CHAPTER I

Introduction

Covid-19 (Coronavirus) has rapidly affect thousands of people’s day to day lives.

Since its outbreak in late December 2019, COVID-19 has cause destruction across the

world and like any critical sector, education has been hit hard. Ever since in-person

classes moved online and “Stay Home Stay Safe” executive order was implemented;

many students are vulnerable to stress and changes in the way of their study has great

impact.1 Additionally, people spread the virus through physical contact, such as greetings

or touching infected surfaces. Countries have sought vaccines and treatment protocols for

COVID-19 amidst the implementation of various containment measures worldwide to

combat the disease. Containment measures have included the closure of public places,

schools, universities, and churches as well as imposing curfews, and other physical

distancing measures, such as the cancellation of large events. As a sudden public health

crisis, the COVID-19 pandemic affects all the college students around the world. 

COVID-19 has not only had an impact on people’s emotions, but they are prone

on developing fear and anxiety due to the change in the educational environment.

Nursing student can suffer high level of fear in terms of academic and clinical practices.

It includes heavy assignments and examinations. Other sources of fear of nursing student

was related to clinical area include a lack of professional nursing skills and unfamiliarity

with patients’ diagnoses, medical history, or treatment. The clinical part of nursing

education should get high attention than the theoretical part. 2 During the first semester,

students learn about the theoretical principles of basic nursing skills and practice clinical

1
skills in a skill lab. Clinical training (practice placement) starts in the first year together

with theoretical education, and continues until the end of the third year. In the fourth

year, students spend internship in clinical setting, and work with nurses under head

nurses and faculty supervision.

According to R. Borzou et al., (2009), nursing education is composed of two

complementary parts: theoretical training and practical training. Therefore, clinical

environment plays a vital role where nursing students learn to convert theoretical

knowledge into skills that is significant to patient care.

The target respondents of this study are the level 3 & 4 nursing students of

Tanchuling College Inc. The researchers choose these respondents because they were the

most affected during the hard lockdown. The respondents is composed of 41 nursing

students in level 3 and 34 nursing students in level 4 with a total respondents of 75. A

nursing student works to promote, maintain and restore the health of patients by

following the clearly laid out hospital procedures. They practice what they learn in class

by joining clinical rotations under the supervision of a nursing instructor.

Tanchuling College Inc. is located at Imperial Court Subd., Phase II Legazpi City,

Albay serves as a training ground for students to enhance their skills and knowledge.

Tanchuling College was incorporated in 1976 as the Tanchuling School of Midwifery.

The school was formerly housed at the third floor of the Tanchuling Hospital in Legaspi

City, Albay offering Midwifery and a two – year Hotel and Restaurant Management

Course. At present, Tanchuling College offers following academic programs including

Bachelor of Science in Nursing and others. This school will be the locale of the study

2
which is concern in Challenges of Nursing Student in the Clinical Environment amidst

the Covid-19 pandemic.

The researchers seek to find the challenges of nursing student in clinical

environment amidst Covid-19 pandemic. Based on this, the purpose of the study is to

identify the challenges encountered by the nursing students in terms of physical, mental,

social and economic-financial, to determine the coping strategies and how will they adopt

to the possible measures in addressing this challenges.

Statement of the Problem

This study will aim to identify the Challenges of Nursing students in the Clinical

Environment amidst the Covid-19 Pandemic. Specifically, it will seek to answer the

following questions:

1. What are the socio-demographic profiles of the respondents in terms of?

a. Age

b. Sex

c. Year Level

2. What are the challenges encountered by the nursing student during the

Covid-19 pandemic in terms of:

a. Physical

b. Mental

c. Social

d. Economic – Financial

3. How were they able to cope with these challenges?

3
 a. Physical

b. Mental

c. Social

d. Economic – Financial

4. What are the possible measures that can be adopted to address these

challenges?

Scope and Delimitation of the Study

This study aims to include the entire population of level 3 & 4 nursing students of

Tanchuling College Inc. The respondents is composed of 41 nursing students in level 3

and 34 nursing students in level 4 with a total respondents of 75.

The researchers only focused on the socio-demographic profile of the

respondents, to the challenges encountered by the nursing students during Covid- 19 and

how these respondents cope up with the challenges faced during pandemic. The gathered

data limits only to the 41 nursing students of the level 3 and 34 nursing students of the

level 4 excluding levels 1 and 2 of the said Program. Other areas not mentioned are not

part of this study.

Significance of the Study

The findings of this study will be a great contribution to the vast knowledge in

relation to challenges of nursing students in clinical environment amidst Covid-19

pandemic.

4
 Furthermore, results of this study can be highly significant and beneficial to the

following:

Respondents and other nursing students the direct recipients of the output of

this research are the nursing students who faced challenges in clinical environment

amidst pandemic. Also, this serve as a basis of needed access of information that can be

used in the study.

Parents The research benefits the parents of the nursing students. As parents

enrolled their children in this institution, comes with the understanding of the challenges

of the students in clinical environment during hard lockdown.

TCI Administrative Staff it benefits the administrative staff to be aware how to

manage the resources according to students’ needs. Also, this serves as a guide for them

to encourage the students in their deficiency.

Clinical Instructors This will give an idea to them so that they can improve the

skills and learning of students and how would they come up with a solution to lessen and

overcome their challenges.

Public This will serve as awareness to the public in case they have an interest to

enter in medical schools in times of pandemic.

Future Researchers It will help them to get equipped with knowledge and

solving problems using research, by collecting all necessary information, analysing and

interpreting that information to provide solutions to problem. It will also form basis for

literature for other researchers who are willing to carry out studies in the same field and a

starting point for further studies

5
 Location of the Study

The study will be held at Tanchuling College Inc., with respondents of 75 nursing

students of levels 3 & 4.

FIGURE 1
Tanchuling College Inc.

6
 NOTES

Nahid Jamshidi, Zahra Molazem, Farkhondeh Sharif, Camellia Torabizadeh,

Majid Najafi Kalyani, “The Challenges of Nursing Students in the Clinical Learning

Environment: A Qualitative Study”, The Scientific World Journal, vol. 2016, Article ID

1846178, 7 pages, 2016. https://doi.org/10.1155/2016/1846178

Storey, Travis William, "Keeping the Course: Nursing Student Motivation during a

Pandemic"(2021). OTS Master's Level Projects & Papers. 602.

https://digitalcommons.odu.edu/ots_masters_projects/602

Prabu, P. S. (2015). A study on academic stress among higher secondary

students. International Journal of Humanities and Social Science Invention, 4(10), 63-68.

Barrot, J.S., Llenares, I.I. & del Rosario, L.S. (2021) Students’ online learning challenges

during the pandemic and how they cope with them: The case of the Philippines. Educ Inf

Technol 26, 7321–7338. https://doi.org/10.1007/s10639-021-10589-x

7
 CHAPTER II

RELATED LITERATURE AND STUDIES

This chapter presents some literature and studies which are related to the present

study. It also includes the theoretical framework and conceptual framework as well as the

illustrations of the models of each framework, the synthesis of the state of the art, and the

gap to be bridged by the study. The definitions of terms both conceptual and operational

are also part of this chapter.

Related literature

Clinical learning is a main part of nursing education. Students’ exposure to

clinical learning environment is one of the most important factors affecting the teaching-

learning process in clinical settings. Identifying challenges of nursing students in the

clinical learning environment could improve training and enhance the quality of its

planning and promotion of the students. (Nahid Jamshidi et al., 2016).

The mentioned literature contracts with the importance of clinical environment to

nursing students. It deals on how the students could progress and develop their

preparation in clinical environment. This is relevant to the present study as it also deals

with the challenges of nursing students in the clinical environment.

During the pandemic, the nursing curriculum and the course contents of basic

sciences and health systems were converted online in the Philippines. Students faced

many challenges in financial such as returning home and managing their belongings. The

8
pandemic has bought a range of psychological consequences in students, such as fear,

anxiety and depression, as well as behavioural changes like difficulty in sleeping, stress

and eating (Liu et al., 2020). Thus, this health crisis affects not only the frontline staff and

clinical leaders, but also universities, academic institutions and entire systems.

Understanding stress had been an important topic in education due to its ability to

impede a student’s learning and experiences; when stress became excessive or was

perceived negatively, students could experience both physical and psychological

impairment. All students faced a multitude of challenges, including those from academic

and external sources. Academic sources, such as assignments, class workload, relations

with professors, fear of failing, and grades played a substantial role in producing stress in

students, not to mention external challenges such as financial concerns and everyday

issues that arose in life. In addition to these, nursing students were also faced with

challenges uniquely found in the clinical setting. Most of the research reviewed pointed

to these sources, such as patient suffering or death, lack of professional knowledge and

skills, responding to clinical emergencies, and relations with clinical staff, as the primary

challenges for nursing students (Eifried, 2003; Gibbons et al., 2009; Hamill, 1995;

Pagana, 1988; Sheu et al., 2002; Thyer & Bazeley, 1993). Throughout prior research,

nursing students often stated that the clinical experience was one of the most anxiety-

producing aspects of the nursing program (Elliot 2002). The stress caused by clinical

rotations generated a wide range of emotions, such as nervousness, depression, anxiety,

fear, frustration, anger, hopelessness, loneliness, and feeling inferior (Shipton, 2002).

However, while there was a considerable amount of literature that found that clinical

rotations often provided the most sources of stress, some authors found that academic

9
sources caused more challenges that clinical source (Lindop, 1999; Tulley, 2004).

Regardless of the source of stress, nursing students were still routinely found to have

experienced higher levels of stress compared to their non-nursing peers (Bartlett et al.,

2016)

Related studies

Recently, there has been an explosion of studies relating to the new normal in

education. While many focused on national policies, professional development, and

curriculum, others zeroed in on the specific learning experience of students during the

pandemic. Among these are Copeland et al. (2021) and Fawaz et al. (2021) who

examined the impact of COVID-19 on college students’ damental health and their coping

mechanisms. Copeland et al. (2021) reported that the pandemic adversely affected

students’ behavioral and emotional functioning, particularly attention and externalizing

problems (i.e., mood and wellness behavior), which were caused by isolation,

economic/health effects, and uncertainties. In Fawaz et al.’s (2021) study, students raised

their concerns on learning and evaluation methods, overwhelming task load, technical

difficulties, and confinement. To cope with these problems, students actively dealt with

the situation by seeking help from their teachers and relatives and engaging in

recreational activities. These active-oriented coping mechanisms of students were aligned

with Carter et al.’s (2020), who explored students’ self-regulation strategies.

If students were exposed to COVID-19 while in a clinical setting, they risked not

only their health but that of their family. We also considered that students could face the

10
financial burden of being quarantined without an income. Additionally, as a post-

licensure program, if students were exposed, they would be unable to return to work,

adding further strain to the health system. (Georgia Dewart et al., 2020) The study deals

with the risk factors that the nursing students could meet in clinical environment during

pandemic. This is one of the reasons why nursing students lack preparedness in clinical

environment because of COVID–19 pandemic.

Another study explored online learning challenges in medical education during

the COVID19 outbreak (Rajab, Mohammad, Gazal, & Alkattan, 2020). The study

engaged 208 participants: learners and faculty members in the college of medicine of

Alfaisal University in Riyadh, Saudi Arabia. The study’s reported that the challenges

were communications, assessment, online education experience, technology use tools,

time management, anxiety, and coronavirus disease stress.

A qualitative study conducted by Nahid Jamshidi et al., (2016) with participants

consisted of seventeen nursing students and three nursing instructors. Many students

faced many challenges in the clinical environment that affected the students learning in

clinical settings. Therefore, the study recommends that the instructors prepare the

students with a specific focus on their communication and psychological needs.

C. E. Houghton, et al., (2018), the comprehension of the transfer value of these

preparations when it comes to clinical practice probably has an impact on students’

achievements in the field of practice. Thus, preparations for the students’ meeting with

real patients constitute a substantial part of teaching efforts within.

11
 A study by Labrague, McEnroe-Petitte, De Los Santos, et al., (2018), nursing

education programs consist of theoretical education and clinical education. Nursing

students experience a day life stress during their education, particularly during clinical

training. It defines clinical training as an opportunity for students to apply what they have

learned in classrooms and develop their capabilities.

As indicated by Changiz et al., (2012), it was revealed that the causes of nursing

students’ stress in the clinical environment fall into three types of stress due to the

educational plan, stress due to the educational environment, and factors concerning the

students. It shows that there are so many stressors in terms of clinical environment as a

training environment.

Nabolsi M.et al., (2012) demonstrated in their study that proper treatment and

establishment of a communication with students is an important item for nursing teachers

to be a role model for students. Training that involves value and respect facilitates the

teaching-learning process and socializes the students into the nursing profession. It

indicates that communication is important on nursing training and preparation.

According to the study of Killam and Heerschap (2013) found that the students’

insufficient practice and lack of skill before entering the clinical environment created

problems for them with respect to learning in the clinic. Shows how important

preparation of training should be done before entering to clinical aspect.

12
Synthesis of the Art

The researchers presented various related literature and studies regarding the

study. To have a clearer understanding of these literature and studies, the researchers

made the synthesis of the art.

One of the literatures deals on the importance of clinical environment to nursing

students. Nahid Jamshidi et al., (2016) stated on how the students could progress and

develop their preparation in clinical environment. This is relevant to the present study as

it also deals with the challenges of nursing students in the clinical environment. Further

studies according to Copeland et al., (2021) reported that the pandemic adversely affected

students’ behavioral and emotional functioning, particularly attention and externalizing

problems (i.e., mood and wellness behavior), which were caused by isolation,

economic/health effects, and uncertainties. In Fawaz et al., (2021) study, students raised

their concerns on learning and evaluation methods, overwhelming task load, technical

difficulties, and confinement. To cope with these problems, students actively dealt with

the situation by seeking help from their teachers and relatives and engaging in

recreational activities. Rajab, Mohammad, Gazal, & Alkattan, (2020), the study engaged

208 participants: learners and faculty members in the college of medicine of Alfaisal

University in Riyadh, Saudi Arabia. The study’s reported that the challenges were

communications, assessment, online education experience, technology use tools, time

management, anxiety, and coronavirus disease stress. As indicated by Changiz et al.,

(2012), it was revealed that the causes of nursing students’ stress in the clinical

environment fall into three types of stress due to the educational plan, stress due to the

13
educational environment, and factors concerning the students. It shows that there are so

many stressors in terms of clinical environment as a training environment.

The researchers use the descriptive research design. A questionnaire was created

that will be used in data gathering which will serve as the basis possible results of the

study. After constructing the chapters 1 – 3, the researchers faced professionals to help

them in correcting and revising their study. After the proposal defense, the researchers

made a letter asking permission to conduct the study at Tanchuling College Inc.,

Administrative Staffs.

The researchers will conduct a survey to levels 3 & 4 nursing students with a total

population of 75 individuals. After gathering of data, the researchers will validate the

data collected from respondents. After conducting the gathered data, the retrieved data

from the questionnaires will be analysed and interpreted by the researchers with the use

of data analysis procedure to represent the information gathered from the study.

Gap Addressed by this Study

The researcher’s review of Related Literature and Studies has been made; it was

observed that the current studies were focus on the challenges of nursing students in

clinical environment amidst pandemic.

All nursing students were affected by the COVID – 19 pandemic around the

world. Even though it is universally affected, there are no local studies about the

challenges of nursing students in the Philippine setting. The present study wants to know

the challenges of nursing students in clinical environment amidst COVID – 19 pandemic

14
on levels 3 & 4 at Tanchuling College Inc. The study focuses on the challenges

encountered by nursing students in the clinical environment during the COVID – 19

pandemic. Four variables were used to categorize these challenges: Physical, Mental,

Social and Economic – Financial. The researchers will also be focusing on the coping

mechanisms of the nursing students and the possible measures that they have done to

adapt in these challenges.

Theoretical Framework

The present study is anchored on Lydia Hall’s Theory of nursing also known as

the Three Cs (Care, Cure, and Core). This theory served as the conceptual framework of

the present study.

Lydia Hall’s theory define Nursing as the “participation in care, core and cure

aspects of patient care, where CARE is the sole function of nurses, whereas the CORE

and CURE are shared with other members of the health team.” The major purpose of

care is to achieve an interpersonal relationship with the individual to facilitate the

development of the core. Lydia Hall identified nursing as participating in the care, core,

and cure aspects of patient care.

The care circle according to the theory, nurses is focused on performing the noble

task of nurturing patients. This circle solely represents the role of nurses and is focused

on performing the task of nurturing patients. Nurturing involves using the factors that

make up the concept of mothering (care and comfort of the person) and provide for

teaching-learning activities. The care circle defines a professional nurse’s primary role,

15
such as providing bodily care for the patient and helping the patient complete such basic

daily biological functions as eating, bathing, elimination, and dressing. When providing

this care, the nurse’s goal is the comfort of the patient. Moreover, the nurse’s role also

includes educating patients and helping a patient meet any needs he or she is unable to

meet alone. This presents the nurse and patient with an opportunity for closeness. As

closeness develops, the patient can share and explore feelings with the nurse.

The core, according to Hall’s theory, is the patient receiving nursing care. The

core has goals set by him or herself rather than by any other person and behaves

according to their feelings and values. This involves the therapeutic use of self and is

shared with other members of the health team. This area emphasizes the patient’s social,

emotional, spiritual, and intellectual needs concerning family, institution, community,

and the world. This can help the patient verbally express feelings regarding the disease

process and its effects by using the reflective technique. Through such expression, the

patient can gain self-identity and further develop maturity. The professional nurse uses

the reflective technique to act as a mirror to the patient to help the latter explore his or her

own feelings regarding his or her current health status and related potential changes in

lifestyle. Motivations are discovered through the process of bringing into awareness the

feelings being experienced. With this awareness, the patient can now make conscious

decisions based on understood and accepted feelings and motivation.

The cure is nursing, which involves the administration of medications and

treatments. Hall explains in the model that the nurse shares the cure circle with other

health professionals, such as physicians or physical therapists. In short, these are the

16
interventions or actions geared toward treating the patient for whatever illness or disease

he or she is suffering from. During this aspect of nursing care, the nurse is an active

advocate of the patient.

Lydia Hall’s model appears to be completely and simply logical. Her work may

be viewed as the philosophy of nursing. The three Cs (care, core, and cure) in this theory

were unique. In all the model circles, the nurse is present, although the nurse’s focus is on

the care circle. Lydia Hall’s model is considered to be plain and simple in its

presentation. However, the receptiveness and resilience necessary for its utilization and

function may not be so simple for nurses whose personality, educational preparation, and

experience have not prepared them to function with minimal structure. This and the self-

imposed age and illness requirements limit the generalizability.

17
THEORETICAL PARADIGM

FIGURE 2

Lydia Hall, Care, Cure, Core Theory of Nursing, Lydia Hall’s theory has three

components which are represented by three independent but interconnected circles. The

three circles are the core, the care, and the cure. The size of each circle constantly varies

and depends on the state of the patient.

18
Conceptual Framework

The researcher adopted the Input Process Output (IPO) model. It includes all of

the materials and the information that are required in the process, the specific details of

the process itself, and the recommendations and suggestions in addressing this problem.

The concept model in Figure 3 shows the process in determining the challenges of

nursing students.

For input, it consists of the respondents’ profile as well as aspects related the

educational research’s’ dependent and independent variables. Usually, all the details

specified in the statement of the problem are stipulated here.

For process, it includes the preparation of research questions by the researchers,

and gathering of data through questionnaires by means of Google form. Data tabulation,

analysis and interpretation are also included. It includes everything from the initial

gathering of information or data to the final results and recommendations of the research.

For output, this includes the action taken after interpreting the results of the study.

From this, the researchers’ conceptualized recommendations that will help nursing

students to adapt in challenges that they will faced in clinical environment during

pandemic.

19
 CONCEPTUAL PARADIGM

Challenges of Nursing Students in

Clinical Environment amidst
COVID – 19 Pandemic

INPUT PROCESS OUTPUT

The socio – demographic Preparation of the Recommendations /
profiles of the respondents research questions. suggestions on
in terms of age, gender, addressing the problems.
and year level. Gathering of data thru
questions by means of
The challenges Google forms.
encountered by the
nursing students during Tabulation, analysis, and
the COVID – 19 pandemic interpretation of data.
in terms of physical,
mental, social and
economic – financial
aspects.

The coping mechanisms to

the challenges faced
durings COVID – 19
pandemic in terms of

Figure 3

The Conceptual Paradigm of the Study, is an IPO model that includes all the materials
and the information that are required in the process, the specific details of the process
itself, and the recommendations and suggestions in addressing this problem.

20
Definition of Terms

The following terms are conceptually and operationally defined for better

understanding of the study.

Challenges – the situation that is being faced with something that needs great

mental or physical effort in order to be done successfully and therefore tests a

person's ability. In this study, these are the problems that the researchers identify in

the clinical environment.

Demographic Profile – a description of a particular respondent. A demographic

analysis used by the researchers to identify the profiles of the respondents including

age, sex and year level.

Nursing Students – providing and receiving verbal reports, preparing and

administering medication, documenting care appropriately, providing emotional

support and patient education, and delivering culturally competent care that respects

each patient's individual beliefs. Serves as the respondents of this study who are in

level 3 & 4.

Covid-19 (Coronavirus) – is an infectious disease caused by the SARS-CoV-2

virus. In this study it is the phenomenon where nursing student face this time.

Clinical Environment – encompasses all that surrounds the student nurse,

including the clinical settings, the equipment, the staff, the patients, the nurse mentor,

and the nurse teacher. It is the area where nursing students face challenges in their

practice.

21
 Physical – relating to the body as opposed to the mind - one that affects the

nursing student when it comes to the clinical environment. It is one of the challenges

that affect nursing students when they are in the clinical environment.

Mental – relating to the mind, or involving the process of thinking. It is one of the

challenges that alter their mental health.

Social – refer to problems that people had interacting with people in society or

engaging in normal social behaviors. It is one of the challenges that hinder their social

interaction.

Economic-Financial – is the branch of economics characterized by a

"concentration on monetary activities", in which "money of one type or another is

likely to appear on both sides of a trade". A variable used in this study that doubles

the monetary activities.

Cope – to deal with and attempt to overcome problems and difficulties. It serves

as the strategy in dealing of challenges in nursing students.

22
 NOTES

Mahyoob, M. (2020).Challenges of e-Learning during the COVID-19 Pandemic Experienced

by EFL Learners.  Arab World English Journal, 11 (4) 351-362.

DOI: https://dx.doi.org/10.24093/awej/vol11no4.23

Elisabeth Solvik, Solveig Struksnes, 2018 “Training Nursing Skills: A Quantitative Study of

Nursing Students’ Experiences Before and After Clinical Practice”, Nursing Research and

Practice, vol. 2018, Article ID 8984028, 9 pages. https://doi.org/10.1155/2018/8984028

Vore, Emily; McGee, Abbie; and Henderson, Amy 2019, "Perceived Stress in Undergraduate

Nursing Students". Nursing Masters Papers. 372.

https://openriver.winona.edu/nursingmasters/372

Rafati, F., Nouhi, E., Sabzevari, S., & Dehghan-Nayeri, N. (2017). Coping strategies of

nursing students for dealing with stress in clinical setting: A qualitative study. Electronic

physician, 9(12), 6120–6128. https://doi.org/10.19082/6120

Nabolsi, M., Zumot, A., Wardam, L., & Abu-Moghli, F. (2012). The experience of Jordanian

nursing students in their clinical practice. Procedia-Social and Behavioral Sciences, 46, 5849-

5857.

Bawadi, H. A., Al-Hamdan, Z. M., Nabolsi, M., Abu-Moghli, F., Zumot, A., & Walsh, A.

(2019). Jordanian Nursing Student and Instructor Perceptions of the Clinical Learning

Environment. International journal of nursing education scholarship, 16(1), 10.1515/ijnes-2018-

0037. https://doi.org/10.1515/ijnes-2018-0037

Killam, L. A., & Heerschap, C. (2013). Challenges to student learning in the clinical setting:

a qualitative descriptive study. Nurse education today, 33(6), 684–691.

https://doi.org/10.1016/j.nedt.2012.10.008

23
 Nahid Jamshidi, Zahra Molazern, Farkhondeh Sharif, Camellia Torabizadeh, Majid

Najafi Kalyani, 2016 “ The Challenges of Nursing Students in the Clinical Learning

Environment: A Qualitative Study”, The Scientific World Journal, vol. 2016, Article ID 1846178,

7 pages,. https://doi.org/10.1155/2016/1846178

Storey, Travis William, "Keeping the Course: Nursing Student Motivation During a

Pandemic" (2021). OTS Master's Level Projects & Papers. 602.

https://digitalcommons.odu.edu/ots_masters_projects/602

Prabu, P. S. (2015). A study on academic stress among higher secondary

students. International Journal of Humanities and Social Science Invention, 4(10), 63-68.

Barrot, J.S., Llenares, I.I. & del Rosario, L.S. (2021) Students’ online learning challenges

during the pandemic and how they cope with them: The case of the Philippines. Educ Inf

Technol 26, 7321–7338. https://doi.org/10.1007/s10639-021-10589-x

Dewart, G., Corcoran, L., Thirsk, L., & Petrovic, K. (2020). Nursing education in a

pandemic: Academic challenges in response to COVID-19. Nurse education today, 92, 104471.

https://doi.org/10.1016/j.nedt.2020.104471

Mahyoob, M. (2020).Challenges of e-Learning during the COVID-19 Pandemic Experienced

by EFL Learners.  Arab World English Journal, 11 (4) 351-362.

DOI: https://dx.doi.org/10.24093/awej/vol11no4.23

Elisabeth Solvik, Solveig Struksnes, 2018 “Training Nursing Skills: A Quantitative Study of

Nursing Students’ Experiences Before and After Clinical Practice”, Nursing Research and

Practice, vol. 2018, Article ID 8984028, 9 pages. https://doi.org/10.1155/2018/8984028

24
 Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design and methodology to be used by the

researchers in conducting the study. This further discusses the sources of data, research

locale, population and sample, the instrument, questionnaire, data gathering procedures

and references.

Research Design

The researchers use the descriptive method study utilizing open-ended

questionnaire. This research use convenient sampling where in each nursing student will

respond to the survey questionnaire by means of Google Forms given by researchers.

The descriptive part of the study includes the challenges of the nursing students in

the clinical environment amidst covid-19 pandemic.

Sources of Data

Data were being gathered from two sources which are from primary and

secondary sources. The primary sources of the data gathered are from the entire

population of level 3 & 4 nursing students at Tanchuling College Inc. Introduction of

related literature and related studies such as journals, books and internet web pages serve

as the secondary sources of data.

25
Location

This study will be held at Tanchuling College Inc., specifically to the level 3 & 4

nursing students. This institution chooses by the researchers because this area is near and

accessible. The nursing students in Tanchuling College Inc., especially levels 3 & 4 are

the one who is most affected by the hard lockdown during COVID – 19 pandemic.

Population and Sample of the Study

The respondents of the study were the entire population of level 3 & 4 nursing

students at Tanchuling College Inc. The respondents is composed of 41 nursing students

in level 3 and 34 nursing students in level 4 with a total population of 75 individuals. The

data will be disseminated through online platforms by means of Google forms.

Research Instrument and Validation

In this study, the questionnaire prepare is use to gather data. These are prepared

and will be submitted to respondents by means of Google form that will send by

researchers in online platform. The gathering of data will be held virtually due to

pandemic that we are facing right now. The questionnaire will provide the answer of the

given questions.

26
Data Gathering Procedure

The questionnaire was developed by using a Google form. The participants were

invited electronically via personal emails, Instagram, Telegram, Facebook and

Messenger. Data were collected between April 9 and June 19, 2022. The questionnaire

was developed in a way that a participant could only submit one form with a Google

account.

Statistical Treatment

The study used descriptive statistics of frequency count and percentage.

Frequency count was used to measure the number of times and indicator or option is

chosen by the respondents. It was expressed into percentage for easier presentation of

data. The formula of percentage is illustrated below:

P = f/N x 100

Where:

P = percentage

f = frequency

N = number of respondents

27
Data Analysis

For measuring the response of the respondents on the survey, the researchers used

the Likert Scale. Likert Scale is a rating system used in questionnaires that is design to

measure people’s attitudes, opinions or perceptions. Subjects choose from a range of

possible responses to a specific question or statement; responses typically include

“strongly disagree”, “disagree”, “neither agree nor disagree”, “disagree”, and “strongly

disagree”. Often, the categories of response are coded numerically, in which case the

numerical values must be defined for that specific study.

Likert Scale

The challenges encountered by the nursing student during the Covid-19 pandemic.

Ratings Range Verbal Interpretation

1 1.0 – 1.4 Strongly Disagree

2 1.5 – 2.4 Disagree

3 2.5 – 3.4 Neither Agree nor Disagree

4 3.5 – 4.4 Agree

5 4.5 – 5.0 Strongly Agree

28
Coping Mechanism used by Nursing Students

Ratings Range Verbal Interpretation

1 1.0 – 1.4 Strongly Ineffective

2 1.5 – 2.4 Ineffective

3 2.5 – 3.4 Neither Effective nor

Ineffective

4 3.5 – 4.4 Effective

5 4.5 – 5.0 Strongly Effective

The possible measures that can be adopted to address these challenges.

Ratings Range Verbal Interpretation

1 1.0 – 1.4 Strongly Unhelpful

2 1.5 – 2.4 Unhelpful

3 2.5 – 3.4 Neither Unhelpful nor

Unhelpful

4 3.5 – 4.4 Helpful

5 4.5 – 5.0 Strongly Helpful

29
 CHAPTER IV

THE CHALLENGES OF NURSING STUDENTS IN THE CLINICAL

ENVIRONMENT AMIDST COVID-19 PANDEMIC OF TANCHULING

COLLEGE INC.

This chapter presents the data gathered, the results of the statistical analysis and

interpretation of findings. These are presented in Tables following the sequence of the

specific research problem regarding the Challenges of Nursing Students in Clinical

Environment Amidst COVID – 19 Pandemic of Tanchuling College Inc.

Socio- Demographic

Table 1

Distribution of Respondents by Age

Age Frequency Percentage

18 1 2.2%

20 3 6.7%

21 22 48.9%

22 12 26.7%

23 3 6.7%

24 1 2.2%

25 1 2.2%

26 1 2.2%

34 1 2.2%

Total 45 100%

30
 It could be gleaned from the table that 1 or 2.2% of the respondents were 18,

24,25,26 years old, 3 or 6.7% were 20 years old, 22 or 48.9% were 21 years old, 12 or

26.7% were 22 and 23 years old wherein the majority of the respondents are the 21 years

old nursing students.

Table 2

Distribution of Respondents by Gender

Gender Frequency Percentage

Male 12 26.7%

Female 33 73.3%

Total 45 100%

Based on the table, our female respondents are 73.3% while our male respondents

are 26.7%. Therefore majority of our respondents are Female with the total of 33 or

73.3%.

Table 3

Distribution of Respondents by Year Level

Year Level Frequency Percentage

31
 III 37 82.1%

IV 8 17.9%

Total 45 100%

According to table 3, 82.1% of the respondents were from Level III nursing

students and 17.9% were Level IV.

Challenges

Table 4.1

In the table 4.1 consist of physical challenges including first, difficulty

concentrating wherein 1 respondent strongly disagree and disagree, 10 respondents were

neither agree nor disagree, 30 respondents agree and 3 strongly agree. Second, difficulty

attending online classes with 4 respondents were strongly disagree, 3 were disagree, 14

neither agree nor disagree, 21 agree and 3 were strongly agree. Lastly, distractive

32
environment with 1 respondent was strongly disagree, 2 disagree, 7 neither agree nor

disagree, 28 agree and 7 strongly agree.

According to the study conducted by Nahid Jamshidi et al., (2016) with

participants consisted of seventeen nursing students and three nursing instructors. Many

students faced many challenges in the clinical environment that affected the students

learning in clinical settings.

Table 4.2

Table 4.2 shown that in mental challenges with a sub – categories of experienced

anxiety in which 3 respondents were strongly disagree, 1 disagree, 5 neither agree nor

disagree, 23 agree and 13 strongly agree; frustrations with 2 respondents were strongly

disagree and disagree, 5 neither agree nor disagree, 25 agree and 11 strongly agree; and

stress which 3 strongly disagree, 25 agree and 17 strongly agree.

33
 According to the study by Labrague, McEnroe-Petitte, De Los Santos, et al.,

(2018), nursing education programs consist of theoretical education and clinical

education. Nursing students experience a day life stress during their education,

particularly during clinical training.

Table 4.3

The table above with social challenges encompasses limited face to face where 3

disagree, 2 neither agree nor disagree, 25 agree and 15 strongly agree; ineffective

communication with 1 strongly disagree, 2 disagree, 8 neither agree nor disagree, 24

agree and 10 strongly agree; and social distance with 1 strongly disagree. 2 disagree, 6

neither agree nor disagree, 27 agree and 9 strongly agree.

According to the study of Nabolsi M.et al., (2012) demonstrated in their study that

proper treatment and establishment of a communication with students is an important

item for nursing teachers to be a role model for students. Training that involves value and

34
respect facilitates the teaching-learning process and socializes the students into the

nursing profession.

Table 4.4

In terms of economic – financial challenges comprise of can’t avail a data load

with 3 strongly disagree, 10 disagree, 13 neither agree nor disagree and agree, 6 strongly

agree; expensive transportation fare with 4 strongly disagree and neither agree nor

disagree, 7 disagree, 17 agree and 13 strongly agree; and no budget for internet

installation with 4 strongly disagree, 14 disagree, 10 neither agree nor disagree, 11 agree

and 6 strongly agree.

According to the study conducted by Georgia Dewart et al., (2020) If students

were exposed to COVID-19 while in a clinical setting, they risked not only their health

but that of their family. We also considered that students could face the financial burden

of being quarantined without an income. Additionally, as a post-licensure program, if

students were exposed, they would be unable to return to work, adding further strain to

the health system.

35
 Coping Strategies

Table 5.1

Coping Strategies

In Table 5.1 with Physical coping strategies have 2 sub–categories: engaging in

recreational activities and exerting more efforts where in the results were interpreted

respectively, 2 strongly ineffective, 5 and 6 ineffective, 9 and 7 neither effective nor

ineffective, 24 and 26 effective and 5 and 4 strongly effective.

According to the study of Fawaz et al.’s (2021) study, students raised their

concerns on learning and evaluation methods, overwhelming task load, technical

difficulties, and confinement. To cope with these problems, students actively dealt with

the situation by seeking help from their teachers and relatives and engaging in

recreational activities.

Table 5.2

36
 The table above has shown the results of metal coping strategies with a

subcategories of developing a positive attitude and relaxation and meditation. The results

were interpreted respectively with, 2 strongly ineffective, 5 and 7 ineffective, 8 and 9

neither effective nor ineffective, 20 and 18 effective and 10 and 9 strongly effective.

According to the study of Copeland et al. (2021) and Fawaz et al. (2021) who

examined the impact of COVID-19 on college students’ mental health and their coping

mechanisms. Copeland et al. (2021) reported that the pandemic adversely affected

students’ behavioral and emotional functioning, particularly attention and externalizing

problems (i.e., mood and wellness behavior), which were caused by isolation,

economic/health effects, and uncertainties.

Table 5.3

37
 As you can see in the table above are the social coping strategies with sub-

categories of established healthy boundary and social support from peers. The data were

interpreted correspondingly, 2 were strongly ineffective, 5 and 4 ineffective, 15 and 11

were neither effective nor ineffective. 16 and 20 effective and 7 and 8 were strongly

effective.

38
 Table 5.4

The table shows the economic – financial coping strategies that include budgeting

funds and taking inventory of finances. The data were interpreted correspondingly, 1

strongly ineffective, 9 ineffective, 13 and 19 neither effective nor ineffective, 20 and 16

effective and 2 strongly effective.

Measures

Table 6

Possible measurements in adapting to nursing challenges

Possible Verbal Frequency Percentage

Measurements interpretation

Doing simulations or Strongly unhelpful 6 13.3%

return demo virtually Unhelpful 9 20%

Neither helpful nor 16 35.56%

unhelpful

Helpful 13 28.89%

Strongly helpful 1 2.22%

39
Installing internet Strongly unhelpful 2 4.44%

connection Unhelpful 3 6.67%

Neither helpful nor 10 22.22%

unhelpful

Helpful 27 60%

Strongly helpful 3 6.7%

Seeking help form Strongly unhelpful 2 4.4%

others Unhelpful 4 8.89%

Neither helpful nor 6 13.3%

unhelpful

Helpful 30 66.67%

Strongly helpful 3 6.67%

Active coping Strongly unhelpful 2 4.44%

planning Unhelpful 4 8.89%

Neither helpful nor 9 20%

unhelpful

Helpful 25 55.56%

Strongly helpful 5 11.11%

Self – regulation Strongly unhelpful 2 4.44%

Unhelpful 3 6.67%

Neither helpful nor 9 20%

unhelpful

Helpful 28 62.22%

40
 Strongly helpful 3 6.67%

Positive reframing Strongly unhelpful 1 2.22%

Unhelpful 4 8.89%

Neither helpful nor 5 11.11%

unhelpful

Helpful 26 57.78%

Strongly helpful 9 20%

Acceptance Strongly unhelpful 2 4.44%

Unhelpful 4 8.89%

Neither helpful nor 4 8.89%

unhelpful

Helpful 24 53.33%

Strongly helpful 11 24.44%

Use of humor Strongly unhelpful 2 4.44%

Unhelpful 5 11.11%

Neither helpful nor 10 22.21%

unhelpful

Helpful 22 48.89%

Strongly helpful 6 13.3%

Using instrumental Strongly unhelpful 2 4.44%

support Unhelpful 1 2.22%

Neither helpful nor 11 24.44%

unhelpful

41
 Helpful 17 37.78%

Strongly helpful 14 31.11%

Shown in table above are the possible measurements in adapting to nursing

challenges. The data were interpreted individually wherein 16 respondents believed that

doing simulations or return demo virtually was neither helpful nor unhelpful, 27 agreed

that installing internet connection was helpful, 30 of the respondents said that seeking

help from others were helpful, 25 thought that active coping planning was helpful, self –

regulation to 28 respondents were helpful, positive reframing to 26 respondents were

helpful, acceptance to 24 respondents were helpful, use of humor to 22 respondents were

helpful, and using instrumental support to 17 respondents were helpful.

42
 NOTES

Nahid Jamshidi, Zahra Molazem, Farkhondeh Sharif, Camellia Torabizadeh,

Majid Najafi Kalyani, "The Challenges of Nursing Students in the Clinical Learning

Environment: A Qualitative Study", The Scientific World Journal, vol. 2016, Article

ID 1846178, 7 pages, 2016. https://doi.org/10.1155/2016/1846178

Labrague, L. J., McEnroe-Petitte, D. M., Al Amri, M., Fronda, D. C., & Obeidat,

A. A. (2018). An integrative review on coping skills in nursing students: implications for

policymaking. International nursing review, 65(2), 279–291.

https://doi.org/10.1111/inr.12393

Dewart G, Corcoran L, Thirsk L, Petrovic K. Nursing education in a pandemic:

Academic challenges in response to COVID-19. Nurse Educ Today. 2020

Sep;92:104471. doi: 10.1016/j.nedt.2020.104471. Epub 2020 May 28. PMID: 32502723;

PMCID: PMC7263267.

Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning challenges

during the pandemic and how they cope with them: The case of the Philippines. Educ Inf

Technol 26, 7321–7338 (2021). https://doi.org/10.1007/s10639-021-10589-x

Hu YH. Effects of the COVID-19 pandemic on the online learning behaviors of

university students in Taiwan. Educ Inf Technol (Dordr). 2022;27(1):469-491. doi:

10.1007/s10639-021-10677-y. Epub 2021 Sep 14. PMID: 34539216; PMCID:

PMC8438103.

CHAPTER V

43
 SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the study; findings, the conclusions drawn

from the findings and recommendations made regarding the study entitled “Challenges of

Nursing Students in Clinical Environment Amidst COVID – 19 Pandemic of Tanchuling

College Inc.”

Summary

The purpose of this study is to know the challenges of nursing students in clinical

environment during Covid-19 pandemic. It was a quantitative study that looked at

challenges encountered by the nursing student during the Covid-19 pandemic in terms

of: Physical, Mental, Social, and Economic – Financial. How were they able to cope

with Physical, Mental, Social, Economic – Financial challenges. What are the possible

measures that can be adopted to address these challenges? The dependent variable of the

study was the difference of strongly ineffective, Ineffective, neither effective nor

effective, and strongly effective. Strongly disagree, disagree, neither disagree nor agree,

Agree and strongly agree.

Findings

Based on the analysis and interpretation of the data gathered, the following

answers were drawn:

1. The challenges encountered by the nursing student during the COVID – 19

Pandemic in terms of: Physical, Mental, Social, and Economic – Financial.

44
 The challenges that most of nursing students agreed under physical challenges

were difficulty concentrating with 66.67%, distractive environment having 62.22% and

difficulty attending online class with 46.67% of the population.

When it comes to mental challenges, it is found that 55.56% of the respondents

selected frustration and stress, while 51.11% of the respondents selected experience

anxiety.

In social challenges, most of the respondents chose agree with 60% social

distance, 55.56% of respondents in limited face to face and 53.33% respondents in

effective communication

In economic financial challenges, 37.78% agreed in expensive transportation fare,

31.11% respondents disagreed in no budget for internet installation and 28.89%

respondents agreed in can’t avail data load.

2. Coping Strategies of Nursing Students to these Challenges

In physical, exerting more effort were effective to 57.78% of nursing respondents,

and in engaging in recreational activities were effective to those 53.33% of nursing

respondents.

In mental, developing a positive attitude was effective to 44.44% nursing

respondents and in relaxation and meditation was effective to 40% in nursing

respondents.

In social, social support from peers were effective to 44.44% nursing respondents

and established healthy boundaries were effective to 35.56% respondents.

45
 In financial economic, budgeting funds has a 44.44% respondents said to be that it

is effective and 42.22% in taking inventory of finances were neither effective nor

ineffective to the respondents.

3. Possible Measurements in Adapting to Nursing Challenges

In doing simulations or return demo virtually were neither helpful nor unhelpful

to 35.56% respondents. Installing internet connection was helpful to 60% students.

Seeking help form others were helpful to 66.67% respondents. Active coping planning

was helpful to 55.56% respondents. Self-regulation was helpful to 62.22% respondents.

Positive reframing was helpful to 57.78% respondents. Acceptance with 53.33% was

helpful to students. Use of humor with 48.89% was helpful to students. And using

instrumental support with 37.78% was helpful to students.

Conclusion

The researchers had come up with their conclusions based from the gathered data

and information. Based on the results of the study, many students experienced challenges

in clinical environment through physical, mental, social and economic – financial

challenges.

1. In physical challenges, the nursing students agreed that difficulty in concentrating,

difficulty attending classes and distractive environment are the challenges they

encountered. The researchers concluded that the most nursing students faced difficulty in

concentrating as the phys

46
 Therefore, before students enter the clinical environment, it should be ascertained that

they are theoretically and practically prepared as they take test and give care in the skills

lab. In view of the results of the study, the respondents have their coping mechanisms to

the challenges. The following coping strategies were effective to some of the

respondents. Therefore, to lessen the challenges of the students they must be mentally

aware and prepared before they begin the actual internship. In presence of these

challenges, the measurements that can adapt to challenges in clinical environment were

helpful to the respondents.

Recommendations

Recommendation for Nursing Students – self – confidence in learning, positive

attitudes, and the support of faculty and colleagues have significantly predicted more

success in the Tanchuling College Inc. As a result, nursing student must be more

proactive in their learning, obtaining information from a variety of diverse and

complicated learning settings, such as a clinical learning environment. It is becoming

more important to cultivate theoretical knowledge, communication, and collaborative

abilities. Achieving targeted objectives is more crucial than ever. Finally, sharing

hardships and taking on difficulties with clinical instructors and nursing educators is a

terrific method to create more opportunities.

47
Appendices

A. Letter to Conduct Study

TANCHULING COLLEGE, INC.

College of Nursing
Imperial Court Subdivision, Phase II,
Legazpi City 4500 Philippines
Tel. # (052) 480-6106/(052) 742-0098
http://www.tanchuling.edu.ph

March 19, 2022

Imperial Court Subdivision, Phase II, Legazpi
Legazpi City

Russel N. Manzanillo RM, RN, MAN

Dean of College of Nursing and Midwifery
Dr. Visitacion O. Bumalay ED.D
Dean of college of Science

Dear Ma’am:
The undersigned are currently working on the thesis entitled “THE
CHALLENGES OF NURSING STUDENTS IN THE CLINICAL ENVIRONMENT

48
AMIDST COVID-19 PANDEMIC OF TANCHULING COLLEGE INC. A.Y. 2021 –
2022”, the purpose of this study is to come up with a research output in compliance with
our Nursing Research subject and as
part of our nursing course requirement.
In view hereof, we are respectfully requesting permission from your good office
to help us in conducting our research, specifically level 3 & 4 student nurses as
respondents of our study. Rest assured that the data gathered shall be treated with utmost
confidentiality.
Result of this study could provide data that could serve as baseline for the
completion of our study.
Anticipating for your approval to this endeavor.

Respectfully yours,

Antonio, Liezeth Jane Belgica

Hernandez, Celine Oshine Nuez

Layson, Justine Bangod

RESEARCHERS

Dr. Bebian M. Alparce

RESEARCH ADVISER Approved:

49
b. QUESTIONNAIRE

Part I – Socio – Demographic Profile

1. Demographic Profile
1. Age:
2. Gender:
3. Year Level:
Part II – Challenges of Nursing Students
2. To what extent do you agree in the challenges you experienced during COVID –
19 pandemic in terms of?
Physical Strongly Disagree Neither Agree Strongly
disagree agree nor agree
disagree
Difficulty
concentrating
Difficulty
attending
online classes
Distractive
environment

Mental Strongly Disagree Neither Agree Strongly

disagree agree nor agree
disagree
Experienced
anxiety

50
Frustrations
Stress

Social Strongly Disagree Neither Agree Strongly

disagree agree nor agree
disagree
Limited Face
to face
Ineffective
communication
Social distance

Economic – Strongly Disagree Neither Agree Strongly

financial disagree agree nor agree
disagree
Can’t avail a
data load
Expensive
transportation
fare
No budget for
internet
installation

1. How effective were your coping strategies?

Physical Strongly Ineffective Neither Effective Strongly
ineffective effective effective
nor
ineffective
Engaging in
recreational
activities

51
Exerting
more efforts

Mental Strongly Ineffective Neither Effective Strongly

ineffective effective effective
nor
ineffective
Developing
a positive
attitude
Relaxation /
meditation

Social Strongly Ineffective Neither Effective Strongly

ineffective effective effective
nor
ineffective
Established
healthy
boundaries
Social
support
from peers

Economic Strongly Ineffective Neither Effective Strongly

- financial ineffective effective effective
nor
ineffective
Budgeting
funds
Taking
inventory
of finances

52
4. How helpful does the following measurements in adapting to the

challenges?

Measurements Strongly Unhelpful Neither Helpful Strongly

in adapting unhelpful helpful helpful

challenges nor

unhelpful

Doing

simulations or

return demo

virtually

Installing

internet

connection

Seeking help

from others

Active coping

planning

Self –

regulation

Positive

reframing

53
 Acceptance

Use of humor

Using

instrumental

support

c. CURRICULUM VITAE

LIEZETH JANE B. ANTONIO

Address : Zone 9, Tagas Daraga Albay
Email : liezethjane.antonio@gmail.com
Phone : 0967-388-1922

PERSONAL DETAILS
Date of Birth : December 11, 2000
Sex : Female
Marital status : Single
Nationality : Filipino
Language Known : Filipino, English

CAREER OBJECTIVE
To promote health through education, risk reduction, and disease prevention
54
 To bring with them the experience, care and intensive knowledge to help improve
the lives of the individuals

EDUCATION QUALIFICATION
2022 – Present TANCHULING COLLEGE INC.
Bachelor of Science in Nursing

2019 – 2021 IMMACULATE CONCEPTION COLLEGE – ALBAY

Bachelor of Science in Nursing

2017 – 2019 ZAMORA MEMORIAL COLLEGE SENIOR HIGH

Stem Org. Vice President
Girl Scout of the Year
With Honours

2013 – 2017 ZAMORA MEMORIAL COLLEGE JUNIOR HIGH

Girl Scout of the Year

2007 – 2013 IGANG ELEMENTARY SCHOOL

Salutatorian
Girl Scout of the Year
Journalist of the Year

2006 – 2007 IGANG DAYCARE CENTER

First Honour
Star Scout of the Year

Strength
 Communication Skills
 Emotional Stability
 Empathy
 Interpersonal Skills
 Physical Endurance
 Problem Solving Skills
 Flexible

Hobbies
 Reading books
 Listening to music

I declare that the above information is true to the best of my knowledge.

55
JUSTINE LAYSON
Address : Bogtong Legazi City
Email : justlayson03@gmail.com
Phone : 0950-696-4469

PERSONAL DETAILS
Date of Birth : December 3, 2000
Sex : Female
Marital status : Single
Nationality : Filipino
Language Known : Filipino, English

CAREER OBJECTIVE
Reach my ultimate goal to be a future Registered Nurse so that I can alleviate
pains of the patients and make them smile.

56
EDUCATION QUALIFICATION
2022 – Present TANCHULING COLLEGE INC.
Bachelor of Science in Nursing

2019 – 2021 IMMACULATE CONCEPTION COLLEGE – ALBAY

Bachelor of Science in Nursing

2017 – 2019 FORBES ACADEMY

With Honours

2013 – 2017 CABANGAN HIGH SCHOOL

2007 – 2013 DICOLOC ELEMENTARY SCHOOL

9th Honour
Athlete of the Year
2006 – 2007 DICOLOC DAYCARE CENTER
1st Honour
Best in Mathematics

Strength
 Hardworking
 Trustworthy
 A good follower

Hobbies
 Watching movies
 Learning sign language

I declare that the above information is true to the best of my knowledge.

CELINE OSHINE N. HERNANDEZ
Address : Salugan Camalig Albay
Email : celineoshinehernandez026@gmail.com
Phone : 0920-640-5259

PERSONAL DETAILS
Date of Birth : June 26, 2000
Sex : Female
Marital status : Single
Nationality : Filipino
Language Known : Filipino, English

CAREER OBJECTIVE
To bring my strong sense of dedication, motivation and responsibility and to
utilize my good communication, adaptability and qualifications obtained through
Immaculate Conception College – Albay

57
EDUCATION QUALIFICATION
2022 – Present TANCHULING COLLEGE INC
Bachelor of Science in Nursing

2019 – 2021 IMMACULATE CONCEPTION COLLEGE – ALBAY

Bachelor of Science in Nursing

2017 – 2019 MARCIAL O. RAÑOLA MEMORIAL SCHOOL SENIOR

HIGH
Service Award

2013 – 2017 MARCIAL O. RAÑOLA MEMORIAL SCHOOL SENIOR

HIGH
Loyalty Award

2007 - 2013 CAMALIG NORTH CENTRAL SCHOOL

Strength
 Trustworthy
 Determination
 Dedication
 Honesty

Hobbies
 Listening music
 Watching TV

I declare that the above information is true to the best of my knowledge.

Matrix
Suggestions Pages Remarks

CHAPTER I 1, 2

Background of the study:

- include the respondents

and population

Statement of the problem:

3

58
- remove name

Scope and delimitation: 4

- cite the number of students

and respondents

Significance of the study:

5

- remove the Tanchuling

College Inc.

- add more significance

 Parents

 Administrative staff

 Clinical instructor

 Public

CHAPTER II 6, 7

Review of related literature

- remove the three themes

(importance of clinical

learning, the impact of

motivation, stressors among

nursing students)

12

59
Gap addressed by this study

- remove the three themes

- the gap bridges is no local

studies

- include the variables

(physical, mental, social,

13, 14 15
economic – financial)

Theoretical Framework

- replaced with Lydia Hall:

Care, Cure, Core Theory 16, 17

Conceptual framework

- expand further based on

the SOP 18

Definition of terms

- construct operationally and

conceptually

- add the term demographic

profile
21, 22, 23, 24
CHAPTER III

60
Questionnaire

- used Likert scale

CHAPTER IV

- do not cut the table and it

should be open

- analysis and implication

relate to studies

CHAPTER V

- findings must be

summarized according to

SOP

61