Assessment of Related Learning Experience: Basis for a Proposed Dedicated Education Unit Model (DEU)
Belaya, Vina Grace
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Session presented on Saturday, July 26, 2014: Purpose: The purpose of the study is to determine the assessment rating of nursing students (NSs), clinical instructors (CIs) and staff nurses (SNs) on the current status of their RLE program. Also, it attempted to identify the problems encountered in their RLE program. The main intention of the study is to develop a Dedicated Education Unit (DEU) model through convergence of quantitative and qualitative data. Methods: Triangulation mixed method design was used in the study. A total of 105 Level IV NS were recruited as respondents through stratified random sampling, while purposive sampling technique was used for 21 CIs and 54 SNs of Ospital ng Sampalok (OSAM) as respondents. RLE Status Questionnaire was employed to gather quantitative data. To find significant differences among the assessment of three groups of respondents, ANOVA was used and Tukey Kramer post hoc analysis was utilized to further explore the differences. Simultaneous gathering of qualitative data was done through the used of Focus Group Discussion (FGD). A Modified Rabiee's Framework was utilized to analyze the qualitative data. Results: Among the significant findings were the following: The overall status of RLE is Achieved with a weighted mean of 3.49. However, the utilization of appropriate feedback mechanism and ratio of student to clientele based on the objectives and the capacity of the student, obtained an Almost Achieved status , with weighted mean of 3.23 and 3.39 respectively. Except for the utilization of appropriate feedback mechanism, the result of ANOVA test shows that there are significant differences on the assessment of RLE status among the three groups of respondent. Tukey Kramer's post hoc analysis revealed that SNs assessment is significantly different compared to the other two respondents (NSs and CIs). Through data analysis of the results of FGD, three main themes were formulated: Institutional deficiencies, hospital deficiencies and how students are being treated. Under the institutional deficiencies, problems emerged were the following: Inconsistent RLE schedule, young and inexperienced CIs, theorypractice gap, inadequate RLE hours. While the problems emerged under hospital deficiencies were the following: Inadequate and outdated equipment, simultaneous duty hours, inadequate space, absence of practice guidelines on duties and responsibilities of SN and CI, healthcare team not following the ideal set-up. On how students are being treated, the problems that surfaced were the following: humiliated, intimidated and need for collaboration. After quantitative and qualitative data were analyzed, results were converged and grouped into: Relationship dimension, personal dimension, system maintenance and change dimension. DEU model was created through adaptation of Moos "Learning Environment theory". Conclusion: The study was able to provide empirical evidences on the short-comings of the current RLE program, hopefully the recommended DEU Model (which emphasizes a strong collaboration between the Learning Institution and Hospital, to deliver the curriculum, and one of its innovation is a dedicated practice area for student nurses in hospital setting) can be an answer to the identified RLE problems.