THE EFFECTIVENESS OF SKILLS LABORATORY… 10

1.0 Introduction

The American Association of Colleges of Nursing (2019) is suggesting that educators

should explore new teaching strategies —incorporating technology and new pedagogical approaches
in the clinical skills lab setting—increasing the success rate of students and confidence in
performing psychomotor skills (Stone et al.,2020). In a study by John T. et al., (2023), students in
Asia undergoing virtual simulation demonstrated greater improvements in perceived clinical and
cultural competence compared to those in the problem-based learning group. In the Philippines,
Filipino nursing students have used low-cost simulations during the CoronaVirus Disease (COVID)
-19 pandemic according to the 14 videos that were examined on YouTube for a requirement in their
Related Learning Experience. The most used is stuffed toys (71.43%), followed by clothespins
(35.71%); dolls, pillows, cloth, handkerchiefs, papers, and glass containers (21.43%). Wires, bottles,
towels, and plastic containers (14.29%). Lastly, sauce cups, basins, tables, shoeboxes, lids, plastic
bags, blankets, etc. (14.29%) (Daniel B. et al., 2023). The West Visayas State University
collaborates with institutional partners globally, conducting a “Simulation-Based Education Faculty
Development” program on July 17, 2023. With 57 participants from various institutions which are
supported by the Commission of Higher Education (CHED) lakas 2022-001, it focuses on the
advancement of healthcare education through cutting-edge technology and collaborative learning
experience in response to post-pandemic challenges.

According to a study conducted by Al-Dweik et al., (2021), the major problems with
clinical education are the lack of availability of equipment and students' preparedness and skills in
planning. There is also a lack of coordination between theory and practice (Konstantinos K., 2021).
As per the researchers’ experience during their skills laboratory, the checklists are provided ahead of
time but there are procedures in the checklist that aren’t performed or have been omitted. Instead of
performing it, the researchers had to verbally say it without actions due to the lack of equipment.
Although there are incidents like that, there is no doubt that they have acquired some knowledge on
how a procedure should be done chronologically. Fortunately, the clinical instructors are very
understanding towards the situation and help their students achieve or meet the objectives of the
procedure. They offer alternative equipment in order for their students to be able to perform the
procedures. Additionally, it made the researchers become familiar with some of the equipment used
in the clinical setting. Despite these benefits, there is still a gap in preparing students for their actual
duties —feels anxious and unprepared. During their clinical duties, there are procedures that aren’t

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taught yet which leave the students clueless on how to perform some of the tasks that are assigned to
them.

The researchers are aiming to assess the effectiveness of skills laboratory procedures in
preparing students for real-world practice. Furthermore, identifying areas for improvement or
potential enhancements in skills laboratory procedures to better align with the demands of clinical
practice. It evaluates the impact of skills training on the practical competence, confidence, and
overall readiness of the students. By incorporating more comprehensive and realistic simulations,
scenario-based learning, and better coordination between theoretical concepts and practical
applications, could be more beneficial for nursing education programs.

This study will impact healthcare education and practice. A competent healthcare workforce
will emerge, which elevates the outcome and overall healthcare delivery of the patient. In
educational institutions — gain positive reputations, and policymakers ensure alignment with
industry standards, fostering an adaptive educational environment. Many competent nurses will
emerge as clinical instructors, which translates to witnessing the efficacy of their teaching methods.
Students experience hands-on learning, gaining confidence and readiness for real-world challenges.
Future researchers are provided with rich datasets and scenarios for investigation— contributing to
continuous improvement of skills in laboratory procedure.

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2.0 Literature Review

This chapter demonstrates the accuracy of the study that the researchers will be conducting.
This chapter contains the theoretical framework, variable discussion, problem statement and
hypothesis, and the conceptual framework which will be elaborated and explained further on how
the process of the study will be conducted.

2.1 Theoretical Framework

Figure 1. Florence Nightingale: Environmental Theory (1860)

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Florence Nightingale's environmental theory was developed in 1860. This theory will support
the study. It emphasizes a healthy environment essential for recovery. It revolves around five
components: clean water and air, basic sanitation, cleanliness, and light. Additionally, Florence's
environmental theory relies on three core values: global action, leadership, and healing. Healing was
viewed as the fundamental principle, and the other two—leadership and global action—were crucial for
promoting recovery on the highest possible level. (F. Riegel et.al 2021) The foundation of the nursing
profession was laid down by Nightingale's ideas and reforms, which additionally laid the framework for
modern nursing and infection control techniques that are still in use today. As seen by her numerous
publications, she was a strong advocate of illness prevention and health promotion and introduced an
innovative viewpoint to clinical nursing. (H. Gilbert 2020).

This theory focuses on the importance of positive patient environments for recovery, curing
illnesses, or meeting health goals. The environmental theory also details concepts like how to manage
ventilation, light, noise, cleanliness of the facility, bedding practices, personal hygiene, food safety and
patient support strategies. The primary message of this theory is that nurses can rearrange patient spaces
to assist them with their recovery progress. Nursing was viewed as a way of "putting the individuals’
structure in such a state that they have no disease or can recover from the disease" in this theoretical and
practical context. This involved putting people in a situation where nature could preserve or recover
health, which included preventing or treating illness or injury. Florence described health as a person's
capacity to appropriately apply all of their abilities and talents in the context of taking care of others and
oneself. Considering Florence's educational model, it is essential to take into account that it is
predicated on anticipating care and paying attention to patients' desires, orienting nurses in performing
tasks to achieve patients' expectations.

The theory will guide the researchers to obtain insight from the environmental theory in relation
to the nursing skills laboratory procedures. This theory can be applied by ensuring the environment is
conducive to learning and practicing essential nursing skills. This theory includes maintaining
cleanliness, proper lighting, adequate ventilation and organization of equipment and resources.
Including the core values of global action, leadership and healing that can be faced by nursing students.
This can imitate the goal as a client to nursing student performance in creating a supportive
environment and conducive learning environment, nursing students can better focus on enhancing their
skills and knowledge providing patient care. This theory fosters the development of competent and
compassionate nurses for better delivery of quality care in actual clinical settings.

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2.2 Variable Discussion

This discusses the supporting studies related to our study including the depth of our study,
aligning it with principles while paving the way for a more insightful analysis of the research.

2.2.1 Effectiveness of Skills Laboratory Procedures

Nursing students can apply practical demonstrations in on-site laboratories, which help
them develop their skills in methods of experimentation, implementation, and critical thinking. A
laboratory in a nursing school has several benefits, including raising students' competency,
self-assurance, and critical thinking abilities. According to Achuthan et. al (2021), the use of
environmentally facilitated remote laboratories increases access to scientific investigations but may
affect student participation and instructional strategies. While flexibility and cost-effectiveness are
two benefits of remote learning, conventional in-person laboratories have been the subject of much
research evaluating their impact on student results. To find out how remote laboratories stack up
against regular laboratories in terms of student engagement and efficacy, more research is
necessary. Although on-site laboratories may improve hands-on learning but may not always
adequately satisfy individual learning needs, remote facilitation of student learning presents
problems since it limits visibility into students' progress.

To teach nursing students efficiently and effectively, clinical competence is a requirement

for nursing education. This shows how effectively the students performed academically after
adopting blended learning programs that combined online and in-person instruction. Ulhaq et. al
(2023) asserts that online clinical training can result in different viewpoints on how to approach
challenges, whereas barriers to online learning, such as poor internet and distractions, may have
made it more difficult for students to learn efficiently. If reliable blended or online learning is the
only option available, then a lack of experiential learning may not be as effective overall. Thus
providing students an opportunity to apply their clinical skills in a variety of settings, virtual
simulations in nursing education help them learn new information and improve their abilities. This
promotes a safe atmosphere that is ideal for competency-based learning. According to Pittman et.

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al (2023), internships carried out in mimic ward settings have been shown to increase student
confidence and overcome knowledge gaps, making it easier for students to safely integrate
theoretical concepts into real-world applications.

Clinical training in simulations emphasizes client safety, mistake reduction, and improving
clinical judgment to get students ready for actual clinical scenarios. It functions as an ongoing
educational process to keep students' knowledge and abilities current to meet the needs of
contemporary healthcare. Azizi et. al (2022) emphasizes how the use of simulation-based learning
in medical education may have a transforming impact, particularly among nurses. With the use of
role-playing, instructional films, and models, this approach mimics real-life clinical settings while
allowing skilled nurses to improve their skills in a secure and supervised environment. Nurses can
improve cognitive procedural, critical thinking, and decision-making abilities through simulation
without compromising patient safety. This is especially helpful in considering the shortcomings of
conventional clinical training, including the scarcity of opportunities for feedback, clients' refusal
to engage in exams, and limited access to a variety of patient demographic data.

Nojima et.al (2023), participation in simulation-based learning might help students'

subjective attitudes and conversational skills grow. It is observed, therefore, that test performance
in simulation-based learning was 0.66 times greater with a failure rate of 6% lower than in
traditional lecture-based training. Participating in online as well as mixed classes has been linked to
improved evaluations for students, which promotes the development of critical thinking and
conversation preparation. This emphasizes how skill levels affect learning results in both
simulation-based and traditional modalities. In conclusion, simulation-based learning offers an
efficient yet useful alternative to standard clinical training approaches, ultimately assisting in the
formation of competent and confident nurses.

2.2.2 Actual Application in the Clinical Setting

For students pursuing clinical fields, practical experience is essential to their education
because it allows them to connect theory with application and improve their skills as they acquire
their career objectives. Salinda, M. A., et al. (2021) have emphasized the relevance of clinical
learning in nursing education and how it improves the delivery of high-quality patient care.

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Students can interact with healthcare professionals, gain competency, and create links between
their academic learning and working practices in the clinical context. The caliber of the clinical
learning environment has a significant impact on how students view the goals of clinical learning.
Clinical practice is an essential component of nursing education, providing students with the
knowledge, skills, and mindsets necessary for their future careers as nurses by combining
classroom learning with practical application. In line with Amiruddin et. al (2021) Clinical
exposure, which fosters clinical competencies, facilitates students' professional growth, and closes
the theory-practice gap, is considered essential to nursing education. However, to excel in the
clinical learning setting, students frequently face a variety of obstacles.

To successfully handle medical difficulties and make well-informed clinical decisions,

nurses in the modern nursing profession are required to be competent in using evidence-based
practice. Nursing education is practice-oriented, and to provide students with the necessary
professional competencies, it depends on clinical learning settings that incorporate coaching across
cognitive, psychomotor, and emotional domains. Berhe aet. al (2021) believe such clinical
experience improves students' critical thinking skills, which in turn improves their problem-solving
ability. However, learning results may be hindered by inadequate interpersonal interactions with
healthcare providers and insufficient assistance from mentors and instructors. Students' educational
experiences are significantly shaped by the quality of the learning environment, and interactions
within it have the power to positively or negatively impact students' ability to learn.

For students to acquire the attitudes, abilities, and knowledge required to deliver the best
possible patient care, theoretical and practical experience must be blended. Learners can navigate
clinical contexts and obtain efficient outcomes by fusing their theoretical knowledge with practical
experiences. Dimitrios et.al (2019) looked at the difficulties of using theoretical knowledge in
medical contexts. The researchers determined that a major factor influencing the discrepancy
between students' theoretical comprehension and their practical experiences during clinical
practices was adherence to staff approaches. In nursing education, closing the knowledge gap
between theory and practice is a common and difficult problem on a national and international
scale.

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Fostering student nurses' clinical competence and improving their academic performance
depend heavily on the establishment of a beneficial clinical learning environment. Wang et. al
(2022) for hands-on education by giving students the chance to participate in both theoretical and
practical components. Through the development of professional duties and abilities, this strategy
enhances the possibility that students will pursue careers in nursing.

2.4 Research Simulacrum

Figure 2. The Effectivity of Nursing Skills Laboratory in Clinical Settings

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The figure above is the conceptual framework, visually represented as the study's
fundamental model. It structures for researchers to explain the central idea of the framework to its
broader context of the Effective of Nursing Skills Laboratory in Clinical Setting, underpinned by the
Environmental Theory (1860) of Florence Nightingale. The primary objective of this research is to
evaluate the effectiveness of laboratory procedures in preparing third and fourth-year nursing
students for practical application in clinical settings, and to assess the extent of their improvement
following hospital duty. Data analysis will incorporate the use of the likert scale and descriptive
statistics through survey questionnaires.

2.4 Statement of the Problem

This chapter aims to examine the efficacy of skill lab exercises as a means of preparing
nursing students for real-world application in clinical settings.

Specifically, it answers the following research questions:

Research question 1: What are the demographic profile of the respondents in terms of the following:

1.1 Age

1.2 Sex

1.3 Year level

The age of the students has an impact on how well they develop their nursing abilities in the
lab and how flexible they are in their learning. Students' self-worth, self-assurance, and ability to
make decisions all have a big impact on how they learn, no matter how old they are. These variables
also affect their behavioral patterns, self-awareness, and self-esteem. They include a wide range of
topics, including leadership, communication, knowledge, abilities, and adaptability. Yun Xu et al.
(2022) indicate that career development theory distinguishes between two separate phases: the
"transitional period," which denotes a change from idealistic to practical professional objectives,
and the "exploratory period," which occurs between the ages of 15 and 25. Students' professional
self-concepts are given a lot of attention during this growth period since they are crucial for future
job progress.

Employee work satisfaction has continued to be a major concern for academics and
professionals in the field of healthcare organizational behavior. Nurses' job happiness is influenced

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by a variety of personal traits. Previous studies have indicated that male nurses often demonstrate
more job satisfaction than their female counterparts. There aren't numerous studies that specifically
compare work satisfaction between genders, according to Akbari et al. (2020). Despite this, prior
studies have repeatedly found that, among other personal characteristics, gender and nurses' job
satisfaction are significantly correlated.

According to Rolan et al. (2021), grit—which is characterized as the quality of enthusiasm

and persistence for long-term goals—plays a major role in predicting academic accomplishment
among nursing students, especially those who are in their lower academic years. Grit may have a
major role in a student's performance, therefore educators should consider it while helping them,
especially in the early stages of their nursing education.

Research question 2: What is the level of skills of nursing students on laboratory procedures in
terms of the following:

2.1 Confidence

2.2 Intelligence

2.3 Competence

Medina et al. (2021) emphasize that for students to perform nursing activities efficiently, it is
critical to create a real-world environment that replicates real nursing situations. Through laboratory
exercises and activities, Relloso et al. (2021) emphasize the need to build a mental model for nursing
scenarios to increase nursing students' confidence in managing actual patient circumstances. Students'
confidence in providing nursing care is greatly impacted by their past understanding of nursing
processes. Thus, before providing patient care, experience and practical training are essential. When it
comes to assisting nursing students in overcoming their nervousness and uncertainty when carrying out
nursing operations, the skills lab is essential. Therefore, confidence in patient care may be developed by
regular study and practice in the skills laboratory.

According to La Cerra et al. (2019), simulation programs in education have the potential to
improve the safe delivery of nursing care, especially in reaction to erratic changes in patients' clinical
situations. Nurses' confidence can be increased by taking part in simulation events. Nursing students'
skill development is aided by regular interaction exposure obtained through simulation programs. It also
makes pupils more competitive, which boosts their competency, critical thinking, objective analysis,
and self-confidence.

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It is crucial to sufficiently prepare nursing students for their careers as nurses so they can
provide patients with safe and effective care. A nurse's clinical competence is positively correlated
with significant features, such as clinical self-efficacy, empathy for patients and colleagues, work
happiness, and professional dedication, according to research conducted by Faraji, A., et al. (2019).
This emphasizes the significance of clinical competency for nurses, which has drawn attention since it
is essential to providing high-quality healthcare and has a direct bearing on work happiness and
performance.

Research Question 3: What is the level of skills of nursing students and their demographic profile?

To improve the quality of skills and knowledge among nursing staff and intern nursing
students—who face a variety of problems in their professions—both experience and education play
crucial roles. Both groups work in settings that are defined by demands on their self-confidence,
communication dynamics, and pressure. According to Alilyyani et al. (2024), experience is
especially important since it gives intern nursing students the self-assurance they need to take part in
patient care delivery, voice their opinions, and progress the department. On the other hand, a lack of
experience might make students uncomfortable and reluctant to interact with their nursing
coworkers at work.

Research Question 4: What program or plan of care can help the nursing students to increase their
ability and confidence?

Nursing students' knowledge and abilities have a major influence on their confidence and
ability to conduct nursing operations. The nursing skills laboratory is the first location for clinical
learning practice, where students receive the training they need to apply theory knowledge and
perform procedures with success. According to Relloso et al. (2021), students gain by practicing
different techniques and being acquainted with the equipment needed for patient care in real-world
situations.

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3.0 Research Methodology

In this chapter, the researchers go into depth about the study's methodology including
research design and setting, population and sampling strategies, and ethical considerations. Included
in this are the research instruments, data collection procedures, and methods used for data analysis.
This framework is essential for comprehending the study's methodology and guaranteeing the
reliability of its findings.

3.1 Research Design

The research used a quantitative descriptive research design for this study. Accurate and
methodical representations of populations, situations, or events are the goal of descriptive studies.
Questions about what, where, when, and how can be answered, but not why. Whichever
classification they fall under; descriptive studies are frequently quite simple to do. (Aggarwal et. al
2019). The purpose for which the researchers select a quantitative descriptive approach is that they
aim to investigate the connection between two variables, namely the influence of support initiatives
on third-year and fourth-year nursing students. This design will make it easy for the researchers to
look at the link between third- and fourth-year nursing students' support efforts at the selected
institution.

As the name implies, descriptive studies only attempt to characterize the data on one or
more attributes of a group of people. They don't attempt to provide answers or show how one
variable relates to another (Rangganathan et. al 2019). It aims to explain a variable's current
condition. It is frequently used in research to objectively represent the key characteristics of a
population or sample because it offers a measurable and structured framework for comprehending
the distribution and patterns in the data. Presenting a quantitative summary that aids in comparisons,
supports evidence-based decision-making, and simplifies conclusion-making is the aim.

3.2 Research Locale

A higher education setting will be used for this study, which makes it an ideal environment
for examining the effects of assistance programs on student nurses. This setting allows for a
thorough investigation of various interactions with others by providing access to a variety of

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academic and non-academic facilities, including dining areas, classrooms, libraries, and recreational
areas. The research can take into account various academic and social factors that can affect the
academic achievement of student nurses since it is concentrated on this particular university. A more
specialized knowledge of the local factors affecting student nurses is also made possible by the
university's autonomy. The site was chosen to enable a thorough investigation of the relationship
among student nurses' academic progress and support efforts, producing findings that may be
applied to other educational settings.

3.3 Population and Sampling

The researchers choose a simple random sampling method. Simple random sampling that
widely utilizes the sampling method in quantitative studies with survey instruments. A simple
random sample is a randomly selected subset of the population in which each person has an equal
chance of being included. Among probability sampling techniques, this one is the simplest since it
just requires a single random selection and little previous population knowledge. By using
randomization, studies carried out on this sample are guaranteed to have high levels of internal and
external validity and to be less prone to biases like selection or sampling bias (Thomas 2020). This
sampling strategy is suitable for the study as it makes it quite simple for the researchers to obtain the
required data. Additionally, respondents are chosen at random from the target demographic using
this method.

To provide the best population for this study, this research will survey 3rd year and 4th year
nursing students who have taken or are currently taking nursing and are willing to share their
experiences in nursing skills labs.

The study’s population consists of the current third year and fourth year nursing students at
the higher institution. Upon the computation using Slovin’s formula, given population (N) a 1,300
of 3rd year and 800 of 4th year nursing students, a total of 2,100 and 0.05 margin of error (e) the
total sample size is 336. The researchers of this paper will be using the maximum variation
sampling. It is a type of purposive sampling in non-probability sampling where the researchers will
survey 336 participants.

The information will be collected through a survey questionnaire. The data from each
participant show similar outcomes for each question and no additional information to append.
Therefore, the researchers will gather enough information to support the study until the data reaches
saturation.

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Additionally, the study carefully outlines exclusions to narrow its focus. Those lacking
hands-on exposure in a face-to-face skills laboratory and nursing students not yet exposed to clinical
settings are intentionally excluded, maintaining a targeted approach.

To Inclusion:

This research study includes the following participants (1) aged 20 and above, (2) willing to
participate, (3) capable of understanding the research topic, (4) participants who can read and write,
and (5) 3rd year and 4th year nursing students who are willing to share their experience.

Exclusion:

This research study excludes the following participants (1) Nursing students who weren’t
able to experience face-to-face skills laboratory and (2) Nursing students who are not yet exposed to
clinical settings.

3.4 Research Ethics

This study strictly adheres to strict ethical guidelines while placing the highest focus on
protecting the rights, welfare, and dignity of the participating nurses. Based on the values of
beneficence, autonomy, justice, and openness, we protect informed consent, reduce risks, and
promote inclusion and fairness. In addition, security protocols including data anonymization,
confidentiality, and third-party monitoring guarantee participant safety. In accordance with moral
principles such as the Nuremberg Code and the Belmont Report, our goal is to provide insightful
findings while cultivating a courteous and safe environment for all parties.

Informed consent: Prior to participating in the study, participants will receive a thorough
information sheet outlining all aspects of the investigation. The goal is to give a concise and
understandable summary of the study's objectives, design, possible advantages, and participation
risks. Since participation will only be voluntary after informed consent has been acquired, each
participant's right to choose is respected. They are allowed to leave the study whenever they choose
without being charged anything or facing any consequences. This commitment to openness and
participant freedom builds a foundation of trust and moral behavior that lasts the whole study
process.

Confidentiality: The most crucial aspects of this study are protecting participant privacy and
identification. To do this, the collected data will be securely stored in an area that is restricted to

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authorized users only. Anywhere feasible, during data collection, unique numbers or identities will
be substituted for identifying information to make the data anonymous. Furthermore, specific
consent will always be obtained before sharing any personally identifying information. All of these
safety measures combined such as not collecting participant names or disclosing any information
that might allow participants to be identified using their data create an effective barrier to anonymity
that ensures the safety and security of every research participant.

Autonomy: A thorough informational document detailing the whole study project and
emphasizing the participants' right to autonomy will be sent to them in advance. This suggests that
they are completely free to choose whether or not to interact, free from coercion or force. Their
choice will be respected, and they are allowed to stop participating in the study at any moment
without facing any repercussions. Their right to self-determination is protected by this commitment
to open information and autonomy, which is a fundamental component of ethical research.

Justice: All participant selection processes shall be open and standardized, guaranteeing
participation exclusivity and preventing discrimination on the basis of age, gender, socioeconomic
position, or any other unimportant element. All participants, irrespective of their background or
choice to participate, shall be accorded with decency and respect. By aiming for parity and
impartiality, the study preserves the notion of justice and refrains from bias.

Justice: To ensure participation exclusivity and avoid discrimination on the basis of age,
gender, socioeconomic status, or any other irrelevant factor, all participant selection procedures
must be transparent and consistent. Every participant will be treated with decency and respect,
regardless of their background or decision to participate. By striving for fairness and balance, the
research avoids prejudice and upholds the idea of justice.

Veracity: The research process requires honesty and integrity. In addition to the information
provided on the information sheet and during recruiting, participants will get accurate and sincere
information regarding the research methodology. Any changes to the timetable will be disclosed in
an easy-to-understand way, and the data-gathering methods will be transparent. Adhering to the
sincerity principle boosts self-assurance and guarantees that individuals make knowledgeable
choices.

Data Privacy: It's critical to safeguard participant privacy. Secure data storage with
controlled access will safeguard their identities by making sure that only those with permission may
access the information. Every effort will be made to conceal data during collection by substituting

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unique identifiers for names. Consent is always obtained explicitly before any personally
identifiable information is disclosed. Together, these protocols provide a robust anonymity wall that
safeguards participant data while respecting their right to privacy.

The study method shows a strong commitment to informed consent, participant well-being,
and responsible data management by including these ethical standards. This enhances confidence,
safeguards the rights of participants, and upholds the research's general integrity.

3.5 Research Instrument

The research instrument used in this study would likely include a questionnaire or survey
that is likely to be utilized as part of the approach in this study to gather information from the
participants. The questions on this survey were created by the researchers using information from
previous studies and publications. The instrument's questions and other elements will be specifically
designed to assess the variables mentioned in the study goals, such as work satisfaction levels, types
of recognition received, and the relationship between job satisfaction and recognition. Editors and
reviewers have the responsibility of ensuring that authors properly define the major research topic.
Consequently, studies that address many primary research questions may not be appropriate for
publication (Fandino 2019).

The instrument utilized in this study consists of survey questions that will be distributed to
respondents through the institution. This acts as a tool for gathering data that is filled out by the
respondents. The researchers develop the survey questionnaires, which include check boxes and
rating scale questions for the respondents to fill out. The questionnaire contains fifteen (15)
questions. The research instrument consisted of three parts:

Part I - The survey questionnaire consists of two parts: The first part of the questionnaire
consists of three (3) questions that aim to answer the demographic profile of the respondents who
will participate in the study in terms of their age, sex and year level.

Part II - The second part of the questionnaire will assess the level of skills of nursing
students on laboratory procedures. It will also measure their confidence, intelligence, and
competence related to these skills using a four (4) point Likert scale. Where (1) strongly disagree,
(2) disagree, (3) agree (4) strongly agree. Students will indicate their level of agreement or
disagreement with statements about these factors.

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Part III - The instrument that utilizes the research study was a survey question created
specifically to conduct the study. It ensures that all were covered and that the questions were
maintained on topic. To gather accurate data, the researchers looked for questionnaires that are
related to the effectiveness of skills lab procedures Inadequate clinical practice, inadequate
readiness, and developing clinical competence. Respondents are given ample time and space to
answer these surveys, so researchers can expect unbiased responses.

Prior to launching the survey, respondents will be presented with a consent form for their
participation. The researchers prioritize the respondents safety by implementing necessary
safeguards, ensuring meticulous organization, and conducting all assessments and interventions with
minimal risk.

3.6 Data Collection

Prior to engaging with random respondents, the researchers will create a unique
questionnaire appropriate to the study's goals before interacting with respondents at random.
Participants will fill out this questionnaire to provide relevant data. To guarantee the thorough
gathering of data required for the study, the researchers will closely adhere to a set of prescribed
procedures.

After gaining clearance from the research panel and adviser, the data collecting phase for
the study "The Effectiveness of Skills Laboratory Procedures in Preparation for Actual Application
in the Clinical Setting" will get underway. The initial steps to accomplish are to obtain the Research
Development and Innovation Center's (RDIC) ethical approval and validate the equipment. The
RDIC will carefully review the study plan for grammar correctness and statistical dependability,
taking into account the instruments as well. If expert advice is considered to be essential, phrasing
changes for the questions may be made. The credibility, relevance, and possible contributions of the
study to the field will be assessed by the RDIC after the instrument has been validated. The Program
Head will next assess if the data gathering procedure is appropriate given the parameters of the
program. The study will officially begin if the Program Head gives consent and submits a formal
request for research clearance to the head of the College of Nursing for approval. Informed consent
protocols will be followed in the recruitment of participants and data collection.

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The process of gathering data will commence with the identification of those who have
responded. Participants will be assured of the confidentiality of their information, and researchers
will identify themselves and give a brief summary of the goals and objectives of the study. The type
of study, any possible risks or rewards, and its importance will all be covered in full in the
permission form. The survey on "The Effectiveness of Skills Laboratory Procedures in Preparation
for Actual Application in the Clinical Setting" will be sent to participants only after consent has
been obtained, ensuring that their participation is voluntary and intelligent. Participants will be able
to complete the survey at their convenience, according to the researchers. Surveys with
comprehensive guidelines, focusing on truthful answers, will be sent out. Participants can ask any
relevant questions during the 20–30-minute survey period. After it's finished, the information
gathered will be kept private.

3.7 Data Analysis

This study will employ a comprehensive data analysis by the use of Quantitative approach
to address the research questions. For Question 1, which discusses the demographic profile of the
respondents in terms of age, year level and sex. Descriptive statistics such as frequency and
percentage will be utilized. This involves providing a basic description of the summary of
participants’ responses by the use of these measures.

For Question 2 and 3, which discusses the level of skills of nursing students on laboratory
procedures. Descriptive statistics such as weighted mean and standard deviation to analyze the
trends and variability in their responses, providing insights into the level of skills of nursing students
on laboratory procedures perceived among participants. These measures determine the general
trends and spread of responses from the participants.

Lastly, all quantitative data analysis was carried out by the use of IBM Statistical Package
for Social Sciences (SPSS) version 28, a licensed statistical software system.

Statistical Treatment

Scope and Limitation of the Study

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4.0. Results

This section showed the data that has been processed and condensed, as well as the key
trends that have been extracted and described.

SOP 1: What is the demographic profile of the respondents in terms of

TABLE 1.1: Frequency of Respondents based on Age

AGE FREQUENCY CUMULATIVE

PERCENTAGE

20 Years Old 33 9.86

21 Years Old 118 35.12

22 Years Old 123 36.61

23 Years Old 33 9.86

24 Years Old 18 5.36

25 Years Old 5 1.49

26 Years Old and Above 6 1.79

TOTAL 336 100

For the age, majority of the respondents are 22 years old with 36.61% of the population. Last
majority are 21 years old with 35.12% of the population. The remaining age groups (20 years
old and 23 years old: 9.86% respectively, 24 years old: 5.36%, 25 years old: 1.49%, 26 years
old and above: 1.79%) gathered less than 10% of the population which gives the researchers
gathered a total number of participants of 336 in frequency.

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TABLE 1.2: Frequency of Respondents based on Sex

SEX FREQUENCY CUMULATIVE

PERCENTAGE

Male 78 23.21

Female 258 76.79

TOTAL 336 100

For the sex, the majority of the respondents are females with 76.79% of the population. The
lesser majority are males with 23.21% of the population which gives the researchers gathered a
total number of participants of 336 in frequency.

TABLE 1.3: Frequency of Respondents based on Year Level

YEAR LEVEL FREQUENCY CUMULATIVE

PERCENTAGE

Third Year 168 50

Fourth Year 168 50

TOTAL 336 100

For the year level, majority of the respondents gathered equal respondents of 50% and a 168 in
frequency which gives the researchers gathered a total number of participants of 336 in
frequency.

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SOP 2: What is the relationship of self-efficacy to the academic performance of

respondents in terms of

TABLE 2.1: Level of Self-Efficacy based on Confidence

CONFIDENCE MEAN STANDARD VERBAL

DEVIATION INTERPRETATION

1. I feel confident in 3.35 0.575 NEUTRAL

applying the skills learned in
the laboratory to clinical

situations.

2. I was able to overcome 3.15 0.616 NEUTRAL

my anxiety when
performing in the clinical
training.

3. The skills laboratory 3.38 0.625 NEUTRAL

experience increased my
confidence in doing clinical
procedures.

4. I have increased my 3.44 0.605 AGREE

confidence in interacting
with patients.

5. I believe that the skills 3.46 0.577 AGREE

acquired in the laboratory
have positively

influenced my overall
confidence.

TOTAL 3.36 0.600 NEUTRAL

For the confidence, the majority of the respondents are either agreeing or disagreeing with the
statements with a total mean of 3.36 (sd= 0.600) with a verbal interpretation of neutral. While
the verbal interpretation of statements varies from agree to neutral, the most received statement
is “I believe that the skills acquired in the laboratory have positively influenced my overall

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THE EFFECTIVENESS OF SKILLS LABORATORY… 31

confidence” and a verbal interpretation of agree. The least received statement is “I was able to
overcome my anxiety when performing in the clinical training” with a total mean of 3.15 (sd=
0.616) and a verbal interpretation of neutral.

TABLE 2.2: Level of Self-Efficacy based on Intelligence

INTELLIGENCE MEAN STANDARD VERBAL

DEVIATION INTERPRETATION

1. The skills acquired 3.45 0.538 AGREE

during laboratory
procedures have enhanced
my understanding of the
theoretical aspects related to
clinical practice.

2. I feel intellectually 3.32 0.572 NEUTRAL

stimulated during laboratory
procedures which
contributes to my
understanding of my
nursing skills.

3. I have a concrete 3.32 0.569 NEUTRAL

understanding when
applying the skills learned
in the laboratory.

4. I believe that the 3.44 0.554 AGREE

competencies learned
during skills laboratory
training were effective
during and while
performing clinical
procedures in the clinical
area.

5. There is relevant to my 3.54 0.550 AGREE

clinical practice.

TOTAL 3.41 0.557 AGREE

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THE EFFECTIVENESS OF SKILLS LABORATORY… 32

For the intelligence, the majority of the respondents are either agreeing or disagreeing with the
statements with a total mean of 3.41 (sd= 0.557) with a verbal interpretation of agree. While
the verbal interpretation of statements varies from agree to neutral, the most received statement
is “There is relevant to my clinical practice” with a total mean of 3.54 (sd= 0.550) and a verbal
interpretation of agree. The least received statement is “I have a concrete understanding when
applying the skills learned in the laboratory” with a total mean of 3.32 (sd= 0.569) and a
verbal interpretation of neutral.

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THE EFFECTIVENESS OF SKILLS LABORATORY… 33

TABLE 2.3: Level of Self-Efficacy based on Competence

COMPETENCE MEAN STANDARD VERBAL

DEVIATION INTERPRETATION

1. There is accuracy and 3.47 0.529 AGREE

safety after practicing in the
skills laboratory.

2. I developed a sense of 3.43 0.584 AGREE

clinical judgment during
and after exposure to the

clinical area.

3. It helped me adapt to the 3.40 0.565 NEUTRAL

faster pace and higher
pressure of the clinical
environment.

4. I feel competent in 3.33 0.585 NEUTRAL

working together with
after-healthcare providers
and professionals during
clinical duties because of
the competencies acquired
during skills laboratory
training.

5. The skills in laboratory 3.43 0.564 AGREE

procedures have contributed
to my overall competence
in nursing practices.

TOTAL 3.41 0.565 AGREE

For the competence, the majority of the respondents are either agreeing or disagreeing with the
statements with a total mean of 3.41 (sd= 0.565) with a verbal interpretation of agree. While
the verbal interpretation of statements varies from agree to neutral, the most received statement
is “There is accuracy and safety after practicing in the skills laboratory” with a total mean of
3.47 (sd= 0.529) and a verbal interpretation of agree. The least received statement is “I feel

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THE EFFECTIVENESS OF SKILLS LABORATORY… 34

competent in working together with after-healthcare providers and professionals during

clinical duties because of the competencies acquired during skills laboratory training” with a
total mean of 3.33 (sd= 0.585) and a verbal interpretation of neutral.

SOP 3: Is there a Significant Difference between Clinical Skills of Nursing Students when
Grouped According to Demographic Profile

TABLE 3.1: Two Way Analysis of Variance (ANOVA) Between Clinical Skills when Grouped
According to Demographic Profile

DEMOGRAPHIC F VALUE P VALUE INFERENCE DECISION

PROFILE

Age 1.55 0.160 Not Significant ACCEPT H0

Year Level 0.07 0.788 Not Significant

Sex 0.84 0.360 Not Significant

For the Clinical Skills when grouped according to Demographic Profile, the F value represents
the variances between the responses, while the p value represents the acceptance criteria for the
null hypothesis. The computed F value states that the computed variances are not that high
when compared to the number of demographic profile. The computed p value states that all
demographic profile has a doesn't have a significant difference when grouped according to
demographic profile. In conclusion the researchers must collectively accept the null hypothesis
and conclude that there is no significant difference between Clinical Skills when grouped
according to Demographic Profile.

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THE EFFECTIVENESS OF SKILLS LABORATORY… 35

5.0. Discussion

The results of the study as determined by the survey conducted with respondents are discussed in this
section.

Summary of Findings

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