1

ASSESSING THE LEVEL OF COMPETENCY AMONG NURSING

STUDENTS DURING CLINICAL ROTATION

A Thesis Proposal
Presented to the Faculty of the College of Nursing
Southwestern University-PHINMA
Cebu City

In Partial Fulfillment of the Requirements for Nursing Research 1

Capaning, Warren Mabini

Cardoza, Marie Khyla Armodia
Castañeda, Chiara May
Catio, Evaphil Cathy Wasawas
Cuyos, Janina Marie Aralca
De Castro, Mary Jane
Gastador, Krish Ciel Yase
Go, Marielle Ann Argallon
Labandria, Rhea Damolo
Maboloc, Richard Dennison Flores
Mangitngit, Kent Laag
Mapute, Maritel Mag-aso
Matheu, Mary Elaine Pilapil
Melecio, Mayen Jumamoy
Merlin, Jhurlie Coliao
Metante, Avery Tan
Nucos, Shiela Mae Mansueto
Obero, Christine Joy Cabayao

October 2024
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APPROVAL SHEET

This thesis entitled “ASSESSING THE LEVEL OF COMPETENCY AMONG NURSING

STUDENTS DURING CLINICAL ROTATION ” prepared and submitted by Warren Mabini
Capaning, Marie Khyla Armodia Cardoza, Chiara May Castañeda, Evaphil Cathy Wasawas Catio,
Janina Marie Aralca Cuyos, Mary Jane De Castro, Krish Ciel Yase Gastador, Marielle Ann Argallon
Go, Rhea Damolo Labandria, Richard Dennison Flores Maboloc, Kent Laag Mangitngit, Maritel Mag-
aso Mapute, Mary Elaine Pilapil Matheu, Mayen Jumamoy Melecio, Jhurlie Coliao Merlin, Avery Tan
Metante, Shiela Mae Mansueto Nucos and Christine Joy Cabayao Obero in partial fulfillment of the
requirements for NURSING RESEARCH 1 for the degree BACHELOR OF SCIENCE IN NURSING
has been examined and is recommended for the acceptance and approval for ORAL
EXAMINATION.

THESIS COMMITTEE

DR. MICHAEL AGGARI

Adviser
______________________ ______________________
Member Member

JILL MARIE C. HERMOGENES, RN, MAN, Ed.D

Chairman

PANEL OF EXAMINERS

Approved by the Committee on ORAL EXAMINATION with a grade of_________.

JILL MARIE C. HERMOGENES, RN, MAN, Ed.D

Chairman

______________________ ______________________
Member Member

DR. MICHAEL AGGARI

Adviser

Accepted and approved in partial fulfillment of the requirements for the degree BACHELOR
OF SCIENCE IN NURSING, major in Nursing Service Administration.

Comprehensive Examination Passed: _______________________

Date of Oral Examination: _______________________

MICHELLE B. YU, RN, DM

Dean
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ABSTRACT

Title: Assessing the Level of Competency

Among Nursing Students During
Clinical Rotation

Author(s): Capaning, Warren Mabini

Cardoza, Marie Khyla Armodia
Castañeda, Chiara May
Catio, Evaphil Cathy Wasawas
Cuyos, Janina Marie Aralca
De Castro, Mary Jane
Gastador, Krish Ciel Yase
Go, Marielle Ann Argallon
Labandria, Rhea Damolo
Maboloc, Richard Dennison Flores
Mangitngit, Kent Laag
Mapute, Maritel Mag-aso
Matheu, Mary Elaine Pilapil
Melecio, Mayen Jumamoy
Merlin, Jhurlie Coliao
Metante, Avery Tan
Nucos, Shiea Mae Mansueto
Obero, Christine Joy Cabayao
Degree: Bachelor of Science in Nursing
Adviser: Dr. Michael Aggari
School: Southwestern University PHINMA
Date: October 2024
Pages: ###
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ACKNOWLEDGEMENT

The researchers are deeply grateful to all the people whose

steadfast support and contributions have been meaningful to the

completion of this study. Foremost, the researchers acknowledge the

grace and guidance of the ALMIGHTY GOD for giving them the

wisdom and understanding that made their research complete. They

humbly thank God for the provision and strength, for without Him,

we can do nothing.

Special appreciation is reserved for Dr. Michael Aggari, their

valued research adviser. His guidance, support, and expertise have

been crucial throughout the research process, and his mentorship,

together with his perceptive insights, significantly shaped the

conduct of this study.

Acknowledgement is also due to the collaborative efforts of the

group members. Their passion, perseverance, and patience have

played a vital role in the successful completion of this research,

refining the project and reinforcing the team to conquer a variety of

obstacles along the way.

The researchers recognize and admire the indispensable

contributions of these individuals, as this study stands as evidence

of their concerted efforts.

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TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Abstract iii

Acknowledgment iv

Table of Contents v

List of Tables

List of Figure

CHAPTER 1 THE PROBLEM AND ITS SCOPE PAGE

INTRODUCTION

Rationale of the Study 7

Theoretical Background 11

THE PROBLEM

Statement of the Problem 18

Null Hypothesis 19

Significance of the Study 20

RESEARCH METHODOLOGY

Research Design 22

Research Environment 24

Research Respondents 26
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Research Instruments 27

Research Procedure 30

Treatment of Data 31

Ethical Consideration 33

Definition of Terms

CHAPTER II RESULTS AND DISCUSSIONS

CHAPTER III SUMMARY OF FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS

Findings

Conclusion

Recommendations

REFERENCES

APPENDICES

CURRICULUM VITAE
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CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

Part of the curriculum in nursing education includes the

Related Learning Experience (RLE), a crucial part of nursing

education because it provides hands-on experience, allowing nursing

students to practice their learning from classes to the real-world

clinical setting. As nursing students rotate in their clinical duty area,

it is also vital that they are essentially capable of performing the

nursing skills needed to provide quality healthcare to clients.

A study was conducted to assess the competency of the

nursing students to determine their ability and readiness to provide

quality healthcare. The study is limited to graduating students only;

hence, it aimed to determine and focus on specific fundamental skills

in preparation for transition as professional nurses. The study

explained that there are different levels of competence for each

specified skill and showed the skill in asepsis to get the highest

competency. The result of the study indicated that there were factors

affecting their competency, such as the reduced exposure in the

clinical setting due to the pandemic and the shift to online learning.
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Thus, the skill in nutrition, wound care, diagnostic testing, and

elimination has only moderate competency. (Molanida et al., 2023).

There was also a study conducted in one of the universities in

Istanbul, Turkey, assessing the nursing students’ competence in

clinical education to evaluate their competence using their clinical

education assessment tool relating to learning outcomes, which

comprise the students’ professional judgment, skills, and

knowledge. In their research, the mean factor score for their tool

indicates that the level of students’ learning outcomes with the

assessment of clinical education was near ideal. There were higher

scores, which were associated with characteristics regarding

readiness to act, cooperate, and participate in and carry out

examinations and treatments. However, there were also nursing

students whose nursing competence was worse than ideal, which

indicates the requirement for a better education. As concluded in

their research, their student nurses performed at a “good” level.

Hence, recommending that they should be supported to improve

their skills and knowledge in order to improve their competence.

(Sahin et al., 2021).

The studies mentioned previously was conducted to assess the

nursing students’ competency. In the local citation, the assessment

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was based on the impact of having online classes due to pandemic.

(Molanida et al., 2023). Thus, there could be difference between the

outcome of their study and the outcome of this study in the

designated research environment. On the other hand, the cited

study internationally only aimed to measure the status of students’

learning outcomes from the perspective of clinical nursing educators

for educational assessment and improvement. (Sahin et al., 2021).

In the university in which the researchers have chosen as their

research environment, the nursing students are tasked priorly with

performing a return demonstration for specific nursing skills before

their clinical duty week rotation. The nursing students are given

rubrics that comprise the procedure for each return demonstration,

including the attitude, knowledge, and skills, and the criteria for the

students’ performances. The rubric serves as a guide for nursing

students on how they are going to perform the return

demonstration. Additionally, they also watch online videos from a

streaming site to better perceive the steps and be able to properly

perform each, since the majority of the students have not seen the

procedures in the actual scenario. Since the return demonstration is

not in the actual setting, the nursing students practice on

mannequins, thus making them assume they are real patients.

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Meanwhile, the clinical instructors also demonstrate the nursing

skills in the actual setting during clinical duty rotation. However, the

hands-on practice is limited in the case that nursing students are

assigned to private hospitals where there are only a few patients

versus the number of student nurses on duty. Hence, less exposure

leads to less opportunity to practice and improve the necessary

nursing skills.

This study aims to assess the nursing students’ level of

competence during the clinical duty by looking at their performances

in the actual setting. The study also seeks to assess the effectiveness

of the current return demonstration classes to prepare the nursing

students for practical application in the actual setting. This study

pursues to identify specific challenges and potentially improve the

related learning experience by providing evidence-based

recommendations for nursing educators to refine and enhance the

curriculum, which ensures that the teaching methods are grounded

in research and proven to be effective and help students acquire

clinical skills more effectively and efficiently.

This also provides insights into the long-term effects of clinical

skills among nursing students. Lastly, the researcher intends to

contribute to enhancing nursing education by presenting best

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practices in return demonstrations. Educators will then be influenced

by the research presented, allowing them to build more effective

training techniques that equip nursing students with the skills

required for clinical practice. The findings will also be used in future

studies investigating the future of nursing education.

THEORETICAL BACKGROUND

In this chapter, different theories were used to support on

Assessing the level of competence among Nursing students during

clinical rotation. The Theories are Novice to Expert Theory by Patricia

Benner, and Theory of Human Caring by Jean Watson and

Environmental Theory by Florence Nightingales. Theories in this

chapter can also help identify important categories and themes in

respondents' answers.

Patricia Benner's Novice to Expert Theory.

Benner's theory offers a structured lens for measuring this

evolution in relation to the research focus on evaluating nursing

students' competency during clinical rotations. Students

progressively progress from the novice stage, where their actions

are constrained by inexperience and reliance on predetermined

procedures, to the competent stage, where they are able to make

decisions based on situational understanding as they participate in

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clinical practice. By identifying recurrent patterns in patient care,

students at the advanced beginner and competent levels are better

equipped to prioritize tasks and handle their burden. Benner

highlights the importance of feedback, reflective practice, and

mentoring in promoting this development. This framework can be

used by clinical instructors to evaluate their students' developing

skills, making sure that their educational experiences correspond to

their present developmental stage, and assisting them in becoming

competent.

Patricia Benner's Novice to Expert theory offers a fundamental

framework for comprehending the competency development of

nursing students throughout clinical rotations. Cruz (2020) found

that during clinical rotations, nursing students in the Philippines

exhibited notable enhancements in their technical capabilities and

decision-making ability. Tiongson (2019) underlined the significance

of clinical exposure in boosting technical skills and critical thinking,

while Santos (2021) highlighted how hands-on practice helped

students’ progress from novice to skilled practitioners. When taken

as a whole, these studies support Benner's theory as a useful

framework for evaluating the competency growth of nursing

students through experiential learning.

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Jean Watson’s of Human Caring Nursing Theory.

Watson’s theory promotes continuous growth. Reflection on

daily clinical experiences can help students develop a deeper

understanding of their role as a caring professional. According to

Jean Watson's Theory of Human Caring, nursing competence

encompasses not only technical abilities but also the ability to build

strong, transpersonal connections with patients. In clinical rotations,

students' performance can be measured by their ability to

incorporate caring behaviors such as empathy, compassion, and

emotional support into their work. Watson's idea emphasizes the

necessity of creating a healing atmosphere, fostering human-to-

human connections, and advocating for holistic care that addresses

patients' physical, emotional, and spiritual needs. Jean Watson's

Caring Theory serves as a poignant reminder that compassion is at

the core of nursing practice. In the complex and evolving landscape

of healthcare, her theory provides a timeless guide for nurses to

infuse their practice with empathy, understanding, and a genuine

commitment to the well-being of their patients. By embracing the

principles of the Caring Theory, contemporary nurses can foster an

environment of healing, connection, and compassionate care that

truly makes a difference in the lives of those they serve. Watson

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(2019) emphasizes that nursing competency is not limited to

technical skills but also includes the ability to demonstrate empathy,

compassion, and therapeutic relationships with patients. A study by

Lin et al. (2021) in Taiwan highlighted those students who embraced

caring behaviors, as outlined by Watson, were rated higher in clinical

performance. Their findings emphasized the importance of

integrating humanistic care into the curriculum to ensure well-

rounded competency in future nurses. Similarly, a study in the

United States by Smith et al. (2020) demonstrated that students

who were assessed using a model that incorporated Watson’s caring

principles were more likely to show proficiency in patient-centered

care, critical thinking, and ethical decision-making. In the

Philippines, nursing education has increasingly recognized the

importance of holistic care frameworks in clinical rotations. A study

by de Guzman and Dela Cruz (2020) explored how Watson’s theory

influenced nursing students’ competency in local hospitals. Their

research found that Filipino students who practiced caring behaviors

as part of their clinical training demonstrated enhanced

communication skills and better patient satisfaction outcomes.

Additionally, Santos (2019) examined the impact of caring theories

in competency evaluation among student nurses in Metro Manila.

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The study revealed that local nursing programs incorporating

Watson’s humanistic approach resulted in students being more

compassionate and capable of delivering culturally sensitive care, a

crucial competency in the diverse Filipino healthcare setting.

Florence Nightingale’s Environmental Theory.

Nightingale’s Theory is fundamental for nursing practice,

particularly for third-year students preparing for clinical roles. This

theory emphasizes the importance of the environment in patient

care, asserting that a well-managed environment can enhance

health outcomes.

Nightingale’s insights during the Crimean War highlighted the

impact of cleanliness, ventilation, natural light, noise reduction, and

nutrition on recovery. For nursing students, mastering these

elements is crucial in providing effective patient care.

In clinical rotations, students should assess and modify

environmental conditions, observing how these factors affect patient

well-being. Assessment strategies can include direct observation,

reflective journals, and case studies to illustrate the relationship

between environmental changes and patient outcomes.

Florence Nightingale's contributions to nursing have been

extensively studied both in foreign and local literature, emphasizing

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her pivotal role in modernizing healthcare. Internationally,

Nightingale is recognized for her work during the Crimean War,

where she drastically reduced mortality rates by implementing

hygiene protocols, as highlighted by Anderson (2020) in a study of

her enduring influence on global public health practices. Her

introduction of evidence-based practices continues to shape modern

nursing education, fostering the development of patient-centered

care (Whelan, 2019). Locally, in the Philippines, Nightingale’s

influence is evident in the evolution of nursing programs that focus

on patient safety, hygiene, and holistic care, aligning with her

environmental theory (Dela Cruz & Santos, 2021).

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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Participant: Instrument Findings:
Data
All 3yr collection: Competency
students Level of
Using a Nursing
Demographic Google form students on
profile survey clinical duty

FEEDBACK

Figure 1. Theoretical and Conceptual Framework

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THE PROBLEM

STATEMENT OF THE PROBLEM

This research intends to study the current return

demonstration activity of nursing students at the chosen research

environment with the end view of improving their nursing skills

competency for clinical duty preparation. Specifically, it intended to

answer the following questions:

1. What is the demographic profile of the respondents in terms

of:

1.1 Age; and

1.2 Gender?

2. What is the level of competency of the nursing students in

terms of their clinical rotation in the areas of:

2.1 Knowledge;

2.2 skills, and;

2.3 attitude?

3. Is there a significant relationship in the level of competency

among nursing students when grouped to their demographic profile?

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4. Is there a significant difference between the assessment of the

respondents when grouped according to their profile.

5. Based on the findings of the study, what can be the

recommendations to enhance the competency level of nursing

students?

NULL HYPOTHESIS

There is no significant relationship in the level of competency

among nursing students when grouped according to the profile.

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SIGNIFICANCE OF THE STUDY

The study is significant to nursing students as it aims to

evaluate the level of competency among nursing students during

clinical rotation. The findings of this study will contribute to the

improvement of nursing student skills and competencies, which are

important in providing quality care. Hence, this study is greatly

beneficial to the following:

NURSING STUDENTS. The primary beneficiaries of this study are

the third-year nursing students. It provides valuable insights into

their level of competency, enabling them to identify areas for

improvement and gain strategies to enhance the quality of their

nursing skills.

NURSE EDUCATORS. The study provides valuable insights for

educators to identify areas where additional resources are needed.

Enabling them to implement more effective teaching methods that

will improve and shape the students’ skills and competencies,

preparing them for clinical duty and ensuring that they’re better

equipped to provide exceptional patient care.

SCHOOL ADMINISTRATORS. The study is beneficial for

administrators as it aids in refining the effectiveness of their clinical

education programs by providing effective methods for assessing

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nursing students’ competency during clinical rotations. This will

enable the administrators to develop and implement strategies that

optimize student learning and development.

COLLEGE OF NURSING. The findings of the study enable the

college of nursing to refine its return demonstration activities,

expand the students' learning outcomes, and ensure that graduates

are well prepared for real-life scenarios. Improve patient care and

the students’ confidence and skill competency. Hence, this will

enhance the college's reputation in nursing education.

RESEARCHERS. Through this study, researchers will gain a deeper

understanding of the studied variables and enhance research skills.

Furthermore, the findings can contribute to more effective and

efficient future research.

FUTURE RESEARCHERS. The findings of this study will provide a

foundation for future researchers on education and skills

assessment, allowing the researchers the opportunity to expand the

existing knowledge and conduct further studies related to clinical

level of competency.
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RESEARCH METHODOLOGY

RESEARCH DESIGN

The researchers will utilize a descriptive quantitative

correlational approach with quantitative techniques to obtain

information regarding the experiences and impact of nursing

students performing the clinical duty rotation, also assessing their

perceived competency levels during clinical rotations. Through

survey research designs, the researchers' target respondents will be

at least 10 or more respondents from Level III nursing students,

who will be given a structure of questions through online interviews

and surveys, using google forms. The researchers will use the Likert

scale survey that is initiated with one or more study respondents to

measure various competency domains, such as clinical skills, critical

thinking, and communication. Detailed information, such as

reasoning and experiences, will be provided by the respondents.

RESEARCH ENVIRONMENT

This study will be conducted on the third-year nursing

students, a medical school located at Urgello St., Cebu City. With

the university’s mission to transform students into successful

professionals. The university was founded in 1946. It became part

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of an Education Network in 2016, a group of institutions committed

to providing quality and accessible education in the Philippines. The

university has built a reputation in various fields of study, including

business, engineering, and health sciences.

The nursing program in this university is designed to offer

comprehensive training in nursing theory and practice. It includes

fundamental courses in anatomy, physiology, pharmacology, and

nursing practice, along with specialized courses in areas such as

pediatrics, obstetrics, and community health. The program

incorporates hands-on clinical training to ensure students gain

practical experience in various healthcare settings. This includes

placements in hospitals, clinics, and community health programs.

The program has received recognition for its commitment to quality

education and student success.

The university features modern simulation labs equipped

with advanced mannequins and medical equipment to facilitate

realistic training scenarios. These labs are integral to return

demonstration activities, allowing students to practice and refine

their skills. There are dedicated spaces where students can practice

clinical skills and procedures before applying them in actual settings.

The faculty members in the nursing program are experienced

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professionals with advanced degrees and certifications in their

respective areas of expertise. The faculty are involved in both

teaching and mentoring, guiding students through their academic

and clinical training.

The university’s commitment to integrating modern

educational practices, including return demonstrations, supports the

study's focus on evaluating their effectiveness. With simulation labs

and clinical skills laboratories, the university provides an ideal

setting for assessing the impact of return demonstration activities

on skill development. The university’s infrastructure for student

support, including academic and clinical placement assistance,

ensures that students are well-prepared and supported throughout

their training.

RESEARCH RESPONDENTS

For this study, data collection is conducted to 3rd year

students enrolled at the nursing school, selected from a pool of

students involved in their clinical coursework rotations. To ensure

that our respondents were enough to give us results, we used

Slovin’s formula that gives a sound statistical allowance for the

sample size for the population desired with the error rate needed.

Using this formula, it was possible to determine the actual number

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of participants needed to enhance the probability of achieving a

higher level of confidence in relation to the whole group of nursing

students, which helped us reach the necessary competency level for

the whole group. To capture the yearly developmental progression

of competency, the study enrolled year one to year four students of

the nursing faculty, thus comparing clinical experiences against

competency improvements (González-Gil et al.2020).

Population Size and Sample Calculation

The total enrolment of a 3rd year nursing students at a nursing

school is approximately 693, the application of Slovin's formula is as

follows:

n = N / (1+Ne^2)

Where:

( n ) = Sample size

( N ) = Total population size

( e ) = Desired margin of error (0.05 or 5% for this study) [95%

(1-0.95)= 0.05]

Substituting the values into the formula, we have:

n = 693/ [1 + (693 × 0.05²)] = 253

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Therefore, the sample size needed for this study will be 253

nursing students. This paper will reveal generalizations that will help

in evaluating the competency levels of nursing students during their

clinical practice, which will be essential feedback to educators and

curriculum makers.

SAMPLING DESIGN

In this case, we use purposive sample as our sample design

since it allows the selection of participants based on certain criteria

related to the research objectives of the study. This is because this

non-probability sampling technique is most useful in qualitative

research in which the researcher looks to obtain information from

people with the most information on the phenomenon under study.

According to the study on nursing education where one has tried to

measure the competencies of the students during clinical practice,

purposive sampling is helpful to select that group of students who

have high interpersonal interaction with clinical responsibilities. In

this way, it was possible to determine variations in competency

levels within the group and activity factors that affect the

development of nursing skills, as well as the fact that a selected

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number of participants had recently completed clinical practice,

which made the information received highly topical and valuable.

Inclusion and Exclusion

In order to outline the parameters of the proposed study, we

stipulated the criteria of selection of participants as well as the

criteria for their exclusion. Students in the currently enrolled in the

nursing program who have rotated in the clinical duty regardless of

age and are willing to cooperate were included in the study. This was

important in making sure that all the selected respondents were in

a position to provide competency assessments which could be based

on their first-hand experiences. On the other hand, the students who

were not part of the nursing course, students who do not have

clinical assignments, who are sick within the given timeframe of

survey, those who decline participating were all.

RESEARCH INSTRUMENT

For the research instrument, an online platform through

Google Forms and adapted questionnaires was used as the basis,

which was originally made by the researchers themselves. In order

to gather precise data, the researchers made questionnaires that

were related to the study and had a sequence of questions designed

to obtain information from the selective respondents. The

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questionnaire consisted of 7 questions subdivided into different

aspects where the demographics of the respondents, knowledge in

clinical rotation, skills competency in clinical rotation, attitude during

clinical rotation, return demonstration effectiveness, challenges

during clinical rotation, and overall competency on a regular basis

and the perception of progress in nursing skills. The respondents

answered these questions provided using the following 5-point Likert

scale: 1-Strongly Disagree, 2-Disagree, 3-Neutral, 4-Agree and 5-

Strongly Agree.

Part I, contains the three different aspects where the demographics

of the respondents, namely their age, gender and year level, were

evaluated.

Part II, contains the return demonstration exercises and the

effectiveness they have among students in regards to their

confidence when applying nursing techniques, the clarity of

instructions given by clinical instructors, and the overall

development of their skills in nursing. This part supports the analysis

of efficacy among students as regards gaining the right knowledge

to perform the skills needed in the medical field.

Part III, contains the difficulties nursing students face during return

demonstrations. This will assess the possible challenges, obstacles,

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and shortage of resources in achieving the utmost success in

performing throughout the given time for return demonstrations to

students.

Part IV, contains the effective relationships between the student

nurse and their respective patients in relation to their confidence

when applying the nursing techniques and the effectiveness of the

return demonstrations. This will be the basis for the pros of having

a return demonstration, making it one of the most necessary tools

in building the utmost rapport that could possibly lead to a successful

approach in the healthcare settings.

Part V, contains the significance relationship between participation

in return demonstrations on a regular basis and the perception of

progress in nursing skill competency, how well instructions are

explained and how effective the return demonstration tasks are,

responses obtained, and the advancement of nursing expertise. This

part will show their ability to improve skills, correct mistakes quickly,

and integrate their knowledge, which is made possible by this

consistent practice, which also helps students to self-evaluate their

competences more accurately.

Part VI, provides a thorough examination of the numerous

difficulties faced by medical students during their clinical rotations,

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which are essential to their education and professional growth. Its

specific goal is to look into the challenges that students have while

attempting to adapt the theoretical knowledge they have learned in

the classroom to real-world clinical settings, where complex patient

care and decision-making frequently call for rapid thinking and

practical abilities.

Part VII, highlights a number of areas for improvement in the

overall competency of nursing students following their completion of

clinical rotations. Their clinical judgment and decision-making skills

will also advance as a result, demonstrating the value of practical

learning experiences in challenging patient care situations. All things

considered; the clinical rotation experience can improve students'

preparedness for their future nursing professions by giving them the

fundamental skills required to be successful in the field.

DATA GATHERING PROCEDURE

The research began after receiving an official formal approval

from the Dean of the Nursing Department. The researchers will

prepare an informed consent form that explains the study's purpose

and risks, ensuring confidentiality and the right to withdraw, and

submit the research proposal, including ethical guidelines, to an

Institutional Review Board (IRB) for approval. Once received

 31

approval, the researchers will check the reliability and validity of the

questionnaire by conducting a pilot test and making necessary

adjustments.

The researchers will create a Google Form that includes both

the survey questions and an informed consent section, ensuring that

respondents understand the purpose of the study and their rights

before participating. The link will be forwarded to the students

through an online messenger app. The researchers will manage the

data securely and analyze it using appropriate statistical methods,

and finally, will report the findings ethically, maintaining participant

anonymity and acknowledging study limitations.

Tabulation, presentation, further analysis, and interpretation

will be done after the data is gathered.

STATISTICAL TREATMENT OF DATA

In this study, frequency distribution is employed to describe

the demographic profile of nursing students, focusing on gender and

age groups. The data are categorized by gender (male and female)

and age ranges (18-20, 21-23, and 24-30). This helps in

summarizing the number of respondents in each category, providing

a clear picture of the distribution within the sample population.

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The mean is used to evaluate the average competency levels

in various areas such as clinical skills, critical thinking, and

communication. The average for each skill is determined by dividing

the sum of all ratings by the total number of respondents, offering

an overall insight into the perceived proficiency of the nursing

students in these key areas.

Percentage calculations are applied to better understand the

representation of each demographic group. The percentage for

gender (male and female) is determined by dividing the number of

respondents within each group by the total number of 3rd-year

nursing students, then multiplying by 100. Similarly, the age group

percentages are calculated by dividing the number of students within

each age category by the total sample, allowing for a proportional

comparison of the respondents.

Finally, the Pearson correlation coefficient (Pearson r) is used to

assess the relationship between the frequency of participation in

return demonstrations (Variable X) and the perceived improvement

in competency (Variable Y). Pearson r provides a measure of the

strength and direction of the correlation between these variables,

helping to determine whether increased participation in

demonstrations correlates with enhanced competency levels.

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ETHICAL CONSIDERATION

This study presents a valuable opportunity to enhance their

skills and competency for clinical duty. However, it's crucial to

consider ethical implications to ensure the well-being of

respondents.

Informed consent. The participants of this study were fully

informed about the purpose and nature of this study. Target

population of this study has the right to voluntarily consent or

decline participating in the study. They were also informed about

how it would affect the result of the study.

Privacy and Confidentiality. Handling the information

gathered during survey will be kept confidential to protect the

participants and the data itself to adhere with the data privacy act

of 2012. This also includes the option for respondents to participate

anonymously.

Sponsorship. The participants were also informed that this

study has no specific involvement of sponsoring or funding and is

just part of the academic requirement in the researchers’ enrolled

nursing program. The study is funded solely by the researchers.

Participant selection. Participants were only limited to the

nursing students of the chosen research environment who were

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enrolled as third-year students with a target census of 253 students

as provided by the college department’s secretariat.

Potential risk. The researchers declare that there are no

physical and economic risks in this study. On the other hand, an

active cybersecurity is recommended to the participants to prevent

potential data phishing and hacking during the process of data

gathering through online survey.

Compensation. Participants have not received any amount of

money to be compensated for their cooperation in the study. Rather,

a token of appreciation, specifically wrapped sweets, were given to

thank them for taking their time to contribute in the research survey.

Right to withdraw and withhold information. Participants

were informed that even if they have given the researchers their

consent, they still have the right to withdraw from participating in

the study or to withhold any specific piece of information at any time.

If such circumstance occurs, they can contact the researchers

through the information provided in the questionnaire.

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DEFINITION OF TERMS

Clinical Performance. The proficiency and effectiveness displayed

by nursing students in return demonstrations and actual

performance, particularly in physical assessment in clinical settings.

Knowledge. Refers to the information, facts, and understanding

that employees need to perform their jobs effectively. It

encompasses both theoretical concepts and practical abilities,

enabling them to make informed decisions, solve problems, and

contribute to the organization's goals.

Level of Competency. Refers to an individual's demonstrated

ability to perform their job effectively, meeting specific standards

and expectations.

Nursing Students. Individuals enrolled in the nursing program at

Southwestern University PHINMA who are actively engaged in the

return demonstration activities to enhance their nursing skills

competency for clinical responsibilities.

Return Demonstration. A task assigned to nursing students before

their clinical duty, involving the performance of a specific nursing

skill, guided by rubrics and online videos, to prepare for real-life

scenarios.
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Skills and Attitude. These are directly linked to an individual's

ability to contribute effectively to the organization's goals.