Hardbound 4 Jomer

PAMANTASAN NG LUNGSOD NG MAYNILA
(University of the City of Manila)

Intramuros, Manila
Perceived Level of Practice among the Staff Nurses in Ospital ng Maynila in Rendering
Health Education
A Thesis Presented to the Faculty of the College of Nursing

Pamantasan ng Lungsod ng Maynila
Intramuros, Maynila
In Partial Fulfilment to the Requirements in Introduction to Nursing Research

for the Degree of Bachelor of Science in Nursing
Researchers:
Angeles, Michael Frederick D.
Belen Erlissa V.
Benaya, Natassia Alyssa M.
Iledan, Mary Grace M.
Marin, Paula Nicole Anne R.
Piedad, Jomer L.
Torallo, Realene May D.
October 2013
Kulang:
anova
curriculum vitae
instrumentation cronbach pati yung verbal interpretation
Table of contents
Acknowledgement
Frequency
Weighted mean
List of tables
Acknowledgement
The researchers would like to extend their deepest gratitude and acknowledge to
the following for helping in the accomplishment of this study:
To the Valued Nurse Respondents, for finding time in answering the research
tool and for voluntarily participating in this study as well as providing us accurate and
honest opinions and answers need for the research tool.
To the Respected Tertiary Government Hospitals, Ospital ng Maynila, for letting
the researchers conduct the study in their prestigious institutions as well as being
hospitable and accommodating.
To the Beloved Panels, Ronie M. Tiamson, RN, RM, MSN, MAN and Alberto K.
Dimasuay, RN, MAN, for providing the researchers constructive criticisms for the
betterment and improvement of this study as well as guiding in the revision of the study.
To their Ever Supportive Research Adviser, Raymond M. Fernandez, RN, MAN
for guiding and sharing to the researchers the knowledge needed in conducting and
completing this study and also for giving the researchers advices and constructive
criticisms as well for the improvement of this research study.
To their Big-Hearted Research Professor, Mary Pauline V. Saquing, RN, MSN for
her helpful advices which greatly contributed in the conduct of the study.
To the Board of Nursing, Hon. Yolanda C. Arugay and Ms. Helda Remandabam
for allowing the researchers to adapt the Nursing Core Competency for their research
study and to adapt and modify the said standards for their questionnaire.
To the ever enthusiastic Nursing Research expert, Ms. Marilyn S. Agravante, RN,
MAN from the Graduate School of Health Sciences for validating the research tool
which greatly helped the researchers gather accurate data.
To the ever dynamic Statistician, Professor Zosimo O. Membrebe from the
College of Accountancy and Economics for approving the research tool and for
validating the accuracy of the statistical data computed by the researchers.
To the Chairman of English Department, Ms. Sherley Empleo-Reyes for
validating our research tool which greatly helped us gather accurate data for revising
and correcting our tool.
To their Loving and Understanding Parents, for providing financial and moral
support that greatly helped in the accomplishment of the study.
To Angeles and Marin Residence, for their hospitality and allowing the
researchers to finish the study.
To our Almighty God, for giving them spiritual support and strength for without
him, everything would be null and void.
Abstract
Title:
PERCEIVED LEVEL OF PRACTICE AMONG THE STAFF

NURSES IN OSPITAL NG MAYNILA IN RENDERING
HEALTH EDUCATION
Researchers:

Belen Erlissa V.
Piedad, Jomer L.
School:
Pamantasan ng Lungsod ng Maynila
Degree:
Bachelor of Science in Nursing
School Year:
2013-2014
Adviser:
Raymond M. Fernandez, R.N., MAN
Number of Pages:
Emotional and physical readiness of staff nurses are essential in order to meet
todays health care demands. The completion of a systematic assessment of the
perceived level of performance is one way to determine the necessary and relevant
educational experiences for staff nurses.
This study measured the level of practice of the staff nurses at Ospital ng
Maynila Memorial Medical Center in rendering health education. The researchers
adopted and modified a tool based from the core competencies that were formulated
and revised by the Philippine Board of Nursing (2009).
The purpose of this study is to determine the staff nurses perceived level of
practice in relation to the fourth nursing core competency which is about health
education so that nursing implications could be determined. A purposive random
sample of 45 staff nurses of OMMC completed a survey to identify and prioritize their
training needs.
CHAPTER I
INTRODUCTION
Background of the Study

Nursing is anchored in a holistic approach in providing care for the patients.
Nurses focus not only in providing care but also in educating their patients. The World
Health Organization (2009) defined health education as a conglomerate of learning
experiences designed to help both individuals and communities improve their health by
increasing their knowledge or influencing their attitudes. This is an important
intervention because not only does it helps improve individuals or communities health,
also it provides individuals, groups, and communities the opportunity to acquire
information and the skills needed to make quality health decisions.
In the Philippines, the Board of Nursing (2009) formulated the national core
competency standards for Filipino nurses. In this standards, health education falls on
the fourth key area of responsibility where the learning needs of the client-partner/s is
assessed through obtaining learning information by means of interview, observation and
validation, analysis of relevant information, and identification of priority needs. Health
education plan based on the assessed and anticipated needs are developed and
learning materials for health education is constructed which involves the client, family,
significant others and other resources available in identifying learning needs. Clients
behavior includes wellness, healthy lifestyle and health management problems.
Implementation of the education plan utilizes appropriate strategies that maximize
opportunities for behavior change for wellness/healthy lifestyle provides reassuring
presence through active listening, touch, facial expression and gestures. Evaluation of
health education outcome and revision of health education plan is based on client
response.
In this study, the researchers tend to determine the level of practice of perceived
level of practice among the staff nurses in Ospital ng Maynila in rendering health
education in five wards where health education most commonly occurs as well as the
nursing implications based from the results.
The motivation for the conduct of this study was the researchers role as student
nurses wherein their priority intervention to patients is rendering health education, since
there are certain restrictions to the course of action within a ward with regards to the
agreement between the university and the affiliated hospital. The researchers
conducted the study in Ospital ng Maynila because it is considered as one of the
established hospitals in Manila. And since the researchers were practicing their skills in
the said hospital at the time of the conduct of the study, they wanted to assess the level
of practice of the staff nurses in the hospital where they are enhancing their skills to
become effective nurses in the future. This was also to find out if the staff nurses are
practicing their skills under the updated core competencies under CMO of 2009.
Statement of the Problem
The study focused in assessing the level of practice among the staff nurses on
rendering health education presently employed at Ospital ng Maynila Medical Center.
This study aimed to answer the following questions:
1. What are the profile variables among staff nurses of Ospital ng Maynila in terms of:
1.1 age;
1.2 level of educational attainment;
1.3 years of working experience; and
1.4 area of assignment?
2. What is the perceived level of practice among staff nurses of Ospital ng Maynila in
terms of:
2.1 assessment of client-partner/s learning needs;
2.2 development of the health education plan based on assessment;
2.3 enhance learning materials;
2.4 intervene the health education plan; and
2.5 evaluation of the results of health education?
3. Is there a significant difference on the perceived level of practice when they are
grouped according to profile variables?
4. Based on the result of the study, what nursing implications can be derived?
Hypothesis
The hypothesis raised on the study is tested at 0.05 level of significance:
10
H01: There is no significant difference between the perceived level of practice

when they are grouped according to profile variables.
Significance of the Study

This study is beneficial for the following:
Staff nurses. The findings of this study assessed the level of practice and also
identified the nursing implications that can be derived based from the results.
Patient. The findings of the study is be beneficial to the patients as they are the
recipient of competent, safe and quality care rendered by nurses.
Future researchers. This study served as a reference for the development of
new and emergent research in the field of nursing and in the health sector.
Scope and Limitations

This study is about the perceived level of practice among the staff nurses of
Ospital ng Maynila in rendering health education. The researchers chose from the staff
nurses working at the top five wards wherein health education is most commonly
11
rendered namely: the medical ward, surgical ward, obstetrical-gynecological ward,

pediatric ward, and ENT/ophthalmology ward as the respondents of the study. 41
samples were gathered within two days of data collection.
Mainly, this study was limited to the assessment of the perceived level of practice
among staff nurses based on how frequent they perform health education. Frequency
determines how well certain performances meet health care standards (Johnston,
2011).
CHAPTER II
THEORETICAL FRAMEWORK
Perceived Level of Practice
12
The term level of practice has been applied inconsistently to a number of

different roles and this has often led to confusion about the scope under it. To date,
there has been inconsistency in how the term has been applied to different nursing
roles. During a recent review, the Council for Healthcare Regulatory Excellence
concluded that there was a continuing need for a set of nationally agreed standards for
advanced level practice in nursing to support the provision of adequate employer or
commissioner governance arrangements (Council for Healthcare Regulatory Excellence
2009).
Likewise, the Board of Nursing issued a Resolution No. 112 series of 2005 also
known as a Resolution Adopting and Promulgating the Competency Standards for
Nursing Practice in the Philippines. This resolution includes regulation and practice
which serves as a basis for advanced practice and specialization, framework for
developing a training curriculum for nurses, protection of the public from incompetent
practitioners, and a yard stick for unethical and unprofessional practice of nursing.
Article 3 Sec. 9 of R.A. 9173 also known as the Philippine Nursing Act of 2002 states
that the Board of Nursing shall monitor and enforce quality standards of nursing practice
necessary to ensure the maintenance of efficient, ethical, technical, moral and
professional standards in the practice of nursing (Flores, 2008).
Nurses must know how to address situations wherein they can rely on no one
else but themselves to act and provide the appropriate nursing care without relying on
the help of others. Trust and confidence in doing the needed procedures are significant
behaviors of nurses. Their faith that they can do certain tasks that their job requires is
the key towards high level of competence. The nurses perceived level of practice
13
provides a benchmark in the profession to use to make informed judgments regarding

their own routine with regards to the required scope, associated capabilities, and
strengths. It describes the self-observed intensity of the competence of nurses who
provide direct care to the patients.
Competency in providing care plays a vital role in health care setting to assure
enhanced patient safety and the delivery of high-quality care. It can also guarantee
good employment practices and encourage consistency in the development of roles and
posts. This high level of practice will also increase trust of the patients. Trust that he or
she will be able to overcome the situation or condition he or she is in because of the
quality care that is provided by the nurse. For this reason, the BON is eager to mould
aspiring nurses, fresh graduates and even registered nurses to be competent health
care providers through training and seminar focusing on practicing skill.
Health Education
One of the interventions rendered on a health care facility is health education. It
is commonly described as health promotion and is directed towards improving health
literacy (Department of Public Health and Community Medicine 2009). Moreover, the
Joint Committee on Health Education and Promotion Terminology of 2010 defined
health education as any combination of planned learning experience based on sound
theories that provide individuals, groups, and communities the opportunity to acquire
information and the skills needed to make quality health decisions. On the other hand,
the World Health Organization (2010) defined health education as comprising of
consciously
constructed
opportunities
for
learning
involving
some
form
of
14
communication designed to improve health literacy, including improving knowledge, and

developing life skills which are conducive to individual and community health.
Several health educators have contributed on the evolution of health education.
Health educators, as defined by the Joint Committee on Health Education and
Promotion Terminology of 2010, are those who are professionally prepared individual
who serves in a variety of roles and is specifically trained to use appropriate educational
strategies and systems conducive to the health of individuals, groups, and communities.
A number of theories also support the practice of health education. Rotter as
cited by Pineda (2009), formulated the Locus of Control Theory wherein the personal
health and health outcomes is due to the beliefs and perception of an individual. It
explains that the individual has their control, also known as internal locus, on their
personal health and life is controlled by environmental factors which they cannot
influence.
In addition to that, the Transtheoretical Model of Change that was developed by
Prochaska as cited by Flores (2008), described that health behavior change depending
upon the individuals readiness to change. He formulated five stages to describe the
individuals readiness to change. Stages are pre-contemplation, contemplation,
decision, action, and maintenance.
David (2013) cited another theory which was devised by Rosenstock, this is
called the Health Belief Model. There are four critical areas perceived by an individual
that affects his health related behaviors. These are perception on the susceptibility on
the illness, perception on the potential severity of the illness, perception on the benefits
of taking preventative action, and the perception on barriers to take an action.
15
A derivation from Albert Bandura, Social Learning Theory asserts that behavioral
changes is affected by environmental influences, personal factors, and attributes on the
behavior itself. It is facilitated through concepts such as modeling and observational
learning. People, especially children, learn from the environment and seek acceptance
from society by learning through influential models. Social learning theory is a
perspective that states that social behavior, any type of behavior that one displays
socially, is learned primarily by observing and imitating the actions of others. The social
behavior is also influenced by being rewarded and/or punished for these actions.
Fishbein and Icekajzen as cited by De la Cruz (2010) also developed a theory.
This is known as Theory of Reasoned Action. It states that a behavior is primarily
determined by the persons intention to perform that behavior
Health education as part of the nursing process serves as the key area of
responsibility which is part of the protocol of health institutions. As mandated in the
Republic No.8981 (The PRC Modernization Act of 2000) Section 2 Statement of Policy,
the recognition of important role of professionals in nation building and towards this end
promotes the sustained development of a reservoir of professionals whose competence
has been determined by honest and credible licensure examinations and whose
standards of professional service and practice are internationally recognized and
considered world-class brought about by regulatory measures, programs, and activities
that foster professional growth and advancement and Article 3 Section 9 of RA 9173
(Philippine Nursing Act of 2002) The board shall monitor and enforce quality standards
of nursing practice necessary to ensure the maintenance of efficient, ethical and
technical, moral and professional standards in the practice of nursing taking into
16
account the health needs of the nation. Thus there is an expectation that all nurses will
implement these in their practice.
In the Philippines, the Board of Nursing (2008) formulated the National Core
Competency Standards for Filipino Nurses in accordance to the aforementioned laws.
Health education is included and it can be attained through assessing the learning
needs of the client-partner/s, developing health education plan based on assessed and
anticipated needs, developing learning materials for health education, implementing the
health education plan and evaluating the outcome of health education.
To further explain this, the Board of Nursing (BON) enumerated the processes to
apply the core competencies under the health education. In the first core competency it
assesses the learning needs of the client-partner/s, obtains the learning information
through interview, observes, validates and analyzes relevant information, completes
assessment records appropriately, and identifies priority needs. While the second core
competency develops health education plan based on the assessed and anticipated
needs, consists of considering the nature of the learner in relation to; social, cultural,
political, economic, educational and religious factors; involves the client, family,
significant others and other resources and in identifying learning needs on behavior
change for wellness, healthy lifestyle or management of health problems; formulating a
comprehensive health education plan with the following components: objectives,
content, time allotment, teaching-learning resources and evaluation parameters;
providing feedback to finalize the plan.
The third core competency develops learning materials for health education,
comprise of developing information education materials appropriate to the level of the
17
client; applying health education principles in the development of information education

materials. Moreover the fourth core competency implements the health education plan,
includes providing conducive learning situation in terms of time and place; considering
client and familys preparedness; utilizing appropriate strategies that maximize
opportunities for behaviour change for wellness/healthy lifestyle; providing reassuring
presence through active listening, touch, facial expression and gestures; monitoring
client and familys responses to health education. Lastly the fifth core competency
evaluates the outcome of Health education through utilizing evaluation parameters;
documenting outcome of care and revising health education plan based on client
response/outcomes.
Hospitals worldwide do observe the health education practice. On the contrary,
certain problem become barriers for this process could not be implemented. On the
article entitled, No Time to Teach? The Role of Patient Education in Nursing, it clearly
discusses the frustration of the nurses in giving health teaching due to lack of time. Also
the challenges of the nurses on providing the education add to the exclusion of the
health education on the plan of care. Most of the patient may not have the capacity to
sustain his basic needs including health care making nurses multiply their effort to
increase the awareness of the impact of poor health literacy on health outcomes.
Encountering patients without literacy will be also a problem.
According to Whitehead (2009), hospital-based nurses were often aware of what
health promotion is, but did not have the scope or opportunity to implement it in
practice. Instead, they were likely to conduct more limited forms of health education.
Actual understanding of health promotion and health constructs was high with most
18
participants, underpinned by active clinical-based educational support. Health

educations do help health care professionals to extend the needed interventions
especially on home basis. A patient may stay on the hospital for long period of times,
however he/ she may acquire another diseases aside from the existing ones he/she
have. His/her stay may aggravate his/her present illness. It also aids on the prevention
of diseases and complication.
Moreover, Nutbeam (2009) said that health literacy will be empowered by
improving peoples access to health information and their capacity to use it effectively. It
implies the responsibility of the nurses as health educator to let his client have the
important information on his disease. By these formulated ways, the nurse must be
accountable and be sufficient in the supplication of health education.
Provision of health education is one of the most important components of patient
care, but unfortunately this is most neglected. At each contact with the patient and their
attendants an effort should be made to impart health-related information, so that they
become aware about health related matters.
Age of Nurses
Millard (2012) said that the new nurses has the most current formal knowledge
while older nurses are blessed with a wealth of practical, and hands on experience.
They can contribute wisdom to the profession and they are most likely to contribute to
the leadership and productivity of the health system (Badillo, 2008). To support this
statement, Middleton (2009) of Nursing Times described that nurses who reach their
middle years are likely to have different requirements and attitudes to nursing work.
19
Robins, as cited by Badillo (2008), said that older nurses tend to have a vast
experience, judgment, a strong work, and commitment to quality. However, younger
people commits to the job more slowly than older adults do. They were much concerned
about career decisions rather than just working. Younger nurses do respond well to
participative leadership style rather than autocratic environment. Challenge, opportunity
to learn, and involvement are more important for the beginning nurses, while security
became increasingly important as the workers grow older.
In addition, Stowski (2008) described that slowing down in association with the
aging process can make the nurse more thoughtful, more careful, more patient, and
safer. There is more time to think and analogous to the pre-procedural pause, more
time to focus and perhaps prevent an error from occurring generational differences.
Nurses between 50 and 70 years of age are capable, knowledgeable, and experienced.
Barbara Kozier (2009) promoted the concept of age periods and developmental
tasks of each individual. She described the stage of young adulthood ranging from 2040 years of age is a period wherein a persons lifestyle is developed. A person then
learns to seriously establish and commit into a relationship or a job. In middle
adulthood, beginning from 40 to 65 years of age, a persons lifestyle changes due to
other changes. With this concept and development, nurses can evaluate a persons
general accomplishments.
According to Kanfer as cited by Truxillo (2009), the fluid intelligence also known
as working memory, abstract reasoning, attention, and processing novel information
peaks around the ages of 25 and below. Meanwhile, nurses between the ages of 26 to
20
30 tend to be adaptable and flexible. They embrace change. They are also motivated
because they still have something to prove. Concurrently, 31 to 35 year old nurses have
found a fit with their work. They may focus on collaboration and respond to
management strategies focused on cooperation rather than competition. While nurses
between the ages of 36 to 40 tend to report higher job satisfaction which are closely
related to intrinsic job satisfaction like the work itself rather than extrinsic satisfaction
like pay or promotions. Moreover, it is in the age bracket of 41 to 45 where crystallized
intelligence begins. In this period, broad educational or accumulated knowledge also
known as wisdom is at its peak. Lastly, nurses who are 46 years old and above may
have a decline in performance where certain skills are needed, an example is in
psychomotor skills. Their performance may also decline where executive functions are
needed, like in monitoring information. Also, learning may decline. Learning appears to
be a bit initially slower but soon catches up. But all in all, years of work experience and
wisdom likely compensates for these possible declines.
Educational Background as an Aspect of Giving Care
Nurses must have the adequate knowledge about what they should teach their
patient. According to Philippine Journal of Nursing (Vol. 81 No. 1, 2011, p 17), effective
training and skills development, is also needed if nurses are to deliver accessible care
which promotes equity and is free of discrimination. Usual teachings or health education
involves interpersonal relationship of the nurse and the patient, thats why nurses are
trained to care because listening to the patients and giving health advices are
expressions of caring (Bagaporo, 2011).
21
On ensuring this, the Professional Regulation Commission (PRC) oversees the

licensing of registered nurses as authorized by the Philippine Nursing Act of 2002. That
was favored by Blythe and Baumann (2008), as they affirm that maintenance of nursing
education and subsequent practice standards is a continuous challenge in establishing
and maintaining standards.
Years of Working Experience

Benner, as cited by Albano et. al. (2008), have formulated the stages of clinical
competence which reflects the competency of a nurse in terms of his or her length of
work. The first is the novice stage. In this stage, nurses are known to have a lack of
experience in situations in which they are expected to perform. This stage is from the
start of work up to one year and eleven months. It is also expected on this stage that the
nurse lacks confidence in demonstrating safe practices and requires continual verbal
and physical cues. Practice is within a prolonged time period and he/she is unable to
use discretionary judgment.
Next is the competent stage. In this stage, demonstration of the competence by
the nurse who has been on the job in the same or similar situations for two to three
years is highlighted. Efficiency, coordination, and confidence in actions can be
demonstrated by the nurse on this stage. In this stage, nurses have a plan which
establishes a perspective. The plan is based on considerable conscious, abstract,
analytic contemplation of the problem. The conscious, deliberate planning that is
characteristic of this skill helps achieve efficiency and organization. Care is completed
within a suitable time frame without supporting cues.
22
Next to the competent stage is the proficient stage wherein nurses already have
at least three to four years and eleven months of working experience. Competent
nurses perceive situations as wholes rather than in terms of chopped up parts or
aspects. Due to the perception of meaning in terms of long-term goals, nurses in this
stage understand a situation as a whole. They learn from experience what typical
events to expect in a given situation and how plans are need to be modified in response
to this event. Proficient nurse can recognize when the expected normal picture does not
materialize. This holistic understanding improves the proficient nurses decision making;
it becomes less laboured because the nurse now has a perspective on which of the
many existing attributes and aspects in the present situation are the important ones.
To complete the stage, expert nurses are the ones who have an intuitive grasp of
each situation and zeroes in on the accurate region of the problem, without wasteful
consideration of a large range of unfruitful, alternative diagnoses and solutions. They
already worked for at least five years and above. Nurses on this stage operate from a
deep understanding of the total situation. His or her performance becomes fluid and
flexible and highly proficient. Highly skilled analytic ability is necessary for those
situations with which nurse has had no previous experience.
Working Area
The hospital ward is the setting where many health professionals first have
clinical encounters with patients (Monash University 2013). Some tested components of
positive work environment include numerous opportunities for staff development and
professional growth, competitive compensation and benefits, strong training and good
23
working conditions. These components are not only important for physical, mental and
emotional health. These are also important for the kind of results and patient outcome
that the nurses provide. The better nurses feel at work, the more likely nurses will take
pride in their job activities and be loyal towards their place of employment (Palaganas,
2010).
Nurses on pediatric ward must elicit pleasant attitude with regards on providing
care to children. According to American Dental Education Association (2013), nurses
spend a significant amount of time educating parents with other caregivers about how to
care for their children and protect childrens health. In addition, their skills bring
particular comfort to parents and children admitted in the ward. It can be implied that
health education on pediatric ward is important, as it promotes healthy behaviors,
support recovery and speedy recovery to function and enables patient to be involve on
decision about their own health care. (Georgia Regents Medical Center2013).
On the other hand, nurses assigned on medical ward provide care to those
patients with general conditions, including infectious diseases, asthma and pneumonia.
They also attend to those who are being treated with pharmaceuticals, or medications,
to manage illness (Government of Western Australin DOH 2008)
In surgery ward, expected task of nurses are again to provide care and to
support patient before and after surgery. Surgical nurses in many areas such as
orthopedics (bones), neurosurgery (brain or spinal), plastic surgery and general surgery.
They are responsible for pre-operative education, post-operative monitoring of vital
signs, attending to surgical wound dressings, rehabilitation and discharge planning.
24
Synthesis
Several studies related to the perceived level of practice were reviewed and
analyzed by the researchers providing substantial insights and a strong basis for the
conduct of the study. The study was compared to previous researchers locally.
The work of Ventura (2008) entitled, Core Competency of Beginning Staff
Nurse: A Basis for the Development of Patient Safety Training Program as well as the
work of Flores (2011) entitled, The Perceived Core Competencies on the Standards of
Nursing Practice of Staff Nurses as Basis for a Proposed Staff Development Program
are both similar to the present study as anchored to the Core Competency of Nursing
made by the Board of Nursing. They both identify the level of performance of staff
nurses and utilize descriptive analysis.
However, the study of Hernandez (2010) differs as it focuses on the competency
of public health nurses and clinical instructors in conducting community diagnosis. A
study made by Albano et. al. (2009) also differs, as it identifies the performance of builtin perceptors and clinical instuctors in responding to the 14 Fundamental Nursing
Needs of Patients by Virginia Henderson.
The uniqueness of the study, is that it is centered the level of practice of staff
nurses in Ospital ng Maynila. Though it is also based on the core competency
formulated by the BON, it is mainly focused on Health Education especially on it
practice on the said on its practice on the aforementioned locale.
25
Conceptual Framework
Figure 1 represents the concepts and the course of the study. It identifies the
perceived level of practice of Ospital ng Maynila staff nurses
The left most box contains the profile variable of the staff nurses. The rightmost
box illustrates the perceived level of the staff nurses in consideration of the core
competency on health education as well as the categories under it. The arrow between
the two boxes pertains to the significant difference of the staff nurses profile variable
and the perceived level of practice. While the arrow that points downward shows the
results for nursing implications. .
26
Conceptual Paradigm
Profile variable of staff nurses in
terms of:
Perceived level of practice among

staff nurses in terms of:
age;
years of working
experience;
educational attainment;
area of assignment.
assessment of clientpartner/s learning needs;

development of the health
education plan based on
assessment;
enhance learning
materials;
intervene the health
education plan;
evaluation of the results of
health education.
NURSING IMPLICATIONS
Figure 1
Perceived Level of Practice among the Staff Nurses in Ospital ng Maynila in
Rendering Health Education
27
Definition of terms
The following contains the list of the definition of terms used in this study. The
words were defined according to the way they used in this study:
Age the length of existence of a person extending from birth to the time of the conduct
of the study which was grouped from 25 years old and below, 26-30 years old, 31-35
years old, 36-40 years old, 41-45 years old, and 46 years old and above.
Area of assignment - the area of exposure of the nurse in which the nurse delivers
nursing care and where health teaching is most commonly rendered namely: pediatric
ward, medical ward, surgical ward, ENT/ophthalmology ward , and OB ward.
Level of educational attainment - the highest degree of education of an individual;
may it be BSN, MSN, MAN, PhD, DNS, and EdD.
Perceived level of practice - a self-measurement of a degree by which a nurse
demonstrates skills in health education in terms of:
Assessment of client-partner/s learning needs the staff nurse determines the
learning needs of the patient and what strategies would he/she uses to address
these needs.
Development of the health education plan based on assessment the staff
nurse, based on the assessment done, formulates a plan as to what to teach and
enhance the strategies identified in the assessment.
Enhancement of learning materials The staff nurse further develop and revise
the learning materials as to facilitate effective client based health teaching.
28
Evaluation of the results of health education The staff nurse formulates a

parameter, a specific criterion to assess effectiveness of health teaching and allows
client to express feedbacks on the intervention. The staff nurse revises the health
education plan based on the evaluation and records findings.
Intervention of the health education plan the staff nurse understands the need
to provide a conducive learning environment and considers client and clients family
preparedness. The staff nurse believes that nonverbal acts are effective nursing
implementation when performing therapeutic communication. The staff nurse
monitors feedback on the health education rendered.
Years of working experience the span of time in which the nurse works as a nurse
in terms of years when grouped into: less than 1 year to 1 year and 11 months, 2 year
to 2 year and 11 months, 3 year to 4 year and 11 month, and more than 5 years.
29
CHAPTER III
METHODOLOGY
Research Design
This study used the quantitative type of research wherein the focus is on the
quantification of variables. The objective of quantitative research is to develop and
employ mathematical models, theories and/or hypotheses pertaining to phenomena
(Given, 2008). It utilized a descriptive design.
The descriptive study that was used is for the purpose of describing the existing
conditions or situations, objectives or people without them being influenced by the
researchers (Ventura, 2008). The emphasis of this study was on assessing rather than
on judging the level of practice of the staff nurses of Ospital ng Maynila.
Research Locale
This study was conducted at a public tertiary hospital in Manilas sixth district,
namely Ospital ng Maynila Medical Center (OMMC). This hospital was established in
1969 through a vision of providing city residents, 80% of who are classified as indigents,
a better standard of medical care. It is located along Malate, Manila.
OMMC is operated and maintained through taxes paid by Manila residents, with
the primary concern of admission and treatment of patients who are bona-fide residents
of the city. At the time of the conduct of the study, it houses a 5-storey building with a
total capacity of 300 beds. It serves as a workplace for 143 staff nurses. This hospital
functions as an acute, non-profit, general hospital whose primary concern is to provide
30
free in-patient and out-patient medical care to all Manila residents, regardless of social
status, race or creed.
The various units of this hospital which was used in this study assessed the level
of practice of their staff nurses in rendering health education to their patients.
Samples and Sampling Techniques Used
The researchers used purposive sampling to select the respondents in the study.
According to Polit and Beck (2008), it is a type of non-probability sampling wherein the
researchers decide purposely on which respondents to include.
The researchers chose the respondents based on the following criteria: staff
nurse working at one of the five areas identified and their willingness to participate.
The researcher used Slovins formula to calculate an appropriate sample size
from a population. From the 51 population of staff nurses, a total of 45 respondents on
the five chosen wards were subjected to assess the level of practice on health
education among staff nurses in Ospital ng Maynila.
31
Instrumentation
The researchers utilized an adopted and modified survey type evaluation tool
that will be concentrating only on the fourth core competency which focuses on health
education. This tool was used to assess the staff nurses level of practice in relation to
health education.
The tool is divided in to two main sections: a profile and the survey proper. The
profile contains profile variable characteristics of the respondents such as age, level of
educational attainment, and years of working experience area of work. The survey
proper explored the level of practice related to core competency on health education.
The survey was created using suitable questions derived from the core competency on
health education released by BON on 2009. The numbers of questions were distributed
by the following: five questions was formulated to assess learning needs of client; five
questions assessed the development of health education plan by the client; five
questions was based on the development of nursing materials; five questions focused
on the intervention of health education plan; and five questions was formulated based
on the evaluation of the results of health education. The survey comprise of a total of 25
questions, which was related to the staff nurses practice in giving health education.
Included was a cover letter stating the purpose of the study and significance of
staff nurses cooperation. After a Board of Nursing member permitted the researchers to
use the adopted-modified tool, experts consisting of a statistician, a nursing research
expert, and a Master of Arts in English degree holder, validated the tool. After the
32
researchers assured confidentiality of the survey sheets, it was distributed to the staff
nurses of Ospital ng Maynila Medical Center.
The questions were structured using the Likert scale. Four choices were provided
for every question/statement. The choices represent the degree of agreement each
nurse-respondents has on a given situation.
For data interpretation, the researchers utilized these scale: 1-Never, which
means the nurse doesnt perform the nursing/health care activities (zero out of ten
occasions); 2-Rarely, which imply that the nurse performs few of the nursing/health care
activities (four out of ten occasions); 3-Often, which states that the nurse performs some
of the nursing/health care activities (seven out of ten occasions); and 4-Every time,
which means that the nurses perform nursing/health care activities completely (ten out
of ten occasions) (Ventura, 2008).
The researchers used Cronbachs alpha to test the internal consistency of the
results that was subjected to a pilot study. Ten participants were selected by the
researchers which are not included in the sample prior to the actual investigation. The
researcher has a computed result of 0.794 using Cronbach alpha. It has a verbal
interpretation of: 1.4 and below very low; 1.5 to 2.4 low; 2.5 to 3.4 high; 3.5 and
above very high. The instrument was administered during the morning shift and will be
retrieved on the same day and compared statistically.
33
Data Gathering Procedures

In the conduct of the study, the following actions were undertaken:
A request letter addressed to the medical director of Ospital ng Maynila was
made to seek permission before data gathering. The researchers, accompanied by the
nurse supervisor, personally distributed the questionnaire to the staff nurses.
In the conduct of the study, a purposive sampling method was applied, wherein
45
available
respondents
was
surveyed.
The
purpose
of
this
study
was
comprehensively explained to the staff nurses, as well as the importance of the study.
They were all requested to participate. An informed consent was provided to them
together with the questionnaire. The consent was signed, assuring them of
confidentiality and anonymity of the data that they disclosed in the questionnaire. They
were also asked to fold the questionnaire in half after answering to make sure that no
other person saw their answers.
The staff nurses were given two days to answer the questionnaire to ensure the
confidence of the responses. The questionnaires were retrieved from their respective
supervisors. A system of follow-up was adopted to ensure a high rate of retrieval of the
questionnaires.
34
The collected data was deliberately computed through statistical methods, all of
which were tabulated and analyzed. The statistical methods used were frequency and
percentage distribution, weighted mean, and analysis of variance.
Statistical Analysis of Data

The following statistical tools were used to the gathered data in order to answer
the research problems:
For problem number one, frequency and percentage distribution was used for the
profile variables of the staff nurses.
f = (P/N)*100
Where:
f Percentage
P Population
N Total number of frequency
For problem number two, in determining the perceived level of practice among
staff nurses, weighted mean was used.
WM = f(x)
N
Where:
WM - Weighted mean
F - Frequency
x Values of the variables
35
(read as summation) total of the values

N Total population
For problem number 3, in finding out whether there is a significant difference

between the perceived level of practice when they are grouped according to profile
variable, Analysis of Variance was used.
F = MST
MSE
Where:
F ANOVA Coefficient
MST Mean sum of squares due to treatment
MSE - Mean sum of squares due to error
Formula for MST:

MST = SST
p-1
SST = n(x- )2
Where:
SST sum of the squares due to treatment
P total number of populations
N total number of samples in a population
Formula MSE:
MSE = SSE
Np
SSE = (n 1)S2
Where:
36
SSE Sum of squares due to error

S Standard deviation of the samples
N Total number of observations
CHAPTER IV
RESULTS AND DISCUSSION
Problem Number 1: What is the profile variable among staff nurses of Ospital ng
Maynila in terms of:
1.1 Age
TABLE 1
Frequency and Percentage Distribution of Respondents in Terms of Age
Age
25 years old and below
26-30 years old
31-35 years old
36-40 years old
41-45 years old
45 years old and above
TOTAL
Frequency
17
18
10
5
3
2
45
Percentage
37.78
40
22.22
11.11
6.67
4.44
100
Rank
2
1
3
4
5
6
Table 1 represents the age profile of the staff nurses. The largest number of 18
(40%) belongs to the staff nurses between 26 30 years old. While 17 or 37.78% of the
staff nurses are 25 years old and below. Out of the 45 nurses, 10 (22.22%) are between
the ages of 31 to 35, followed by 5 staff nurses or 11.11% with under the age range of
37
26 to 40. On the other hand, 3 staff nurses or 6.66% between the ages of 41 to 45. The
least number of 2 staff nurses or 4.44% of the group are 45 years old and above.
The above data shows that majority of the respondents are between 26-30 years
old. This could mean that this is the age where nursing training starts. They start to
collect experiences from different hospitals. While some older nurses that had enough
training use this as an advantage when applying to other hospitals to promote their
career.
The Ospital ng Maynila Medical Center is considered as a general and training
hospital in Manila. They have the essential facilities of a hospital but not enough to
answer all the health care needs of the patients. Because of this, the nurses are
expected to be resourceful to be able to accommodate all of the patients healthcare
demands. This makes a good battlefield for nurses who want to enhance their
knowledge and skills. The nurses between ages 26-30 consider OMMC to be their
training ground if they want to acquire the KSA a nurse should possess. Then, they will
make use of this experience in making their nursing careers better in other institutions in
the future.
According to Kozier (2010), it is in adulthood state wherein people focus on
commitment to life and work. Commitment is the driving force in reaching ones goals,
especially in a job. The nurse respondents are committed in giving maximum care for
their patients while gathering the KSA they should obtain.
1.1 Level of educational attainment
Table 2
38
Frequency and Percentage distribution of respondents in terms of level

of education attainment
Level of educational attainment
BSN
MN/MSN
PHd, EdD, DNS
TOTAL
Frequency
33
12
0
45
Percentage
73.33
26.67
0
100
Rank
1
2
3
Table 2 presents the level of educational attainment of the staff nurses. The
largest number of the frequency distribution of 33 (73.33%) belongs to the staff nurses
who are BSN graduates. It is closely followed by 12 (26.67%) staff nurses who have
masters degree. Meanwhile, none of the interviewed staff nurses were doctorate
holders.
As a requirement for a job, education provides the necessary skills and
knowledge to become a productive work force and to fully participate in society. Higher
educational attainment in terms of recognized qualifications is associated with a range
of positive outcomes and better employment. Based from the above data, even though
having a masters degree qualifies the staff nurses into having a better rank or position
in their area of assignment, some of the staff nurses who has masters degree still work
as a staff nurse.
According to the All UP Workers Union Manila (2013), the nurse to patient ratio in
public hospitals is in average of one nurse to 30-40 patients per ward. Because of this,
even nurses with masters degree may work as staff nurses.
1.2 Years of working experience
39
Table 3
Frequency and Percentage distribution of respondents in terms of
Years of working experience
Years of working experience

1 11 months
2 2 years and 11 months
3 4 years and 11 months
More than 5 years
TOTAL
Frequency
15
21
7
2
45
Percentage
33.33
46.67
15.56
4.44
100
Rank
2
1
3
4
Table 3 represents the years of working experience of each staff nurses. Out of
the total number of 45 staff nurses included in our sample, 21 (46.67%) nurses have a
working experience of at least two years to two years and eleven months. While 33.33%
or exactly 15 nurses has a working experience of one year to one year and eleven
months, closely followed by 7 (15.56%) staff nurses who already work as a nurse for
three to four years. Lastly, 4.44% or exactly two nurses worked as a nurse for five years
and more.
The above data reflects that nurses with the least number of years of working
experience outnumbered those with longer working experience. The age of the nurses
corresponds with the years of working experience. Since the nurses are in the ages 2630, younger nurses have shorter length of working experience because most of them
are at the start of their career. According to Benner, as cited by Albano et al (2008), the
staff nurses who have a working experience between two years to two years and eleven
months fall on the competent stage on the scale of competency.
40
In the competent stage, nurses have been on the job in the same or similar
situations for two to three years. They have a plan based on the considerable,
conscious, abstract, analytic contemplation of the problem. The conscious, deliberate
planning that is characteristic of this skill helps achieve efficiency and organization
(Albano, 2008). According to Millard (2012), new nurses have the most current formal
knowledge while older nurses are blessed with a wealth of practical hands of
experience. With this statement, it implies that beginning nurses knowledge is updated
and is on-going of development.
Another factor that may have affected the number of years of working experience
of staff nurses in a government hospital is the turnover of the officials operating it.
OMMC is a government hospital and the latest change in the set of officials seated in
the local government last June 2013 may have affected the staffing of nurses. Most of
the staff nurses that were employed during the past administration who reached the end
of their contract were replaced by those who are in favor of the new administration. It
could mean that there is a transfer of power from the current officials that will operate
the hospital.
1.4 Area of assignment
Table 4
Frequency and Percentage distribution of
respondents in terms of Area of Assignment
Area of work
Pediatric Ward
Medical Ward
Surgery Ward
ENT/Ophthalmology Ward
Obstetrics and Gynecology Ward
Frequency
6
11
11
5
12
Percentage
13.33
24.44
24.44
11.11
26.67
Rank
4
2
2
3
1
41
TOTAL
45
100
Based on the above data, 12 (26.67%) out of 45 staff nurses currently work at
obstetrics and gynecology ward. While 11 (24.44%) staff nurses are currently working at
the medical ward. Likewise, the 11(24.44%) nurses are currently works as a staff at the
surgical ward; closely followed by pediatric ward and ENT/ophthalmology ward
respectively with staff nurses of 6 (13.33%) and 5 (11.11%), respectively.
Based on the result presented, it could be implied that the most numbered nurses
are placed on the ward where there are many patients. Moreover, OB ward which got
the most number of staff nurses indicate that there are many post-partum mothers who
needs to be catered there, thus, the most abundant number of staff. It can be said that
the childbirth cases are done in a hospital settings due to lower cost and the availability
of the hospital especially in Metro Manila. Next to the most number of nurses are in the
medical and surgical ward which both got equal numbers. It clearly signifies that these
wards work hand on hand. Patients in medical ward could be transfer to surgical ward
when the patient needs to undergo surgery and vice versa, patient in surgery ward can
be transferred on Medical ward when the progression of the disease occurs. Pediatric
ward and ENT/ophthalmology ward however have less numbered nurses. It reflects that
the patient catered here is also less in number.
Problem Number 2: What is the perceived level of practice among staff nurses of
Ospital ng Maynila in terms of: assessment of clients-partners learning needs;
development of the health education based on assessment; enhance learning
materials; intervene the health education plan; and evaluation of the results on
health education?
42
Table 6
General Weighted Mean of the Perceived Level of Practice in Terms of the
Assessment of the Client-Partner/s Learning Needs
ITEMS
1. GATHER LEARNING INFORMATION BY
MEANS OF INTERVIEW AND OBSERVATION
2. VALIDATE DATA COLLECTED TO
EFFECTIVELY EVALUATE PATIENTS
LEARNING NEEDS
3. ANALYZE PERTINENT INFORMATION AND
ACCOMPLISH PATIENT'S RECORDS
APPROPRIATELY
4. IDENTIFY PRIORITY NEEDS BASED ON THE
DATA COLLECTED
5. DEMONSTRATE KNOWLEDGE AND ABILITY
TO PROVIDE TEACHING AND SUPPORT
REGARDING TRANSFER, DISCHARGE, AND
REFERRAL TO CLIENT AND FAMILY
TOTAL
WM
Verbal Interpretation
3.8
Very High
3.5
Very High
3.5
Very High
3.6
Very High
3.4
3.56
High
Very High
Legend:
Verbal Interpretation 1.4 and below very low; 1.5 to 2.4 low; 2.5 to 3.4 high; 3.5 and
above very high
Table 6 presents the weighted mean score to determine the perceived level of
practice in assessing the learning needs of the client in terms of health education. It can
be seen from the above data that a general weighted mean score of 3.56 is attained
with an interpretation of very high.
The data above shows that the staff nurses in Ospital ng Maynila perform
nursing/health care activities related first criteria of the core competency in health
education completely or about ten out of ten occasions. In general, this could be
attributed to the fact that the learning needs of the client are always assessed by the
staff nurses.
43
The Ospital ng Maynila is one of the top performing public hospitals in Manila
that cater different cases by the full support of the government officials. Therefore, staff
nurses assessments on the health care needs of the patients are being rendered as the
table above shows. Staff nurses have different assessment techniques that can be
implied to their work so that the maximum health care needs of the patient will be
provided at this fullest. It serves as a workplace for the new staff nurses to enhance
their assessing skills.
Staff nurses at Ospital ng Maynila perform assessment of the learning needs of
their patient. According to Relf (2010), assessment facilitates objective decision making
about the type and level of bereavement service that may be needed.
Table 6
Enhancement of Learning Materials
ITEMS
1. BELIEVE THAT IDENTIFYING LEARNING NEEDS
ON BEHAVIOR CHANGE FOR WELLNESS,
HEALTHY LIFESTYLE OR MANAGEMENT OF
HEALTH INVOLVES THE CLIENT, SIGNIFICANT
OTHER AND THE RESOURCES THEY HAVE
2. UNDERSTAND THAT SOCIAL, CULTURAL,
POLITICAL, ECONOMIC, EDUCATIONAL AND
RELIGIOUS FACTORS SHOULD BE CONSIDERED
IN DEVELOPING HEALTH EDUCATION PLAN
3. KNOW THAT A HEALTH EDUCATIONAL PLAN
SHOULD BE COMPOSED OF ATTAINABLE GOALS.
4. FORMULATE A HEALTH EDUCATION PLAN
WHICH IS CLIENT-CENTERED.
5. ASSESS AND ANTICIPATE THE CLIENT'S
NEEDS IN DEVELOPING A HEALTH EDUCATION
PLAN.
TOTAL
Legend:
WM
3.3
High
3.4
High
3.1
High
3.5
Very High
3.2
3.42
High
High
44
above very high
Table 6 presents the extent of the perceived level of practice in developing health
education plans for the client in terms of health education. The data presents with the
general weighted mean of 3.42 with an interpretation of high.
Based on data above, the weighted mean could be concluded that the staff
nurses highly develops health education plan. This could mean that the staff nurses
more or less perform some of the nursing/health care activities related to health
education for approximately seven out of ten occasions.
The data interprets that the staff nurses at Ospital ng Maynila develops health
education based on the assessment of their client. Most of them are prioritizing the
learning needs of the patient, knows the socio-cultural background and develops health
education plan to render appropriate teaching strategies that affects the health status of
their patients.
A health education programme will always focus on the patient. This perspective
recognises that factor such as cultural practices and the patients present condition
(UNESCO, 2009).
Table 7
Interventions in the Health Education Plan
ITEMS
1. DEVELOP INFORMATION EDUCATIONAL
MATERIALS APPROPRIATE TO THE LEVEL
OF THE CLIENT.
2. APPLY HEALTH EDUCATION PRINCIPLES
IN THE DEVELOPMENT OF INFO EDUCATION
WM
3.3
High
3.5
Very High
45
MATERIALS.
3. CONSTRUCT A CLIENT BASED LEARNING
MATERIAL.
4. CONSIDER DIFFERENT APPROACHES
AND TECHNIQUES IN DEVELOPING
INFORMATIONAL MATERIALS
5. PRIORITIZE LEARNING MATERIALS THAT
WOULD ADDRESS TOPICS AND CONCERNS
THAT ARE OF IMPORTANCE AND NEEDS
IMMEDIATE DISCUSSION.
TOTAL
3.3
High
3.4
High
3.4
3.45
High
High
Legend:
above very high
Table 7 presents the weighted mean core to determine the perceived level of
practice on enhance of learning materials for health education plan with a weighted
mean of 3.45. It is interpreted as often, thus the staff nurses perform the necessary
nursing/health care activities for about seven out of ten occasions.
This certifies that the staff nurses highly enhance learning materials appropriate
to the level of the client. Also, the staff nurses often apply health education principles in
the enhancement of information education materials.
Enhancing the learning materials on health education is essential for the
implementation of it. The staff nurses of Ospital ng Maynila are practicing health
education by formulating different instruments that can be used on implementing health
education. Most of them are prioritizing the learning needs of the patient, knows the
socio-cultural background and develops health education plan to render appropriate
teaching strategies that affects the health status of their patients.
According to Archer (2010), services given by the staff nurses need to make the
best use of limited resources. Staff nurses should formulate appropriate learning
46
materials to their patient for them to understand and receive it apparently; they want
concrete information upon which they can make certain decisions.
Table 8
Evaluation of the Results of Health Education
ITEMS
1. CONSIDER THE CLIENT AND FAMILY'S
PREPAREDNESS BEFORE ANY
PROCEDURE.
2. UTILIZE THE APPROPRIATE STRATEGIES
THAT MAXIMIZE OPPORTUNITIES FOR
BEHAVIOR FOR WELLNESS/ HEALTHY
LIFESTYLE
3. UNDERSTAND THAT A CONDUCIVE
LEARNING SITUATION IN TERMS OF TIME
AND PLACE SHOULD BE PROVIDED.
4. BELIEVE THAT NONVERBAL ACT IS AN
EFFECTIVE NURSING IMPLEMENTATION
WHEN PERFORMING THERAPEUTIC
COMMUNICATION.
5. MONITOR THE CLIENT AND FAMILYS
FEEDBACK TO HEALTH EDUCATION
TOTAL
WM
3.4
High
3.5
Very High
3.3
High
3.4
High
3.4
3.45
High
High
Legend:
above very high
Table 8 shows the general weighted mean of the perceived level of practice in
terms of the intervention of the health education plan. Based on the collected data, the
47
mean of the perceive level of practice in terms of implementation of health education

plan is 3.45, which is interpreted as high.
This table shows that the staff nurses of Ospital ng Maynila Medical Center takes
in to consideration the preparedness of the client and his/her significant other or support
group and thus they make use of appropriate strategies that would facilitate efficient
learning. The staff nurses consider the appropriate time and place to render the health
education because they know that a conducive learning opportunity in terms of time and
place is important for an effective learning experience. They make use of actions and
gestures to convey information or to assess clients comprehension and provides
opportunities for the clinet and clients family for feedbacks, questions or clarifications.
Non-verbal communication can greatly help the quality and effectiveness of the care
being provided from nurse to patient (Towny, 2012).
Table 9
Evaluation of the Results of Health Education
ITEMS
1. MAKE USE OF EVALUATION PARAMETERS.
2. EVALUATE EFFECTIVENESS OF
INTERVENTION BY MEANS OF A SPECIFIC
CRITERION.
3. ALLOW CLIENT TO EXPRESS FEEDBACK
REGARDING THE HEALTH EDUCATION.
4. REVISE HEALTH EDUCATION PLAN BASED
ON CLIENTS RESPONSES.
5. PROPERLY DOCUMENT OUTCOME OF
CARE.
TOTAL
Legend:
WM
3.6
ALWAYS
3.6
ALWAYS
3.5
ALWAYS
3.5
ALWAYS
3.4
3.53
OFTEN
ALWAYS
48
above very high
Table 9 gives the general weighted mean of the perceived level of practice in
terms of the evaluation of the results of health education which is 3.53 with an
interpretation of Very High.
From the data collected and analyzed, we can say that the staff nurses of Ospital
ng Maynila are practicing well their evaluation with regards to health teaching. The staff
nurses make use of evaluation parameters with specific criterion to evaluate the
effectiveness of the rendered health education. Furthermore, they give the patient the
opportunity to give feedbacks, ask questions and air clarifications. And based on their
evaluation, the staff nurses modifies the health education plan to further address the
learning needs of the client and provide effective health teaching. A major purpose of
evaluation is to assess the effectiveness of the teaching activities and decide which
modifications, if any, are necessary. (Daniels, 2010)
Problem Number 3: Is there a significant difference between the perceived level of

practice when they are grouped according to profile variables?
TABLE 10
ANOVA of Age and the Perceived level of Practice
49
Source of Variation
P-value
F crit
Decision
Age
5.49
1.93
0.00
0.00
1.39
1.53
Reject Ho
Interpretation
Significant
difference
Legend
Decision: F > F critical value = reject Ho
Based on the data above, ANOVA was used to determine if a significant

difference exists on the perceived level of practice on health education when grouped
according to age. The data reveals an F value of 5.49, with a probability value of 0.00.
A double factor ANOVA without replication was used as a statistical treatment
which states that when the F value is greater than the F critical value, we reject the null
hypothesis. Since the F value of 5.49 is greater that the F critical value of 1.39, we
reject the null hypothesis, thus, there is a significant difference on the perceived level of
practice on health education when grouped according to age.
It may be implied that the older a nurse is, the higher the perceived level of
practice. Millard (2009) said that new nurses have the most current formal knowledge,
while the older nurses are blessed with a wealth of practical, hands on experience.
There is a great imbalance in power and the knowledge that only experience brings.
TABLE 11
ANOVA of Level of Education and the Perceived Level of Practice
Source of Variation
F
P-value F crit Decision Interpretation
Significant
Reject
difference
Level of Educational Attainment 5.49
0.00
1.39
Ho
1.93
0.00
1.53
50
Legend
The data above illustrates the analysis of variation of the level of educational
attainment and the perceived level of practice. Based from the statistical treatment
used, if the F value is greater than the F critical value, or if the computed P value is ;ess
than the
0.05
level of significance, the null hypothesis is rejected. Thus, there is an
existing significant difference on the data being compared.

Based on the computed rate, the F value of the level of educational attainment is
5.4, which is greater than the F critical value of 1.39, and a P value of 0.00 which is
lower than 0.05. therefore, we reject the null hypothesis, and so at the 95%
Table 12
ANOVA of Years of Working Experience and the Perceived Level of
Practice
Source of Variation
P-value
F crit
Years of Working Experience

5.49
1.93
0.00
0.00
1.39
1.53
Legend
Decision Interpretation
Reject
Significant
Ho
difference
51
Table 13
ANOVA of Area of Work and Perceived Level of Practice in Terms of the
Area of Assignment
Source of Variation
Area of Assignment
5.49
1.93
P-value
0.00
0.00
F crit
1.39
1.53
Decision Interpretation
Significant
Reject
difference
Ho
Legend
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
SUMMARY
This study was conducted to assess the perceived level of performance of staff
nurses in rendering health education as well as to give the nursing implications based
from the results.
The respondents of this study were the staff nurses working at five different
wards namely: the medical ward, surgical ward, obstetrical-gynecological ward,
pediatric ward, and ENT/ophthalmology ward of Ospital ng Maynila Memorial Medical
Center. They were chosen through a purposive sampling. Using the Slovins formula to
52
solve for the sample size, the researchers obtained 45 staff nurses which were chosen
based from the following criteria: currently working at one of the aforementioned five
areas and their willingness to participate. The tool that was used in this research study
was adopted and modified from the core competency in terms of health education which
was set by the Philippine Board of Nursing. This was validated by three experts, one
nursing research expert, one statistician, and one having a masters degree in English.
The questionnaire began with a formal introduction. It also stated the aim of the study
as well as the invitation of both of the respondents cooperation and honesty. The
questionnaire has two parts; Part 1 consisted of the profile variables of the staff nurses
which included the age, most recent area of assignment, years of working experience
and level of educational attainment. Part 2, determined the perceived level of practice of
staff nurses based on the standards on health education released by BON which
includes: assessment of client-partner/s learning needs, development of the health
education plan based on assessment, enhance learning materials, intervene the health
education plan and evaluation of the results of health education. The respondents were
asked to put a check on the box that corresponds to their answers in the questionnaire.
Data gathering and collection were done from September-October 2013. Frequency and
percentage distribution table was used for the demographic profile.
The Weighted mean was used to measure the level of practice of staff nurses per
category on the standards of BON. The ANOVA 2-factor without replication was used to
compare the significant difference of profile variables from the perceived level of
practice based on the core competency.
CONCLUSIONS
53
Based on the findings presented, the following conclusions were derived:

1. Majority of the staff nurses are in the age group of young adulthood and have
a Bachelors degree in Nursing.
2. Most of the respondents have been working for 2 years to 2 years and 11
months, and most of the respondents are working in the ObstetricsGynecology ward.
3. The perception of the staff nurses in their level of practice in the following
criteria in rendering health education is very high: assessing the learning
needs of the client and evaluation of the results of health education.
4. The nurses perceived high level of practice in the following criteria in
rendering health education: development of health education plan based on
assessment, enhancing learning materials and implementation of the health
education plan.
NURSING IMPLICATIONS
Health education is a conglomerate of learning experiences designed to help
both individuals and communities to improve their health by increasing their knowledge
or influencing their attitudes. This is an important intervention because not only does it
help improve individuals or communities health but also provide them the opportunity
to acquire information and the skills needed to make quality health decisions.
In this study, the researchers tend to determine the perceived level of practice
among the staff nurses in Ospital ng Maynila in rendering health education in five wards
where health education most commonly occurs. The results have shown that staff
54
nurses are frequently rendering health education which demonstrates their proficiency
in their nursing practice. It is implicated here that staff nurses in Ospital ng Maynila are
competent, committed on their profession and have a sense of responsibility in
rendering health education as part of the holistic care. Through the application of the
standards of the Board of Nursing on the core competency on health education, quality
care is ensured and promoted.
As the study shows, the profile variables affect the level of practice of the staff
nurses on rendering health education. This may implicate that there are certain
standards and set rules to follow for quality health assurance.
RECOMMENDATION
The results of this study highlighted on the perceived level of practice of staff
nurses. It focuses on assessment of client-partner/s learning needs, development of the
health education plan based on assessment, enhance learning materials, intervene the
health education plan and evaluation of the results of health education with weighted
mean of 3.59, 3.38, 3.42, 3.49 and 3.53 respectively.
1. The staff nurse must understand and be informed about how gaining appropriate
skills and knowledge on health education on patients could help them to become
better-performing nurses. They must base their practices on nursing core
competency standards imposed by BON to be able to render a holistic type of
health education.
2. The patient must have a clear communication with the nurse attending to his or
her needs to become more involved in caring for him or herself. Health education
55
by a nurse is one form of nurse-patient interaction/communication. A holistic

approach on health education could establish continuity of care even after the
patients discharge from the health care facility.
3. Respondents should not be focused only on staff nurses. Health education must
be practiced by all health practitioners to ensure the continuity of care.
4. To have a more thorough understanding of the perceived level of practice, quality
in rendering health education should also be assessed and not merely on the
frequency of the practice.
56
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Human Factors and Ergonomics Society. Addis Ababa University School of
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4,
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from
61

Intramuros, Manila
Perceived Level of Practice among a Staff Nurses in Ospital ng Maynila in Rendering Health
Education.
Background:
The World Health Organization (2013) defined health education as any combination of learning
experiences as any designed to help individuals and communities improve their health by increasing their
knowledge or influencing their attitudes. This is an important intervention because it does not only help
improve individuals or communities health but it also provides individuals, groups, and communities the
opportunity to acquire information and skills needed to make quality health decisions. In this study, the
researchers would like to determine the level of performance of Ospital ng Maynila Medical Center staff
nurses related to the core competency on health education.
Confidentiality:
The researchers would like to ask for your cooperation by honestly answering the attached
questionnaire. Rest assured that all information given will be treated with utmost confidentiality.
62
Perceived Level of Practice among a Staff Nurses in Ospital ng Maynila in Rendering Health Education
Direction: Please fill the needed information as required by the item below. Check ( \/ ) the box that corresponds to
your answer.
Name (optional):______________________________
Age:
25 years old and below
36-40 years old
26-30 years old
41-45 years old
31-35 years old
46 years old and above
Most Recent Area of Assignment:

Pediatric Ward
ENT/Ophthalmology Ward
Medical Ward
OB Ward
Surgical Ward
Years of working experience:
Less than 1 year to 1 year and 11 months
3 year to 4 year and 11 month
2 year to 2 year and 11 months
More than 5 years
Level of educational attainment:

Baccalaureate (BSN)
Masteral (MAN, MSN)
Doctorate (PhD, DNS, EdD)
Direction: Given below is a list of roles and responsibilities of a staff nurse with regards to their practice in rendering
health education. An honest and sincere response will be of grreat help in attaining the objectives of this research in
improving the quality nursing care. Read carefully each item and put a check ( \/ ) on one of the boxes that
corresponds to your answer.
Scale
1
Adjective rating
Never
Rarely
Often
Always
Criteria
Doesnt perform the nursing/health care
activities (0 out of 10 occasions)
Performed few of the nursing/health activities
(4 out of 10 occasions)
Performed some of the nursing/health care
activities (7 out of 10 occasions)
Performed nursing/health care activities
completely (10 out of 10 occasions)
In assessing the learning needs of the client, I

1.
2.
3.
gather learning information by means of interview and

observation.
validate data collected to effectively evaluate patients learning
needs.
analyze pertinent information and accomplish patient's records
appropriately.
1
never
2
rarely
3
often
4
always
4.
5.
identify priority needs based on the data collected.

demonstrate knowledge and ability to provide teaching and
support regarding transfer, discharge, and referral to client and
family.
In developing health education plan for the client, I
1
never
2
rarely
3
often
1.
believe that identifying learning needs on behavior change for

wellness, healthy lifestyle or management of health involves the
client, significant other and the resources they have
2. understand that social, cultural, political, economic, educational
and religious factors should be considered in developing health
education plan
3. know that a health educational plan should be composed of
attainable goals.
4. formulate a health education plan which is client-centered.
5. assess and anticipate the client's needs in developing a health
education plan.
In developing learning materials for health education, I
1. develop information educational materials appropriate to the level
of the client.
2. apply health education principles in the development of info
education materials.
3. construct a client based learning material.
4. consider different approaches and techniques in developing
informational materials
5. prioritize learning materials that would address topics and
concerns that are of importance and needs immediate
discussion.
In implementing the health education plan, I
1. consider the client and family's preparedness before any
procedure.
2. utilize the appropriate strategies that maximize opportunities for
behavior for wellness/ healthy lifestyle.
3. understand that a conducive learning situation in terms of time
and place should be provided.
4. believe that nonverbal act is an effective nursing implementation
when performing therapeutic communication.
5. monitor the client and family's feedback to health education.
In evaluating the outcomes of health education, I
1. make use of evaluation parameters.
2. evaluate effectiveness of intervention by means of a specific
criterion.
3. allow client to express feedback regarding the health education.
4. revise health education plan based on clients responses.
5. properly document outcome of care.
NATIONAL CORE COMPETENCY STANDARDS

For Filipino Nurses
Key Areas of
Responsibility
I.
Core
Competency
PATIENT CARE COMPETENCIES
Indicators
4
always
Health
Education
Core
Competency 1:
Assesses the
learning needs of
the clientpartner/s
Core
Competency 2:
Develops health
education plan
based on
assessed and
anticipated
needs
Core
Competency 3:
Develops
learning
materials for
health education
Core
Competency 4:
Implements the
health education
plan
Core
Competency 5:
Evaluates the
outcome of
health education
Obtains learning information through interview,

observation and validation
Analyzes relevant information
Completes assessment records appropriately
Identifies priority needs
Considers nature of learner in relation to: social,
cultural, political, economic, educational and
religious factors.
Involves the client, family, significant others and
other resources in identifying learning needs on
behavior change for wellness, healthy lifestyle or
management of health problems
Formulates a comprehensive health education plan
with the following components: objectives, content,
time allotment, teaching-learning resources and
evaluation parameters
Provides for feedback to finalize the plan
Develops information education materials
appropriate to the level of the client
Applies health education principles in the
development of information education materials
Provides for a conducive learning situation in terms
of time and place
Considers client and familys preparedness
Utilizes appropriate strategies that maximize
opportunities for behavior change for
wellness/healthy life style
Provides reassuring presence through active
listening, touch, facial expression and gestures
Monitors client and familys responses to health
education
Utilizes evaluation parameters
Documents outcome of care
Revises health education plan based on client
response/outcome/s
Appendix A
Letter to the Adviser

Intramuros, Manila
College of Nursing
July 1, 2013
RAYMOND M. FERNANDEZ
Professor, College of Nursing
This University
Dear Sir,
Greetings of peace!
We, fourth year students of the College of Nursing, Pamantasan ng Lungsod ng
Maynila, currently enrolled in the subject Introduction to Nursing Research will conduct
a thesis as a partial fulfillment of our course requirement. In this regard, we respectfully
ask your assistance as an adviser if you're available. We will be honored to be under
your supervision. Your words of advice and suggestions will be essential in helping us
make the right decisions about how to proceed in our upcoming study.
The topic is still in process and we will make sure that our chosen topic will be in line of
your interest of study.
We are looking forward for your favorable response to our request. Thank you very
much and more power.
Respectfully yours,
Belen Erlissa V.
Piedad, Jomer L.
Noted by:
___________________________________
Prof. MARY PAULINE V. SAQUING
Instructor, Introduction to Nursing Research
___________________________________
Prof. RAYMOND M. FERNANDEZ
Thesis Adviser
Request letter
addressed to a
member of the board
of nursing

Intramuros, Manila
College of Nursing
September 12, 2013

Hon. YOLANDA C. ARUGAY
Member
Board of Nursing
Dear Madam,
Greetings of peace!
We, the undersigned fourth year students of BSN IV block 4 from Pamantasan ng
Lungsod ng Maynila, will conduct a study entitled, Perceived Level of Practice among
the Staff Nurses in Ospital ng Maynila in Rendering Health Education in partial
fulfilment of our requirements on the subject Introduction to Nursing Research.
In this regard, we would like to ask your permission to adopt and modify the core
competency on health education as a basis for our tool in the said study. Attached to
this letter are chapters one to three of our study as well as the tool. It may cost your
valuable time but your review and approval will be very helpful and will be the key in the
execution and launching of our study.
We are looking forward for your utmost cooperation.
Very truly yours,

Belen Erlissa V.
Piedad, Jomer L.
Noted by:
___________________________________
___________________________________
Thesis Adviser
Letter of approval

Intramuros, Manila
College of Nursing
LETTER OF APPROVAL
This is to certify that the Board of Nursing is allowing the researchers to adopt
and modify the core competency on health education to be used as a basis for their tool
for the study entitled Perceived Level of Practice among the Staff Nurses in Ospital ng
Maynila in Rendering Health Education.
This certification is issued to whatever purpose it may serve.
_________________________
Hon. YOLANDA C. ARUGAY
Member
Board of Nursing
Request letter for tool

validation

Intramuros, Manila
College of Nursing
September 23, 2013

Prof. SHIRLY EMPLEO-REYES
Chairperson of the English Department
This University
Dear Madam,
Greetings of peace!
In this regard, we would like to submit to your good office the attached adopted-modified
questionnaire for your comments and suggestions. It may cost your valuable time but
your review and approval will be very helpful and will be the key in the execution and
launching of our study.
Very truly yours,

Belen Erlissa V.
Piedad, Jomer L.
Noted by:
___________________________________
___________________________________
Thesis Adviser

Intramuros, Manila
College of Nursing
September 23, 2013

Prof. ZOSIMO O. MEMBREBE
Statistician
College of Agriculture and Economics
This University
Dear Sir,
Greetings of peace!
Very truly yours,

Belen Erlissa V.
Piedad, Jomer L.
Noted by:
___________________________________
___________________________________
Thesis Adviser

Intramuros, Manila
College of Nursing
September 23, 2013

Prof. MARILYN S. AGRAVANTE
Secretary, Graduate School of Health and Sciences
This University
Dear Madam,
Greetings of peace!
Very truly yours,

Belen Erlissa V.
Piedad, Jomer L.
Noted by:
___________________________________
___________________________________
Thesis Adviser
Letter of validation

Intramuros, Manila
College of Nursing
CERTIFICATE OF VALIDATION
This is to certify that the questionnaires for the respondents, to be used as a data
gathering tool for the study entitled Perceived Level of Practice among the Staff Nurses
in Ospital ng Maynila in Rendering Health Education, had gone a process of validation
and is ready for pre-testing and utilization by the researchers.
Prof. SHIRLY EMPLEO-REYES

Chairperson of the English Department
This University

Intramuros, Manila
College of Nursing
Prof. ZOSIMO O. MEMBREBE

College of Agriculture and Economics
This University

Intramuros, Manila
College of Nursing
Prof. MARILYN S. AGRAVANTE

Secretary, Graduate School of Health and Sciences
This University
Request letter to
locale

Intramuros, Manila
College of Nursing
September 24, 2013

Dr. ERNESTO G. ACOSTA
Medical Director
Ospital ng Maynila Medical Center
Thru: ASUNCION C. BALISADO
Chief Nurse
Dear Sir/Madam,
Greetings of peace!
We, the undersigned students of BSN block 4 from Pamantasan ng Lungsod ng Maynila, are currently
writing a thesis Perceived Level of Practice among the Staff Nurses in Ospital ng Maynila in Rendering
Health Education. In this regard, we would like to ask your permission to administer our questionnaires to
the staff nurses currently working at medical ward, surgical ward, obstetrical-gynecological ward, pediatric
ward, and ENT/ophthalmology ward of Ospital ng Maynila Medical Center to gather pertinent data for the
completion of our study as a requirement for our subject, Introduction to Nursing Research.
This study aims to identify the profile variables of the staff nurses in terms of age, level of educational
attainment, years of working experience, and area of work, assess the perceived level of practice among
the staff nurses, determine if there is a significant difference between the perceived level of practice when
they are grouped according to profile variables, and determine the nursing implications that can be
derived from the results of the study. The conduct of the study, including the time of approval will begin
from September 24, 2013 to October 3, 2013.
Attached to this letter is the questionnaire. We promise that the data to be gathered will be treated with
strict confidentiality and will only be used for the purpose mentioned above.
We are looking forward for your favorable approval regarding this matter.
Very truly yours,

Belen Erlissa V.
Piedad, Jomer L.
Noted by:
___________________________________
___________________________________
Thesis Adviser
Request
letter for
pilot
testing

Intramuros, Manila
College of Nursing
September 24, 2013

Dr. ERNESTO G. ACOSTA
Medical Director
Thru: ASUNCION C. BALISADO
Chief Nurse
Dear Sir/Madam:
Greetings of peace!
We, the undersigned students of BSN block 4 from Pamantasan ng Lungsod ng
Maynila, would like to ask for your cooperation in pilot testing our research entitled
Perceived Level of Practice among Staff Nurses in Ospital ng Maynila in Rendering
Health Education. This study will assess the level of practice of the five staff nurses
working in infirmary ward and five staff nurses from delivery room in rendering health
education. Cordial honesty in answering our questions will be highly appreciated.
In consideration of our respondents rights, any personal and relevant information
disclosed here shall be held highly confidential. The results of this study will be easily
available, if you would be interested.
Very truly yours,

Belen Erlissa V.
Piedad, Jomer L.

Noted by:
___________________________________
___________________________________
Thesis Adviser

Intramuros, Manila
College of Nursing
RECOMMENDATION
This:
___Thesis
___Dissertation
___Research Project
___Feasibility Study
ENTITLED: PERCEIVED LEVEL OF PRACTICE AMONG THE STAFF NURSES IN

OSPITAL NG MAYNILA IN RENDERING HEALTH EDUCATION was prepared and
submitted by MICHAEL FREDERICK ANGELES, ERLISSA BELEN, NATASSIA
ALYSSA BENAYA, MARY GRACE ILEDAN, PAULA NICOLE ANNE MARIN, JOMER
PIEDAD, REALENE TORALLO in partial fulfilment on the requirements for Nursing
Research. It has been examined and found highly satisfactory and hereby recommend
for ORAL EXAMINATION.
_________________________________
RAYMOND M. FERNANDEZ, RN, MAN
Nursing Research Adviser
_________________________________
MARY PAULINE V. SAQUING, RN, MSN
Nursing Research Instructor
ANOVA on Level of Practice

SUMMARY
Groups
LEA
C1-1
C1-2
C1-3
C1-4
C1-5
C2-1
C2-2
C2-3
C2-4
C2-5
C3-1
C3-2
C3-3
C3-4
C3-5
C4-1
C4-2
C4-3
C4-4
C4-5
C5-1
C5-2
C5-3
C5-4
C5-5
Count
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
SS
Df
ANOVA
Source of
Variation
Sum
57
172
158
160
162
156
154
157
163
160
148
151
158
152
153
155
155
160
159
152
150
158
156
157
158
160
MS
Average
1.266667
3.822222
3.511111
3.555556
3.6
3.466667
3.422222
3.488889
3.622222
3.555556
3.288889
3.355556
3.511111
3.377778
3.4
3.444444
3.444444
3.555556
3.533333
3.377778
3.333333
3.511111
3.466667
3.488889
3.511111
3.555556
Variance
0.2
0.149495
0.255556
0.252525
0.381818
0.481818
0.294949
0.346465
0.285859
0.252525
0.346465
0.416162
0.30101
0.376768
0.427273
0.343434
0.434343
0.252525
0.3
0.376768
0.454545
0.30101
0.3
0.30101
0.30101
0.29798
Between Groups
Within Groups
226.4145
370.9778
25 9.056581 27.92817
1144 0.324281
Total
597.3923
1169
P-value
F crit
2.8E100 1.515742
ANOVA on Years of Working Experience

Anova:
TwoFactor
Without
Replication
SUMMARY
1
2
1
4
4
3
2
2
3
2
3
1
1
1
1
3
2
2
2
2
2
2
2
1
2
1
2
1
1
3
1
Count
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
Sum
58
100
100
93
79
83
86
85
86
88
88
86
91
84
86
86
94
86
88
90
89
89
82
91
92
89
89
83
87
89
89
Average
2.32
4
4
3.72
3.16
3.32
3.44
3.4
3.44
3.52
3.52
3.44
3.64
3.36
3.44
3.44
3.76
3.44
3.52
3.6
3.56
3.56
3.28
3.64
3.68
3.56
3.56
3.32
3.48
3.56
3.56
Variance
0.226667
0
0
0.21
0.39
0.643333
0.34
0.416667
0.34
0.26
0.26
0.34
0.323333
0.24
0.256667
0.256667
0.19
0.256667
0.26
0.25
0.256667
0.256667
0.46
0.24
0.226667
0.256667
0.256667
0.393333
0.426667
0.256667
0.423333
2
2
2
1
3
2
2
1
1
2
3
2
2
1
C1-1
C1-2
C1-3
C1-4
C1-5
C2-1
C2-2
C2-3
C2-4
C2-5
C3-1
C3-2
C3-3
C3-4
C3-5
C4-1
C4-2
C4-3
C4-4
C4-5
C5-1
C5-2
C5-3
C5-4
C5-5
25
25
25
25
25
25
25
25
25
25
25
25
25
25
89
92
88
88
90
85
88
76
86
84
86
89
87
90
3.56
3.68
3.52
3.52
3.6
3.4
3.52
3.04
3.44
3.36
3.44
3.56
3.48
3.6
0.256667
0.226667
0.26
0.26
0.25
0.416667
0.26
0.373333
0.34
0.24
0.256667
0.256667
0.26
0.25
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
172
158
160
162
156
154
157
163
160
148
151
158
152
153
155
155
160
159
152
150
158
156
157
158
160
3.822222
3.511111
3.555556
3.6
3.466667
3.422222
3.488889
3.622222
3.555556
3.288889
3.355556
3.511111
3.377778
3.4
3.444444
3.444444
3.555556
3.533333
3.377778
3.333333
3.511111
3.466667
3.488889
3.511111
3.555556
0.149495
0.255556
0.252525
0.381818
0.481818
0.294949
0.346465
0.285859
0.252525
0.346465
0.416162
0.30101
0.376768
0.427273
0.343434
0.434343
0.252525
0.3
0.376768
0.454545
0.30101
0.3
0.30101
0.30101
0.29798
ANOVA
Source of
Variation
Rows
Columns
Error
Total
SS
67.408
12.91022
294.7698
375.088
df
MS
F
P-value
F crit
44
1.532 5.488324 1.51E-25 1.386554
24 0.537926 1.927096 0.004763 1.527647
1056 0.279138
1124
ANOVA of Age
Anova:
TwoFactor
Without
Replication
SUMMARY
1
2
2
6
5
4
2
2
4
2
3
1
1
1
1
4
1
2
1
2
2
2
2
1
2
1
3
1
1
3
Count
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
Sum
58
100
100
93
79
83
86
85
86
88
88
86
91
84
86
86
94
86
88
90
89
89
82
91
92
89
89
83
87
89
Average
2.32
4
4
3.72
3.16
3.32
3.44
3.4
3.44
3.52
3.52
3.44
3.64
3.36
3.44
3.44
3.76
3.44
3.52
3.6
3.56
3.56
3.28
3.64
3.68
3.56
3.56
3.32
3.48
3.56
Variance
0.226667
0
0
0.21
0.39
0.643333
0.34
0.416667
0.34
0.26
0.26
0.34
0.323333
0.24
0.256667
0.256667
0.19
0.256667
0.26
0.25
0.256667
0.256667
0.46
0.24
0.226667
0.256667
0.256667
0.393333
0.426667
0.256667
1
2
3
2
1
3
1
2
2
1
2
1
2
2
1
C1-1
C1-2
C1-3
C1-4
C1-5
C1-6
C2-2
C2-3
C2-4
C2-5
C3-1
C3-2
C3-3
C3-4
C3-5
C4-1
C4-2
C4-3
C4-4
C4-5
C5-1
C5-2
C5-3
C5-4
C5-5
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
89
89
92
88
88
90
85
88
76
86
84
86
89
87
90
3.56
3.56
3.68
3.52
3.52
3.6
3.4
3.52
3.04
3.44
3.36
3.44
3.56
3.48
3.6
0.423333
0.256667
0.226667
0.26
0.26
0.25
0.416667
0.26
0.373333
0.34
0.24
0.256667
0.256667
0.26
0.25
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
172
158
160
162
156
154
157
163
160
148
151
158
152
153
155
155
160
159
152
150
158
156
157
158
160
3.822222
3.511111
3.555556
3.6
3.466667
3.422222
3.488889
3.622222
3.555556
3.288889
3.355556
3.511111
3.377778
3.4
3.444444
3.444444
3.555556
3.533333
3.377778
3.333333
3.511111
3.466667
3.488889
3.511111
3.555556
0.149495
0.255556
0.252525
0.381818
0.481818
0.294949
0.346465
0.285859
0.252525
0.346465
0.416162
0.30101
0.376768
0.427273
0.343434
0.434343
0.252525
0.3
0.376768
0.454545
0.30101
0.3
0.30101
0.30101
0.29798
ANOVA
Source of
Variation
Rows
Columns
Error
Total
SS
67.408
12.91022
294.7698
375.088
df
MS
F
P-value
F crit
44
1.532 5.488324 1.51E-25 1.386554
24 0.537926 1.927096 0.004763 1.527647
1056 0.279138
1124
ANOVA of Most Recent Area of Assignment

Anova:
TwoFactor
Without
Replication
SUMMARY
3
3
3
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
5
1
1
3
3
3
3
3
3
3
3
1
Count
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
Sum
58
100
100
93
79
83
86
85
86
88
88
86
91
84
86
86
94
86
88
90
89
89
82
91
92
89
89
83
87
89
89
Average
2.32
4
4
3.72
3.16
3.32
3.44
3.4
3.44
3.52
3.52
3.44
3.64
3.36
3.44
3.44
3.76
3.44
3.52
3.6
3.56
3.56
3.28
3.64
3.68
3.56
3.56
3.32
3.48
3.56
3.56
Variance
0.226667
0
0
0.21
0.39
0.643333
0.34
0.416667
0.34
0.26
0.26
0.34
0.323333
0.24
0.256667
0.256667
0.19
0.256667
0.26
0.25
0.256667
0.256667
0.46
0.24
0.226667
0.256667
0.256667
0.393333
0.426667
0.256667
0.423333
1
1
1
2
2
2
2
2
2
2
2
2
2
2
C1-1
C1-2
C1-3
C1-4
C1-5
C1-6
C2-2
C2-3
C2-4
C2-5
C3-1
C3-2
C3-3
C3-4
C3-5
C4-1
C4-2
C4-3
C4-4
C4-5
C5-1
C5-2
C5-3
C5-4
C5-5
25
25
25
25
25
25
25
25
25
25
25
25
25
25
89
92
88
88
90
85
88
76
86
84
86
89
87
90
3.56
3.68
3.52
3.52
3.6
3.4
3.52
3.04
3.44
3.36
3.44
3.56
3.48
3.6
0.256667
0.226667
0.26
0.26
0.25
0.416667
0.26
0.373333
0.34
0.24
0.256667
0.256667
0.26
0.25
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
172
158
160
162
156
154
157
163
160
148
151
158
152
153
155
155
160
159
152
150
158
156
157
158
160
3.822222
3.511111
3.555556
3.6
3.466667
3.422222
3.488889
3.622222
3.555556
3.288889
3.355556
3.511111
3.377778
3.4
3.444444
3.444444
3.555556
3.533333
3.377778
3.333333
3.511111
3.466667
3.488889
3.511111
3.555556
0.149495
0.255556
0.252525
0.381818
0.481818
0.294949
0.346465
0.285859
0.252525
0.346465
0.416162
0.30101
0.376768
0.427273
0.343434
0.434343
0.252525
0.3
0.376768
0.454545
0.30101
0.3
0.30101
0.30101
0.29798
ANOVA
Source of
Variation
Rows
Columns
Error
Total
SS
67.408
12.91022
294.7698
375.088
df
MS
F
P-value
F crit
44
1.532 5.488324 1.51E-25 1.386554
24 0.537926 1.927096 0.004763 1.527647
1056 0.279138
1124
GENERAL WEIGHTED MEAN ON THE CORE COMPETENCY
1-1
1
2
3
4
TOTAL
0
0
8
37
45
0
0
0.533333
3.288889
3.822222
C1-2
1
2
3
4
TOTAL
0
0
22
23
45
0
0
1.466667
2.044444
3.511111
C1-3
1
2
3
4
TOTAL
0
0
20
25
45
1
2
3
4
TOTAL
0
3
12
30
45
0
0
1.333333
2.222222
3.555556
C1-4
0
0.133333
0.8
2.666667
3.6
C1-5
1
2
3
4
TOTAL
0
5
14
26
45
0
0.222222
0.933333
2.311111
3.466667
C2-1
1
2
3
4
TOTAL
0
2
24
19
45
0
0.088889
1.6
1.688889
3.377778
0
2
19
24
45
0
0.088889
1.266667
2.133333
3.488889
0
1
15
24
45
0
0.044444
1
2.133333
3.177778
0
0
20
25
45
0
0
1.333333
2.222222
3.555556
0
3
26
16
45
0
0.133333
1.733333
1.422222
3.288889
C2-2
1
2
3
4
TOTAL
C2-3
1
2
3
4
TOTAL
C2-4
1
2
3
4
TOTAL
C2-5
1
2
3
4
TOTAL
C3-1
1
2
3
4
TOTAL
0
4
21
20
45
0
0.177778
1.4
1.777778
3.355556
0
1
20
24
45
0
0.044444
1.333333
2.133333
3.511111
0
3
22
20
45
0
0.133333
1.466667
1.777778
3.377778
0
4
19
22
45
0
0.177778
1.266667
1.955556
3.4
0
2
21
22
45
0
0.088889
1.4
1.955556
3.444444
C3-2
1
2
3
4
TOTAL
C3-3
1
2
3
4
TOTAL
C3-4
1
2
3
4
TOTAL
C3-5
1
2
3
4
TOTAL
C4-1
1
2
3
4
TOTAL
0
4
17
24
45
0
0.177778
1.133333
2.133333
3.444444
0
0
20
25
45
0
0
1.333333
2.222222
3.555556
0
1
19
25
45
0
0.044444
1.266667
2.222222
3.533333
0
3
22
20
45
0
0.133333
1.466667
1.777778
3.377778
0
5
20
20
45
0
0.222222
1.333333
1.777778
3.333333
C4-2
1
2
3
4
TOTAL
C4-3
1
2
3
4
TOTAL
C4-4
1
2
3
4
TOTAL
C4-5
1
2
3
4
TOTAL
C5-1
1
2
3
4
TOTAL
0
4
20
24
48
0
0.177778
1.333333
2.133333
3.644444
0
1
22
22
45
0
0.044444
1.466667
1.955556
3.466667
0
1
21
23
45
0
0.044444
1.4
2.044444
3.488889
0
1
20
24
45
0
0.044444
1.333333
2.133333
3.511111
0
1
18
26
45
0
0.044444
1.2
2.311111
3.555556
C5-2
1
2
3
4
TOTAL
C5-3
1
2
3
4
TOTAL
C5-4
1
2
3
4
TOTAL
C5-5
1
2
3
4
TOTAL

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PAMANTASAN NG LUNGSOD NG MAYNILA

(University of the City of Manila)

A Thesis Presented to the Faculty of the College of Nursing

In Partial Fulfilment to the Requirements in Introduction to Nursing Research

PERCEIVED LEVEL OF PRACTICE AMONG THE STAFF

Angeles, Michael Frederick D.

Pamantasan ng Lungsod ng Maynila

Bachelor of Science in Nursing

Raymond M. Fernandez, R.N., MAN

Background of the Study

Statement of the Problem

H01: There is no significant difference between the perceived level of practice

Significance of the Study

Scope and Limitations

rendered namely: the medical ward, surgical ward, obstetrical-gynecological ward,

The term level of practice has been applied inconsistently to a number of

provides a benchmark in the profession to use to make informed judgments regarding

communication designed to improve health literacy, including improving knowledge, and

client; applying health education principles in the development of information education

participants, underpinned by active clinical-based educational support. Health

On ensuring this, the Professional Regulation Commission (PRC) oversees the

Years of Working Experience

Perceived level of practice among

assessment of clientpartner/s learning needs;

Evaluation of the results of health education The staff nurse formulates a

Samples and Sampling Techniques Used

Data Gathering Procedures

Statistical Analysis of Data

(read as summation) total of the values

For problem number 3, in finding out whether there is a significant difference

Formula for MST:

SSE Sum of squares due to error

Frequency and Percentage distribution of respondents in terms of level

Years of working experience

mean of the perceive level of practice in terms of implementation of health education

Problem Number 3: Is there a significant difference between the perceived level of

Based on the data above, ANOVA was used to determine if a significant

level of significance, the null hypothesis is rejected. Thus, there is an

existing significant difference on the data being compared.

Years of Working Experience

Based on the findings presented, the following conclusions were derived:

by a nurse is one form of nurse-patient interaction/communication. A holistic

Andrew , C.et al. (2008). Relating new graduate nurse competence to

Dieleman , M., & Harnmeijer, J. W. (2006). Improving Health Worker

http://www.ncbi.nlm.nih.gov/books/NBK2672/ Johnston, K. (2011). Performance

PAMANTASAN NG LUNGSOD NG MAYNILA

36-40 years old

26-30 years old

41-45 years old

31-35 years old

46 years old and above

Most Recent Area of Assignment:

3 year to 4 year and 11 month

2 year to 2 year and 11 months

More than 5 years

Level of educational attainment:

Doctorate (PhD, DNS, EdD)

In assessing the learning needs of the client, I

gather learning information by means of interview and

identify priority needs based on the data collected.

believe that identifying learning needs on behavior change for

NATIONAL CORE COMPETENCY STANDARDS

PATIENT CARE COMPETENCIES