant predictor of the academic department chairpersons' managerial performance. Highest educational attainment, number of years in present position, prior work experience, training in educational management, and academic rank were significant predictors of their entrepreneurial traits. Abstract only Mon, 01 Jan 2001 00:00:00 GMT https://hdl.handle.net/20.500.12852/1429 2001-01-01T00:00:00Z