Our Undergraduate Thesis

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In the clinical area:

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Group rose Alabado, Liza Grace T. Aligante, Michelle May L. Alcayaga, Neel John G. Alacapa, Kevin F. Alquizola, Patrick Alejandro C.

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Chapter One Good Morning again! We will now start The initial part Of our research proposal

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Rationale f o u n d a t i o n raison d'être Because of liability, restitutions are needed for every wrongful act done especially in the clinical area… In making restitutions, regulatory measures are provided to serve as its basis… In WVSU-CON, regulatory measures were formulated in 1982 and since then, updates and revisions were constantly done to keep abreast with the changes in the programs of the university and in particular, COLLEGE OF NURSING… Considering all the updates and revisions that were made, are these regulatory measures still being supported by nursing students today? The researchers want to know if the students’ perceptions of these regulatory measures vary in one way or another…

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Theories to explain… Theories to explain… Richard Gregory’s Perception Model …Perceptions are predictive hypotheses, based on knowledge stored from the past…

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Independent Variables Dependent Variables Figure 1. The relationship of the independent variables to dependent variable in the study..

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the problem is..? This study aims to determine the perception towards regulatory measures in the clinical area among junior and senior nursing students of WVSU. Specifically, 1.) What is the perception of the nursing students towards regulatory measures in the clinical area as a group and when they are classified according to gender, family income, and year level, academic performance, and RLE performance? 2.) Are there significant differences in the perceptions of nursing students towards regulatory measures in the clinical area when they are classified according to gender, family income, year level, academic performance, and RLE performance?

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Hypothesis a s s u m p t i o n hypothèse There are no significant differences between the perceptions of the nursing students towards regulatory measures in the clinical area when classified according to gender, family income, year level, academic performance, and RLE performance.

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Important terms defined.. Clinical Area Nursing Students Perception Regulatory Measures West Visayas State University

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Significance of this study College of Nursing Committee on Students Nursing Students Future Researchers

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Delimitation The Problem and the Hypothesis Independent variables- gender, year level, family income, academic performance, and skills since various litreratures show their effects on perception. Dependent variables- perceptions towards regulatory measures in the clinical area… Participants involved: 3rd yr and 4th yr BSN students of WVSU Researcher-made questionnaire Date of Distribution: December 2007 Descriptive Statistical Tools: frequency, mean, standard deviation Inferential Statistical Tools: t-test, ANOVA set at 0.05 alpha

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Chapter Two

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M e t h o d Participants 3rd and 4th year students of WVSU-CON through stratified random sampling; sample size: through Slovin’s formula set at 0.05 Category of Respondents: Gender Male and Female Family Income Low income (1-3) Moderate income (4-6) High income (7-9) Academic/RLE Performance Outstanding (1.25-1.50) Very good (1.75-2.00) Satisfactory (2.25-2.50) Fair (2.75-3.00) M e T H O d Year Level 3rd year BSN 4th year BSN

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Table I. Distribution of Participants

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Data Gathering Instrument Part One. Brief Personal Data Part Two. Checklist Proper The four choices: “Strongly Agree” – the student perceives that all regulatory measures in the clinical area are applicable and will support professionalism. “Agree” – the student perceives that some regulatory measures in the clinical area are applicable and will support professionalism. “Disagree” – the student perceives that most of the regulatory measures in the clinical area are not applicable and will not support professionalism. “Strongly Disagree” – the student perceives that all regulatory measures in the clinical area are not applicable and will not support professionalism.

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For scoring purposes: Response Weight Strongly Agree 4 Agree 3 Disagree 2 Strongly Disagree 1 For interpretation: Scale Description 3.25-4.00 Highly supportive 2.50-3.24 Supportive 1.75-2.49 Fairly Supportive 1.00-1.74 Not Supportive

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“Highly Supportive” – the current regulatory measures will aid in building a professional behavior. “Supportive” – the current regulatory measures will somewhat aid students in building professional behavior. “Fairly Supportive” – the current regulatory measures will probably aid students in building a professional behavior. “Not Supportive” – the current regulatory measures will not aid students in building a professional behavior.

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Procedure: Secure Letter of Permission from the Dean Retrieval and Review of the questionnaires Secure list of students from the Registrar’s Office Distribution of the questionnaires Computer Processing Interpretations Data Tally

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Statistical Data Analysis Procedure Statistical Tools to be used: Frequency Mean T-test ANOVA Standard Deviation References:

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