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Chapter 1
THE PROBLEM AND A REVIEW OF RELATED LITERATURE

Nursing is one of the professions that require its graduates to take a


licensure examination before he or she is legally qualified to practice nursing
and be called a nurse. In the Philippines, nursing graduates are required to
take the Philippine Nurse Licensure Examination (PNLE) which is administered
by the Professional Regulation Commission (PRC).
Philippine Nurse’ Licensure Examination (PNLE) is important to every
aspiring nurses. It serves as the “gate” that leads the way towards legal
aspect of becoming a Registered Nurse. All the knowledge and skills that a
student learned in their four years of education will be put into final test that
will measure their competencies as a novice nurse. The performance of
nursing graduates in the licensure examination may also serve as an
evaluation of the quality of education the school of nursing offers to its
students.
In passing the Philippine Nurse’ Licensure Examination one must have
a good, if not the best, foundation of the nursing program. It does not
necessarily mean that one has to memorize everything, but what matters
most is to understand deeper and analyze each situation presented in the
examination. Even with the help of review programs, the result of PNLE
performance may depend on mixtures of knowledge, skills and the correct
attitude.
Many nursing schools provide and administer board exam type
examinations to students to familiarize them with the type of examination
given in the Philippine Nurse’ Licensure Examination. Different strategies
have been employed to ensure success of students in the PNLE. One of these
strategies is conducting an in-house review. A number of nursing schools
have sought the help of review centers in preparing their students for the
PNLE. But if one would come to think of it, do these pre-board examinations
really affect the future of nursing students? Why were there students who
pass the Philippine Nurse’ Licensure Examination without even involving
themselves on a particular review center? And why are there students
engaged on certain review program yet fail upon examination?
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Series of examinations are given to students to evaluate their


knowledge of a particular concept. Among these examinations, the pre-board
or mock board examination is conducted by many as a possible gauge of
students’ performance in the PNLE.
Because all graduating nursing students are required to pass the
licensure examination in order to become licensed as registered nurses, it is
paramount that each nursing educational program provides as much
assistance as possible in aiding students to prepare for the exam and be
successful.
Setting of the Study
It was years ago since different review centers were introduced in
different universities to cater the review needs of the nursing students. This
is a type of preparation that engages their students on certain review
programs which the schools or they have chosen. For some, they utilize the
final coaching and the result of their pre-board examination as a gauge to
measure their ability and level of preparation for the licensure exam. These
review centers are acknowledge to help achieve first time PNLE success,
provide students with additional preparatory support, as well as increase
overall program pass rates. For in every university that caters the Nursing
baccalaureate course aims to meet the ultimate goal of a 100% passing rate.
Hence, the objective of this study was to find out whether there is an existing
significant relationship between the Pre-board Examination Scores and
Philippine Nurse’ Licensure Examination Performance (PNLE).
Review of Related Literature
This section presents theoretical literatures and relevant studies that
provided bases for the theoretical framework of the study.
Philippine Nurse’ Licensure Examination
According to Article IV Section 12 of R.A. No. 9173, all applicants for
license to practice nursing shall be required to pass a written examination,
which shall be given by the Board of Nursing in such places and dates as may
be designated by the Commission, provided that it shall be in accordance
with Republic Act No. 8981, otherwise known as the PRC Modernization Act of
2000. This examination is known to be the Philippine Nurse’ Licensure
Examination, otherwise known as the local board exam.
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As mentioned in Section 13, in order to be admitted to the examination


for nurses, an applicant must, at the time of filing his/her application,
establish to the satisfaction of the Board. First, he/she is a citizen of the
Philippines, or a citizen or subject of a country which permits Filipino nurses
to practice within its territorial limits on the same basis as the subject or
citizen of such country: Provided, That the requirements for the registration
or licensing of nurses in said country are substantially the same as those
prescribed in the Act. Then, he/she is of good moral character. Last, he/she is
a holder of a Bachelor's Degree in Nursing from a college or university that
complies with the standards of nursing education duly recognized by the
proper government agency.
Section 15 states that in order to pass the examination, an examinee
must obtain a general average of at least seventy five percent (75%) with a
rating of not below sixty percent (60%) in any of five test subjects. An
examinee that obtains an average rating of 75% or higher but gets a rating
below 60% in any subject must take the examination again, but only in the
subjects where he/she is rated below 60%. In Section 14, the scope of the
examination was stated. It will be a 5- part examination.
PNLE Test Framework
The Philippine Nurse’ Licensure Examination (PNLE) is a standardized
test, which all graduates of nursing programs must pass in order to practice
as registered nurse in the Philippines. It is a 500-item multiple choice type of
examination which aims to test the basic nursing level competency of the
nursing graduate and considers the objective of the nursing curriculum, the
broad areas of nursing and other related discipline and competencies.
The test framework consists of five parts- Nursing Practice I, II, III, IV
and V, each having 100-item multiple choice type of questions. Nursing
Practice I deals more on Concepts of Foundation of Professional Nursing
Practice theories concepts, principles and processes basic to the practice of
nursing with emphasis on health promotion and health maintenance. It
includes basic nursing skills in the care of clients across the age groups in
any setting. The test scope Nursing Practice II will cover topics about
Community Health Nursing for part I, and Care for the Mother and Child on
part II. Theories, concepts, principles and processes in the care of the
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individuals, families, groups and communities to promote health and prevent


illness, and alleviate pain and discomfort, utilizing the nursing process of
framework. This includes care of high risk and at-risk mothers, children and
families during the various stages of the cycle. The remaining three will cover
about safe and quality care, help education management of environment and
resources and quality improvement for client in pain and those who have
alteration in human functioning such as disturbances in oxygenation,
metabolic and endocrine function and elimination in Test III, fluid and
electrolyte imbalance, inflammatory and infection disturbance and
emergency nursing in Test IV and disturbance in perception and coordination
and maladaptive pattern of behavior in Test V.( Venzon, 2005)
Studies on Preparation for Nurse’ Licensure Examination
Pettit, Mosher, Flores, Holmes, Lundstrom and Pals (2008), in their
article “NCLEX Success– HURST Review,” mentioned that a number of
researchers have agreed that early preparation is crucial to improving NCLEX
success and suggested various interventions to increase the pass rates of
nursing graduates in the licensure examination. Furthermore, Pettit et.al
(2008) mentioned that inclusion of exam preparation strategies throughout
the nursing curriculum is one factor that will increase NCLEX pass rates.
Frith, Sewell, and Clark (2008), in their article “Best Practices in
NCLEX-RN Readiness Preparation for Baccalaureate Student Success”,
mentioned that academic performance in prenursing courses and on
standardized tests has been investigated to determine if NCLEX-RN failure
can be predicted by these scores. Grade point average (GPA) has been
identified as a predictor of NCLEX-RN failure wherein students who do not
pass NCLEX-RN on the first attempt exhibit lower GPAs as compared to those
who do pass NCLEX-RN.
It was mentioned in the study of Gerwick et. al (2010) that the stress of
preparing for and taking the NCLEX-RN can lead to maladaptive behaviors
such as poor test performance and inadequate preparation. They presented a
3-credit course that combines cognitive behavioral techniques, metacognitive
strategies, test taking strategies and simulated NCLEX experience with
practice question as a different approach to NCLEX preparation for at risks
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students. As a result, the students developed an individualized plan of


preparation from graduation until they take the NCLEX.

Studies on Predicting Success for Nurse’ Licensure Examination


J.C. Hudson and E.A. Hughes (2006) of Indiana University School of
Dentistry stated that mock national board exam served as an indicator to
predict success on the Dental Hygiene National Board Exam. They concluded
that administering a mock national board exam to second year dental
hygiene students can be a useful tool for identifying students who may need
additional assistance in order to be successful on the Dental Hygiene National
Board Exam.
Beeson and Kissling (2000) conducted a retrospective study that
identified predictors of success for baccalaureate nursing graduates on the
National Council Licensure Examination-Registered Nurse (NCLEX-RN).
Students who passed the NCLEX-RN had significantly higher average GPAs,
made fewer grades of C or below, and scored higher on the Mosby Assess
Test than students who failed.
Beeman ( 2003), on her pilot study that explored post graduation
influences on the NCLEX-RN such as length and type of study, work hours,
review course participation, sleep and stress which were recorded using the
newly developed NCLEX preparation survey. Results suggested both
expected and unexpected relationships between these factors and NLEX-RN
mastery. She also stated that nursing graduates succeed on the licensure
examination, not only for their self-esteem and careers but also for the
reputations and accreditations of the programs that graduated them.
Yin and Burger (2003) examined the relationship of pre-nursing
admission variables and success on the NCLEX-RN in order to help nurse
educators select applicants with greatest potential for success and identify at
risk students early. Statistical analyses revealed that grade point average
(GPA) at admission is the strongest predictor of success. In addition, course
grades on Psychology and natural sciences are also positively related to
success.
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Ostrye (2001) determined the predictive values of demographic data,


pre- admission and programmatic variables for the NCLEX-RN success in a
statewide 2-year college system.
On another study, the utilization of report card method designed in
motivating students to become involved in their own review was presented. It
yielded to a 68 % over all compliance rate of the students that was
considered as a major contributing factor to their school’s drastic increase in
NCLEX-RN scores.
In the study of Friedmann (2007), relationship of student and academic
variables with nursing licensure scores were examined. Among the pre
admission variables, grade point average (GPA) and student age were most
useful in predicting exam scores.
McKinney (2007), in her ex post facto correlational study, determined
which measures of academic success predicted success on the NCLEX. The
relationships between pre-entrance test scores (SAT Total, Math and Verbal),
GPA (cumulative, prenursing, nursing, theory and clinical), Mosby Assess Test
scores, NCLEX scores, age sex, courses repeated and Type A behavior were
determined. Significant positive correlations were found between cumulative
GPA, Mosby Assess Test scores, pre-entrance test scores, prenursing,
nursing, theory and clinical GPA and NCLEX performance. There was a little
evidence that age, sex and Type A personality were predictive of nursing
abilities. On the other hand, pre-entrance test scores GPA, Mosby Assess Test
scores and courses repeated were found to be significant predictors of NCLEX
success. This study concluded that nurse educators could identify students
early in programs whose academic patterns suggest potential difficulty within
the nursing major and likely failure on the NCLEX.
Harris’ (2006) study on the other hand concluded that mature
students, as well as those with elevated admission and cumulative GPA had a
higher level of predictability with board success. No evidence was shown to
link civil status with the outcome variable.
In the study of Stewart, Bates, Smith (2004), performance on the state
dental licensure examination is monitored and compared with senior year
mock board performance and clinical productivity to identify factors that may
contribute to state board "pass" rates. Significant relationships were noted
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between mock board performance and clinical productivity data and


performance on the Florida Dental Licensure Examination.

Local Studies
According to Sicat (2000), all academic performance including review
groups and pre-board examination becomes a predictor in the actual board
examination. It is, therefore, imperative that measures to enhance the
academic performance of the students be prioritized. (The Assumption
Journal, August 2005)
Synthesis
The reviewed related literature presented the different concepts, ideas
and studies done by different researchers and experts concerning nurse’
licensure examination and pre- board examination. The Philippine Nurse’
Licensure Examination is regulated by the Professional Regulation
Commission as mentioned in R.A. No. 9173. The required qualifications of an
applicant, passing rate and parts of the examination were stated.
The related studies mentioned that administering mock board exams
or pre-board examinations is essential in identifying the need for additional
assistance in order to succeed in the Nurse’ Licensure Examinations. They
concluded that Pre-board examination is a key indicator or predictor of
national board examinations. The given related studies deal most with other
professions that require a national examination. This study focused mainly on
the relationship of pre-board examination and PNLE performance. It aimed to
determine the significant relationship between the Pre-board Examination
Scores and PNLE performance. To add more, most of the studies mentioned
focused on correlation between board examination performance and
academic performance and entrance examinations of test takers.
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Conceptual Framework
Figure 1 presents the conceptual paradigm of the study. It shows the
relationship between the pre-board examination score and Philippine Nurse
Licensure Examination performance. The first box contains the pre-board
examination scores. Pre-board examinations are given by review centers
prior to the actual board examination to provide students with additional
preparatory support and increase overall program pass rates. The second box
contains the Philippine Nurse’ Licensure Examination performance
determined after the actual board examination. Passing the PNLE is a
standard benchmark for nursing licensure and entry competence of the
students. This Nurse’ Licensure Examination is administered by the
Professional Regulation Commission which all universities that caters the
Nursing baccalaureate course aims to have a 100% passing rate. The
paradigm shows a positive linear relationship between the two variables
which indicates that pre-board examination scores reflect the board exam
performance of an examinee.

Philippine Nurse’
Pre-board Licensure
Examination Examination
Scores Performance

Figure 1. Relationship Between Pre-board Examination Scores


and Philippine Nurse’ Licensure Examination Performance
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Statement of the Problem


This study aimed to determine the relationship of pre-board
examination scores and the Philippine Nurse’ Licensure Examination (PNLE)
performance of level IV nursing students. Specifically, it sought to answer the
following questions:

1. Is there a significant relationship between the Pre-Board Examination


Scores and the results of Philippine Nurse’ Licensure Examination?

Hypothesis
There is a significant relationship between the Pre-board Examination
Scores and PNLE performance.

Significance of the Study


This study was conducted primarily to determine the relationship
between the pre-board examination scores and Philippine Nurse’ Licensure
Examination performance. The findings of the study may be beneficial to the
following:
School Administrators. The findings of this study may provide the
administrators a tool in assessing and evaluating the effectiveness of the
review program in relation with the performance of the students in the
Philippine Nurse’ Licensure Examination. The university may be able to
design and implement strategies to ensure scores in the licensure
examinations not only in the nursing department but as well in other courses
with board examination. The data may also provide basic information for
designing a curriculum that best suits the ability of the students and, at the
same time, meet all expected board examination requirements.
Nursing Students. The findings of this study may benefit the nursing
students considering any interventions to be undertaken by school
administrators and nurse educators will lead towards the improvement of
their learning and their preparation for the licensure examination. The
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students may be motivated on their preparation for the forth-coming


examination.
Clinical Instructors. The findings of this study may give instructors
guide on to what areas of the nursing program they can improve and give
emphasis to enhance students’ learning. The results of this study may
provide instructors the idea on the strengths and weaknesses of students in
different nursing subjects. When weak areas have been identified, teaching
strategies, methods, techniques and appropriate interventions may be done
or be adjusted to overcome these weaknesses.
Future Researchers. The study may serve as a reference to similar
studies in improving performance of nursing graduates in the licensure
examination. The study will contribute to the future of a university that
includes the Nursing baccalaureate course in their program as well as to the
graduating students. If the outcome of this study may result positively or
negatively, the review program may be retained or improved to adapt to the
review preparation needs of the graduating students in the future.

Scope and Limitations


This study focused in determining the relationship between pre-board
examination scores and the PNLE performance of batch 2009 nursing
graduates of a Catholic university. This involved 100 students who were
regularly admitted in the nursing program and who have completed the
degree. The study focused on the scores of the pre-board examination
administered by a review center affiliated with the university, were most of
the students had their review class and established its relationship with the
performance scores of respondents in the June 2009 PNLE.

Definition of Terms
The following terms have been defined to provide a common
understanding between the researchers and the reader and to gain a more
appropriate perspective on the study:
Philippine Nurse’ Licensure Examination. This refers to the 500-
item multiple choice examination given to nursing graduates in the
Philippines, to test basic nursing level competency which considers the
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objectives of the nursing curriculum, the broad areas of nursing and other
related disciplines and competencies (Professional Regulation Commission
(PRC)-Board of Nursing). In this study, this also refers to the national board
examination intended for nurses in the Philippines in which the graduate
students would be taking to be registered licensed nurses.
Pre-Board Examination. It is the examination that is conducted prior
to the board examination (Lippincott Review Series, 2009). In this study, it
refers to the examination conducted by a review center in their
comprehensive review program offered by the university as a preparation
prior to board examination.
PNLE Subject 1 - Foundation of Professional Nursing Practice.
This refers to a 100-item part of the Philippine Nurse’ Licensure Examination
(PNLE) pertaining to theories concepts, principles and processes basic to the
practice of nursing with emphasis on health promotion and health
maintenance.
PNLE Subject 2 –Community Health Nursing and Care of the
Mother and Child. This refers to a 100-item part of the PNLE that covers
topics about Community Health Nursing for part I and Care for the Mother
and Child on part II to promote health and prevent illness, and alleviate pain
and discomfort, utilizing the nursing process as framework.
PNLE Subject 3 -Care of the Clients with Physiologic and
Psychosocial Alterations. This refers to 100-item part of PNLE that
includes theories, concepts, principles and processes in the care of clients
with altered health patterns utilizing the nursing process and integrating the
key areas of nursing competencies.
PNLE Subject 4 -Care of the Clients with Physiologic and
Psychosocial Alterations. This refers to 100-item part of PNLE that covers
about safe and quality care, health education, management of environment
and resources, quality improvement for client with alteration in human
functioning and entails emergency and disaster nursing.
PNLE Subject 5 -Care of the Clients with Physiologic and
Psychosocial Alterations. This refers to 100-item part of PNLE that covers
about the safe and quality care, health education, management of
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environment and resources for client with disturbance in perception and


coordination and maladaptive pattern of behavior.
Pre-board Nursing Practice 1 (NP1)-

Definition of Terms
The following terms have been defined to provide a common
understanding between the researchers and the reader and to gain a more
appropriate perspective on the study:
Philippine Nurse’ Licensure Examination (PNLE). This refers to
the 500-item multiple choice examination given to nursing graduates in the
Philippines, to test basic nursing level competency. (Professional Regulation
Commission (PRC)-Board of Nursing). In this study, this refers to the actual
national board examination intended for nurses in the Philippines in which the
graduate students would be taking to be registered licensed nurses.
Pre-Board Examination. It is the examination that is conducted prior
to the board examination (Lippincott Review Series, 2009). In this study, it
refers to the examination conducted by a review center in their
comprehensive review program offered by the university as a preparation
prior to board examination.
Subject 01 of PNLE. This refers to the first part of the PNLE
consisting of 100 item questions pertaining to theories, concepts, principles
and processes basic to Concepts of Foundation of Professional Nursing
Practice (Professional Regulation Commission). Operationally, it refers to the
part I of the actual board examination and is used accordingly with NP1 of
pre-board examination.
Subject 02 of PNLE. This refers to the second part of the PNLE
consisting of 100 item questions pertaining to theories, concepts, principles
and processes basic to Community Health Nursing and Care for the Mother
and Child (Professional Regulation Commission). Operationally, it refers to the
part II of the actual board examination and is used accordingly with NP2 of
pre-board examination.
Subject 03 of PNLE. This refers to the third part of the PNLE
consisting of 100 item questions pertaining to safe and quality care and
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management of client in pain and those who have alteration in human


functioning such as disturbances in oxygenation, metabolic and endocrine
function and elimination (Professional Regulation Commission). Operationally,
it refers to the part III of the actual board examination and is used
accordingly with NP3 of pre-board examination.
Subject 04 of PNLE. This refers to the fourth part of the PNLE
consisting of 100 item questions pertaining to safe and quality care and
management of client who have alteration in human functioning such as fluid
and electrolyte imbalance, inflammatory and infection disturbance and
emergency nursing (Professional Regulation Commission). Operationally, it
refers to the part IV of the actual board examination and is used accordingly
with NP4 of pre-board examination.
Subject 05 of PNLE. This refers to the fifth part of the PNLE
consisting of 100 item questions pertaining to safe and quality care and
management of client who have alteration in human functioning such as
disturbance in perception and coordination and maladaptive pattern of
behavior (Professional Regulation Commission). Operationally, it refers to the
part V of the actual board examination and is used accordingly with NP5 of
pre-board examination.
NP2 of Pre-board. Community Health Nursing and Care of the
Mother and Child. This refers to a 100-item part of the PNLE concerning
theories, concepts, principles and processes in the care of the individuals,
families, groups and communities to promote health and prevent illness, and
alleviate pain and discomfort, utilizing the nursing process as framework. This
includes care of high risk and at-risk mothers, children and families during
the various stages of the life cycle. The test scope will cover topics about
Community Health Nursing for part I, and Care for the Mother and Child on
part II. (Professional Regulation Commission (PRC)-Board of Nursing). In this
study, Subject 2 of PNLE and NP2 of pre-board examination is used
accordingly.
Nursing Practice III (NP3)-Care of the Clients with Physiologic
and Psychosocial Alterations. This refers to 100-item part of PNLE that
includes theories, concepts, principles and processes in the care of clients
with altered health patterns utilizing the nursing process and integrating the
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key areas of nursing competencies. NP3 will cover about safe and quality
care, help education management of environment and resources and quality
improvement for client in pain and those who have alteration in human
functioning such as disturbances in oxygenation, metabolic and endocrine
function and elimination. (Professional Regulation Commission (PRC)-Board of
Nursing). In this study, Subject 3 of PNLE and NP3 of pre-board examination is
used accordingly.
Nursing Practice IV (NP4)-Care of the Clients with Physiologic
and Psychosocial Alterations. This refers to 100-item part of PNLE that
contain theories, concepts, principles and processes in the care of clients with
altered health patterns utilizing the nursing process and integrating the key
areas of nursing competencies. NP4 will cover about safe and quality care,
health education, management of environment and resources, quality
improvement for client with alteration in human functioning such as fluid and
electrolyte imbalance, inflammatory and infection disturbance, disturbance in
immunologic and cellular functioning. It also entails emergency and disaster
nursing. (Professional Regulation Commission (PRC)-Board of Nursing). In this
study, Subject 4 of PNLE and NP4 of pre-board examination is used
accordingly.
Nursing Practice V (NP5)-Care of the Clients with Physiologic
and Psychosocial Alterations. This refers to 100-item part of PNLE that
comprises theories, concepts, principles and processes in the care of clients
with altered health patterns utilizing the nursing process and integrating the
key areas of nursing competencies. NP5 will cover about the safe and quality
care, health education, management of environment and resources for client
with disturbance in perception and coordination and maladaptive pattern of
behavior. (Professional Regulation Commission (PRC)-Board of Nursing). In
this study, Subject 5 of PNLE and NP5 of pre-board examination is used
accordingly.
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Chapter 2
METHOD

This chapter presents and describes the tools used in the study
including the research design, respondents and participants, sampling
design, sources of data, data gathering procedures and data analysis.

Type of Research
This study is a descriptive correlational type of research. Descriptive
correlational research determines the relationship between two variables if
the relationship is perfect, very high, high, moderate, slight, or negligible. The
study described the relationship between pre-board examination scores and
the Philippine Nurse’ Licensure Examination (PNLE) performance of the 2009
nursing graduates of a Catholic university.

Sample Scores
The samples used consisted of scores of both pre-board examination
and PNLE performance of 100 nursing graduates of a Catholic university who
took the June 2009 Philippine Nurse’ Licensure Examination (PNLE). The
researchers used simple random sampling in obtaining samples.
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Source of Data
The researchers made use of the results of the 2009 pre-board
examination scores and Philippine Nurse’ Licensure Examination (PNLE)
Performance obtained from the College of Nursing. The secondary data were
obtained with permission from authorities on condition of confidentiality.

Data Gathering Procedure


Prior to the data gathering, permission was sought from the dean of
the nursing department. Upon grant of permission, the researchers obtained
pertinent data of pre-board examination scores and the PNLE performance of
nursing graduates batch 2009. Data were recorded in worksheets and
encoded in the computer.

Data Analysis
For the researchers to evaluate and interpret the data collected,
computer-aided data processing using state-of-the-art statistical software is
used.
Frequency and Percentage distribution were utilized to present the Pre-
Board Examination Scores and PNLE performance of the respondent’s sample
scores. Bivariate analysis using Pearson Product-Moment Correlation was
used to determine significant relationship between the said variables. Scatter
diagram was presented to substantiate the finding.
Further, T-test for independent samples was presented to describe
difference, if any, between the two examinations.
The researchers computed the equivalent percentage of the sample
scores in the pre-board examination using transmutation table utilized by the
College of Nursing having a 65% passing rate. To describe the performance
of the sample scores in the pre-board examination and PNLE, the researchers
utilized the grading system of the university presented below.
Excellent - 93-100%
Superior - 88-92%
Very Good - 83-87%
Good - 78-82%
Fair - 75-77%
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Poor - Below 75%

Chapter 3
RESULTS AND DISCUSSION

This chapter presents, analyze and interprets the findings of the study.
This study described the relationship of the pre-board examination scores
and Philippine Nurse’ Licensure Examination (PNLE) performance of Batch
2009 nursing graduates. The findings are presented in figures and tables.

Pre-board Examination Performance of the Respondents


Table 1 presents the results of the pre-board examination of
respondents. Fourteen out of 100 respondents or 14 % failed on their pre-
board examination while the total number of passers is 86 out of 100 which
represents 86% passing rate in the pre-board.
The 86% passing rate consists of fifty out of 100 respondents or 50%
belonged only to scores ranging from 78-82% which describes as good
performance, followed by 28 (28%) respondents with scores from passing
rate of 75-77% and only 8 (8%) respondents belonged to students’ scores
range from 83-87%, described as very good performance. The rest,
comprising 86 % of the total respondents passed.

Table 1

Pre-board Performance of Batch 2009


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Pre-board Verbal No. of


Percent
Performance Interpretation Respondents

83-87% Very Good 8 8%


78-82% Good 50 50%
75-77% Fair 28 28%
Below 75% Poor 14 14%
Total 100 100%

With the results, it can be implied that the over-all performance of the
respondents in their pre-board examination can be described as good. As can
be seen, there were only 8 with very good performance and no one made it
with an excellent performance. Having an 86% passing rate may be a good
indicator of also passing the PNLE. Yet, exerting further effort and desire
could have still been made to maintain this good performance and excel
higher scores. Knowing the results of the pre-board examination may
determine the needs for improvement to pass on the PNLE.

Philippine Nurse’ Licensure Examination (PNLE) Performance of the


Respondents
Table 2 provides the result of the PNLE Performance of the
respondents. The total sample was 100 graduate nursing students Batch
2009. As with the frequency, 47% of the respondents ranged between a score
of 75-77% can be considered as fair performance, 33% ranged between a
score of 78-82% indicates a good performance, and only 2% of the
respondents ranged between 83-87% indicates a very good performance. The
rest comprising 18% failed in the PNLE. The 18% who failed does not indicate
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that they are also the students who failed in the pre-board examination. The
over-all performance of the respondents in the PNLE was considered as fair.
Although the 82% passing rate seems to be good, having a score
ranging between 75-77% is not good or safe. Just single point lower could
lead to a failed result. The students performed better on pre-board as
compared with the result of PNLE. Those 47% may have a difficult time taking
the PNLE. It could be due to factors associated with their preparation and
motivation. That’s why the respondents were not able to maintain their good
performance during the pre-board examination. However, the pre-board
examination performance still contributed for the result of PNLE.

Table 2

PNLE Performance of Batch 2009

PNLE Verbal No. of


Performanc Interpretatio Respondent Percent
e n s

83-87% Very Good 2 2%


78-82% Good 33 33%
75-77% Fair 47 47%
Below 75% Poor 18 18%
Total 100 100%

Figure2. presents the comparison of the percentage of the respondents


who passed or failed between the two examinations. It shows that 86%
passed on the pre-board examination while 82% passed on the PNLE and
14% failed on the pre-board examination and 18% failed on PNLE. The
passing rates are not far from each other. Although it seems that the
respondents got a higher passing rate on their pre-board examination
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compared to their PNLE performance, the relationship between them exists.


The good performance on the pre-board examination was reflected on their
PNLE performance which is considered as fair.

100%
90%
80%
70%
60%
Pre-board
50%
PNLE
40%
30%
20%
10%
0%

Passed Failed
Figure 2. Summary of Pre-board and Philippine Nurse’ Licensure Examination
(PNLE)

Relationship of Pre-board Examination Scores and Philippine Nurse’


Licensure Examination Performance (PNLE)
Pre-board Nursing Practice 1 vs. PNLE Subject 1
The scatter plot from Figure 3 indicates a significant positive linear
relationship between the said variables. Further, substantiating this result is
the high Pearson coefficient of correlation (r) of 0.375 obtained between the
variables as presented in Table 4, which is significant at 0.01 level.
Findings reveal that there is a significant relationship between the two
examinations. It shows that if a respondent passed the Pre-board Nursing
Practice 1, the student may pass the PNLE Subject 1. It can also be inferred
that Pre-board Examination Scores is a key predictor of PNLE Performance. It
shows that the trend in the Pre-board Examination goes in accordance with
the trend of PNLE Performance. Although there were number of students who
did not achieve the same score from the Pre-board, the overall performance
of the respondent in passing the PNLE may be considered good.
21

Nursing Practice 1 of Pre-board Examination

90

80

70

60
40 50 60 70 80 90

Subject 1 of PNLE Performance


22

Figure 3. Scatter Diagram Between Scores of Respondents in Nursing


Practice 1 of Pre-board Examination vs. Subject 1 of PNLE Performance

Table 3 denotes the results of the Pearson Correlation between the


performance of the respondents in the Nursing Practice 1 of the Pre-board
Examination and the Subject 1 of Philippine Nurse’ Licensure Examination.
Findings reveal that the performance of the respondents in Nursing
Practice 1 of Pre-Board Examination is highly correlated with their
performance in Subject 1 of Philippine Nurse’ Licensure Examination. Table 4
indicates that Pearson (r) of 0.375 significant at the 0.01 level, between Pre-
board Examination and PNLE performance suggests that higher achievement
in Nursing Practice 1 would also tend to generate better performance in the
Subject 1 of Board Examination.

Table 3

Correlation between Nursing Practice 1 of Pre-board Examination vs. Subject


1 of Philippine Nurse’ Licensure Examination (PNLE) Performance

Bivariates R Interpretation
23

Performance in 0.375 Correlation is


Nursing Practice 1 of significant at the
Pre-board 0.01 level
Examination and
Subject 1 of PNLE

Pre-board Nursing Practice 2 vs. PNLE Subject 2


The scatter plot from Figure 4 indicates a positive linear relationship
between the said variables. Further substantiating this inference is Pearson
coefficient of correlation (r) of 0.256 obtained between the variables which is
significant at 0.05 level.

86

84
n
tio
ina 82
am
80
Ex
ard
bo
- 78
Pre
of 76
e2
ctic
Pra 74
ng
rsi 72
Nu
70
50 60 70 80 90
Subject 2 of PNLE Performance

Figure 4. Scatter Diagram Between Scores of Respondents in Nursing


Practice 2 of Pre-board Examination vs. Subject 2 of PNLE Performance

The findings seemed to show that there is a significant relationship


between the two examinations. It shows that if a respondent passed the Pre-
board Nursing Practice 2, the student may pass the PNLE Subject 2. It can
also be inferred that Pre-board Examination Scores is a key predictor of PNLE
Performance. It shows that the trend in the Pre-board Examination goes in
accordance with the trend of PNLE Performance. Although there were number
of students who did not achieve the same score from the Pre-board, the
24

overall performance of the respondent in passing the PNLE may be


considered good.
Table 4 provides the results of the Pearson Correlation between the
performance of the respondents in the Nursing Practice 2 of the pre-board
examination and the Subject 2 of PNLE.
Findings reveal that the performance of the respondents in Nursing
Practice 2 of Pre-board examination is moderately correlated with their
performance in Subject 2 of PNLE. Table 4 indicates that Pearson (r) of 0.256
significant at the 0.05 level, between Pre-board examination and PNLE
performance suggests that higher achievement in Nursing Practice 2 would
tend to generate better performance in the Subject 2 of PNLE.

Table 4

Correlation between Nursing Practice 2 of Pre-Board Examination vs. Subject


2 of Philippine Nurse’ Licensure Examination (PNLE) Performance

Bivariates R Interpretation

Performance in 0.256 Correlation is


Nursing Practice 2 of significant at the 0.05
Pre-board level
Examination and
Subject 2 of PNLE

Pre-board Nursing Practice 3 vs. PNLE Subject 3


The scatter plot from Figure 5 indicates a significant positive linear
relationship between the said variables. Further substantiating this result is
relatively high Pearson coefficient of correlation (r) of 0.443 obtained
between the variables which are significant at 0.01 level.
Findings reveal that there is a significant relationship between the two
examinations. It shows that if a respondent passed the Pre-board Nursing
Practice 3, the student may pass the PNLE Subject 3. It can also be inferred
that Pre-board Examination Scores is a key predictor of PNLE Performance. It
shows that the trend in the Pre-board Examination goes in accordance with
the trend of PNLE Performance. Although there were number of students who
25

did not achieve the same score from the pre-board, the overall performance
of the respondent in passing the PNLE may be considered good.

Nursing Practice 3 of Pre-board


Examination

86

84

82

80
Figure 5. Scatter Diagram Between Scores of Respondents in Nursing
Practice 3
78 of Pre-board Examination vs. Subject 3 of PNLE Performance

76
Table 5 provides the results of the Pearson Correlation between the
74
performance of the respondents in the Nursing Practice 3 of the pre-board
72
examination and the Subject 3 of PNLE.
70

68 Table 5
60 70 80 90
Subject 3 of PNLE Performance
Correlation between Nursing Practice 3 of Pre-board Examination vs. Subject
3 of Philippine Nurse’ Licensure Examination (PNLE) Performance

Bivariates R Interpretation

Performance in 0.443 Correlation is


Nursing Practice 3 of significant at the
Pre-board 0.01 level
Examination and
Subject 3 of PNLE

Findings reveal that the performance of the respondents in Nursing


Practice 3 of pre-board examination is highly correlated with their
performance in Subject 3 of PNLE. Table 5 indicates that Pearson (r) of 0.443
26

significant at the 0.01 level, between pre-board examination and PNLE


performance suggests that higher achievement in Nursing Practice 3 would
tend to generate better performance in the Subject 3 of PNLE.

Pre-board Nursing Practice 4 vs. PNLE Subject 4


The scatter plot from Figure 6 indicates a significant positive linear
relationship between the said variables. Further substantiating this result is
relatively high Pearson coefficient of correlation (r) of 0.233 obtained
between the variables which are significant at 0.05 level.
Findings reveal that there is a significant relationship between the two
examinations. It shows that if a respondent passed the Pre-board Nursing
Practice 4, the student may pass the PNLE Subject 4. It can also be inferred
that Pre-board Examination Scores is a key predictor of PNLE performance. It
shows that the trend in the pre-board examination goes in accordance with
the trend of PNLE performance. Although there were number of students who
did not achieve the same score from the Pre-board, the overall performance
of the respondent in passing the PNLE may be considered good.

100

n
atio
90
min
Exa
rd
boa
Pre- 80
of
e4
ctic
Pra
g 70
sin
Nur

60
50 60 70 80 90
Subject 4 of PNLE Performance

Figure 6. Scatter Diagram Between Scores of Respondents in Nursing


Practice 4 of Pre-board Examination vs. Subject 4 of PNLE Performance
27

Table 6 provides the results of the Pearson Correlation between the


performance of the respondents in the Nursing Practice 4 of the pre-board
examination and the Subject 4 of PNLE.
Findings reveal that the performance of the respondents in Nursing
Practice 4 of pre-board examination is highly correlated with their
performance in Subject 4 of PNLE. Table 6 indicates that Pearson (r) of 0.233
significant at the 0.05 level, between Pre-board examination and PNLE
performance suggests that higher achievement in Nursing Practice 4 would
tend to generate better performance in the Subject 4 of PNLE.

Table 6

Correlation between Nursing Practice 4 of Pre-board Examination vs. Subject


4 of Philippine Nurse’ Licensure Examination (PNLE) Performance

Bivariates R Interpretation

Performance in 0.233 Correlation is


Nursing Practice 4 of significant at the
Pre-board 0.05 level
Examination and
Subject 4 of PNLE

The scatter plot of Figure 7 indicates a significant positive linear


relationship between the said variables. Further substantiating is relatively
high Pearson coefficient of correlation (r) of 0.333 obtained between the
variable which is significant at 0.01 level.
Findings reveal that there is a significant relationship between the two
examinations. It shows that if a respondent passed the Pre-board Nursing
Practice 5, the student may pass the PNLE Subject 5. It can also be inferred
that Pre-board Examination Scores is a key predictor of PNLE Performance. It
shows that the trend in the pre-board examination goes in accordance with
the trend of PNLE Performance. Although there were number of students who
did not achieve the same score from the Pre-board, the overall performance
of the respondent in passing the PNLE may be considered good.
28

100

n
atio
min 90
Exa
rd
boa
Pre-
of
e5 80
ctic
Pra
sing
Nur

70
60 70 80 90
Subject 5 of PNLE Performance

Figure 7. Scatter Diagram Between Scores of Respondents in Nursing


Practice 5 of Pre-board Examination vs. Subject 5 of PNLE Performance

Table 7 provides the results of the Pearson Correlation between the


performance of the respondents in the Nursing Practice 5 of the Pre-board
examination and the Subject 5 of PNLE.
Findings reveal that the performance of the respondents in NP5 of Pre-
board examination is highly correlated with their performance in Subject5 of
PNLE. Table 8 indicates that Pearson (r) of 0.333 significant at the 0.01 level,
between Pre-board examination and PNLE performance suggests that higher
achievement in Nursing Practice would tend to generate better performance
in the Subject 5 of PNLE.

Table 7

Correlation between Nursing Practice 5 of Pre-board Examination vs. Subject


5 of Philippine Nurse’ Licensure Examination (PNLE) Performance
29

Bivariates R Interpretation

Performance in 0.333 Correlation is


Nursing Practice 5 of significant at the 0.05
Pre-board level
Examination and
Subject 5 of PNLE

Correlation between Pre-board Examination Scores and PNLE


Performance
Positive linear trend between Pre-board Examination Scores and PNLE
performance of the respondents is apparent in Figure 8. Scatter plots
indicates that there is significant positive linear relationships between Pre-
board Examination Scores and PNLE performance of the respondents. It
shows that the trend in the Pre-board Examination goes in accordance with
the trend of PNLE Performance. This also connotes that a high Pre-board
performance tend to result into a high performance also in PNLE.
It can also be inferred that Pre-board Examination Scores is a key
predictor of PNLE Performance. As the same with what did J.C. Hudson and
E.A. Hughes stated, administering a mock national board exam to second
year dental hygiene students can be a useful tool for identifying students who
may need additional assistance in order to be successful on the Dental
Hygiene National Board Exam. It will also be of great help having a well
performance on the pre-board examination as a preparation and at the same
time indicator of PNLE performance.
30

88

86

84
es
Scor
82
n
atio
min 80
Exa
rd 78
bota
Pre- 76

74

72
50 60 70 80 90
PNLE
Performance

Figure 8. Scatter Diagram Between Pre-board Examination Scores


vs. PNLE Performance

Table 8 provides the results of the correlation analysis between Pre-


board Examination Scores and PNLE performance. There is a relatively high
Pearson coefficient of correlation (r) of 0.599 obtained between the variables
as presented below. This coefficient is significant at the 0.01 level. Therefore,
the hypothesis that there is significant relationship between Pre-board
Examination Scores and PNLE Performance cannot be rejected.

Table 8

Correlation between Pre-board Examination Scores vs. PNLE Performance

Bivariates R Interpretation

Performance in Pre- 0. .599 Correlation is


board Examination significant at the
and PNLE 0.01 level

Table 9 shows that there is no significant difference between the


performance of the respondents in the Pre-board examination and Philippine
Nurse Licensure Examination at 0.05 level, with a coefficient of 1.102. This
31

finding further substantiate that there is a significant relationship between


the two variables.

Table 9

Difference in the Performance in the Pre-Board


Examination and Board Examination

Mean Standard
Variables t-value P-value t-test
Score Deviation
Pre-Board 77.7600 2.79321
Examinatio Not
n significant
Performanc 1.102 0.295 at the
e 75.7020 3.69400 0.05 level

Board
Examinatio
n
Performanc
e

Chapter 4
CONCLUSIONS AND RECOMMENDATIONS
This chapter deals with the important data and prominent features of
the study. It recapitulates how the study was conducted, summarizes the
findings, formulates conclusions and offers recommendations.

Summary of Findings
This study aimed to know the relationship between the Pre-Board
Examination Scores and the Philippine Nurse’ Licensure Examination
performance. Specifically, it sought to answer the following questions:

1. Is there a significant relationship between the Pre-Board Examination


scores and the results of Philippine Nurse’ Licensure Examination?
32

This study was a descriptive correlational type of research. It


determined the relationship between two variables. Secondary data in the
form of scores were gathered with permission to the College of Nursing.
The sample scores were randomly selected from the list of scores of
100 nursing graduates who took the June 2009 PNLE. A criterion was made
based from the existing grading system of the Catholic University to describe
Pre-board Examination and PNLE performance.
Data underwent computer processing, analyzed and presented.
Different statistical tools were used to present the data such as mean and
standard deviation, t-test analysis, bivariate analysis, scatter plots and
Pearson correlational analysis.
The researchers made use of the sample scores which were derived
from the list of scores of 100 nursing graduates who took the June 2009
PNLE. As with the frequency, 14 out of 100 respondents or 14.1 % failed on
their pre-board examination. The rest, comprising of 86 % then passed. Most
number of respondents, (49%) to be exact belonged only to scores range
from 78-82%, described as good performance. The findings showed a good
performance of the respondents in the pre-board examination. This good
performance reflects a good preparation on the part of the respondent that
may indicate a good PNLE result.
As with the results of the respondents’ performance on PNLE, 82%
passed while 18% failed. As with the frequency, 18 out of 100 respondents or
18.0 % failed on their PNLE. The rest, comprising of 82 % then passed. Most
number of respondents, (47%) to be exact achieved a passing rate from 75-
77%. The findings revealed that the respondents’ performance can be
considered as fair
There is a significant positive linear relationship between Pre-board
Examination Scores and Philippine Nurse’ Licensure Examination (PNLE)
performance of the respondents. It shows that the trend in the pre-board
examination goes in accordance with the trend of PNLE Performance. This
also connotes that a high pre-board performance tend to result into a high
performance also in PNLE. Further, there is no significant difference between
the two examinations.
33

Conclusion
Based on the findings, the researchers concluded that there is a
significant relationship between pre-board examinations scores and
Philippine Nurse’ Licensure Examination (PNLE). As substantiated with the
results, the respondents performed good in pre-board examinations and this
tend to generate on their PNLE performance considered as fair. This also
reflects the pre-board examination could be an indicator for PNLE success.
Preparation for any examinations really matters. Moreover, the release of the
results may greatly affect the ongoing preparation of the students. Those
who passed would either tend to maintain their performance or excel for
PNLE and those who failed would be able to figure out needs for further
improvement.

Recommendations
The researchers suggest the following recommendations based on the
conclusion drawn:
The school administrators may use this study to evaluate the efficacy
and preparedness of the students to take PNLE. They may design and
implement changes in the curriculum or techniques of teaching that suits
with the ability of the students at the same time meet the PNLE
requirements. In addition, the administration may require that passing of pre-
board examination as a pre-requisite before taking board examinations.
Results should be release earlier and those who will pass will be allowed to
take PNLE. Those who failed should be put under probationary and may need
to undergo another intensive review. Failing for the third time after class
remedies, students will be advised not to take the PNLE.
Also, the clinical instructors may adopt board exam type questions
when giving quizzes both on lecture and RLE settings.
The graduating students may need to give emphasis on their studies
be motivated on their preparation for their licensure examination. They need
to have eagerness to learn and exert extra effort to excel in all aspects of
their studies. Lastly, they must strive to perform well in pre-board
examination for it may reflect how they would perform on PNLE.
34

References
Hudson, J.C., & Hughes, E.A. (2006). Educational innovations KATTS: a
framework for maximizing NCLEX-RN performance. Journal of Nursing
Education, Vol. 47, No. 4.

Frederickson, K. (1996). Opportunities in nursing careers. NTC Publishing


Group

Venzon, L.M. & Venzon, R.M. (2005). Professional nursing in the Philippines
(10th ed.). C & E Publishing Inc.
Gulapa, R. (2007). Relationship between the level of self-confidence and
clinical
performance of nursing students.

Castro-Sadac, G.N. (2003). A follow-up study of the civil engineering


graduates of the
U.A. from school year 95, 96 to 99-00.
35

Best Practices in NCLEX-RN Readiness Preparation for Baccalaureate Student


Success.
Retrieved June 2006, from http://journals.lww.com/cinjournal/pages/results

Flores, R., Holmes, T., Lundstorm, M., Mosher H., Pettit, K., Palss, A. (2008).
NCLEX
success– HURST review. The Journal of Student Nursing. Retrieved 2008
from GREEN SCRUBS database

Beeson, S. A., & Kissling G. (2000) J Pr predicting success for baccalaureate


graduates
on the NCLEX-RN. Journal of Professional Nursing, 17:121-127, 2000.
Abstract retrieved 2001 from W.B. Saunders Company.

Requirements and interventions used by BSN programs to promote and


predict NCLEX
RN success: A national study. Journal of Professional Nursing, Volume 20,
Issue 3, Pages 174-186. Abstract retrieved May 2004

http://www.jpsimbulan.com/2008/10/29/nursing-board-examnursing-
licensure-exam-coverage-nursing-practice-ii/

APPENDIX A

University of the Assumption


College of Nursing
City of San Fernando, (P)
36

July 01, 2010

Mrs. Anna Marie Rhouency V. Sicat, RN, MAN


Dean, College of Nursing

Thru:
Mrs. Gloria D. Vergara, RN, MAN
Academic Chair, Level III & IV

Greetings of Peace!

We, the BSN IV-C group 21, is currently conducting a thesis entitled
“Correlation between the Pre-board Examination Scores and Philippine
Nursing Licensure Examination Performance”. This is in partial fulfillment of
the requirement for the degree of B.S. in Nursing.

In line with this, we would like to ask permission and approval from your good
office to lend us a copy of the result of the Pre-board Examination Scores and
Philippine Nursing Licensure Examination of the fourth year nursing students
in the school year of 2008-2009.

Thank you and God bless.

Respectfully yours,

Basilio, Richard
Calma, Hazel
Delos Santos, Catherine
Duenas, Sofia Annelle
Quijalvo, Jessica

Mrs. Cynthia Rivera, RM, RN, MAN


Adviser

APPENDIX B

PRE-BOARD EXAMINATION SCORES


Communit Care of Care of Care of
y Health Clients with Clients with Clients with
Foundation Nursing Physiologic Physiologic Physiologic
of and Care and and and
Professiona of the Psychosocia Psychosocia Psychosocia
l Nursing Mother l Alterations l Alterations l Alterations
Practice and Child Part A Part B part C
RESPON (Nursing (Nursing (Nursing (Nursing (Nursing TOTAL
-DENTS Practice 1) Practice 2) Practice 3) Practice 4) Practice 5) SCORE
R1 87 81 85 90 90 86.6
37

R2 88 85 79 85 88 85
R3 80 78 85 91 88 84.4
R4 79 77 81 89 91 83.4
R5 79 81 78 88 91 83.4
R6 84 75 83 84 92 83.6
R7 82 75 81 85 90 82.6
R8 85 81 74 84 89 82.6
R9 79 74 76 86 92 81.4
R10 82 75 79 85 85 81.2
R11 81 76 74 82 93 81.2
R12 74 73 73 74 80 74.8
R13 74 78 73 74 82 76.2
R14 78 73 73 73 78 75
R15 74 72 72 75 86 75.8
R16 81 75 74 80 88 79.6
R17 75 73 73 73 73 73.4
R18 74 73 72 74 84 75.4
R19 73 73 72 76 78 74.4
R20 73 73 73 73 86 75.6
R21 73 73 73 73 78 74
R22 73 79 71 73 80 75.2
R23 73 74 73 73 76 73.8
R24 74 73 72 74 78 74.2
R25 74 72 73 73 78 74
R26 73 76 71 72 84 75.2
R27 75 72 71 73 82 74.6
R28 73 73 72 73 78 73.8
R29 74 73 70 72 85 74.8
R30 74 73 70 72 85 74.8
R31 72 73 71 72 84 74.4
R32 74 74 73 78 82 76.2
R33 74 76 74 74 82 76
R34 74 74 72 75 92 77.4
R35 81 74 74 73 80 76.4
R36 76 74 73 76 80 75.8
R37 74 74 73 74 91 77.2
R38 81 73 73 73 86 77.2
R39 80 78 72 72 84 77.2
R40 75 74 72 73 73 73.4
R41 74 73 74 81 82 76.8
R42 73 74 75 75 78 75
R43 75 74 73 77 76 75
R44 72 74 80 73 86 77
R45 73 76 73 74 82 75.6
R46 73 73 73 75 87 76.2
R47 74 76 72 74 80 75.2
R48 72 73 74 81 84 76.8
R49 74 73 73 73 91 76.8
R50 74 73 74 75 82 75.6
R51 74 74 74 73 82 75.4
38

R52 77 73 73 74 80 75.4
R53 74 73 73 73 84 75.4
R54 74 74 71 74 84 75.4
R55 75 73 73 74 80 75
R56 74 75 82 82 91 80.8
R57 81 76 82 83 78 80
R58 80 79 74 78 93 80.8
R59 79 74 75 86 87 80.2
R60 79 78 75 81 86 79.8
R61 81 79 76 76 87 79.8
R62 80 78 75 80 85 79.6
R63 76 80 74 79 89 79.6
R64 83 77 74 78 87 79.8
R65 77 78 73 85 88 80.2
R66 74 74 80 84 86 79.6
R67 77 77 77 83 80 78.8
R68 72 71 72 70 78 72.6
R69 77 81 76 75 86 79
R70 67 80 74 75 88 76.8
R71 76 79 74 74 94 79.4
R72 77 74 75 81 86 78.6
R73 75 74 82 80 84 79
R74 76 77 72 84 92 80.2
R75 75 76 74 79 90 78.8
R76 73 76 75 80 90 78.8
R77 79 75 74 79 82 77.8
R78 74 78 74 77 90 78.6
R79 76 74 74 83 87 78.8
R80 74 79 73 79 87 78.4
R81 80 74 73 87 80 78.8
R82 74 81 74 76 88 78.6
R83 77 82 74 77 80 78
R84 76 72 73 86 91 79.6
R85 77 76 73 74 91 78.2
R86 73 80 74 75 89 78.2
R87 80 73 74 80 86 78.6
R88 79 77 73 74 90 78.6
R89 74 78 74 76 86 77.6
R90 74 79 74 74 86 77.4
R91 78 73 72 81 92 79.2
R92 79 77 73 76 85 78
R93 75 74 74 75 89 77.4
R94 76 74 73 77 87 77.4
R95 74 74 73 76 91 77.6
R96 76 73 74 73 90 77.2
R97 76 79 74 73 82 76.8
R98 74 73 73 80 86 77.2
R99 76 73 73 80 82 76.8
R100 81 74 79 79 93 81.2
39

APPENDIX C

JUNE 2009 PHILIPPINE NURSE’ LICENSURE EXAMINATION RESULTS


Care of Care of Care of
Clients Clients Clients
with with with
Community Physiologi Physiologic Physiologi
Foundation Health c and and c and
of Nursing Psychosoci Psychosoci Psychosoci
Professiona and Care of al al al
l Nursing the Mother Alterations Alterations Alterations
RESPON- Practice and Child Part A Part B Part C GEN.AV REMARK
DENTS (Subject 1) (Subject 2) (Subject 3) (Subject 4) (Subject 5) E S
40

R1 82 80 85 81 87 83 PASSED
R2 81 80 83 79 85 81.6 PASSED
R3 81 74 84 76 84 79.8 PASSED
R4 80 77 83 75 86 80.2 PASSED
R5 67 66 72 71 71 69.4 FAILED
R6 81 76 83 78 84 80.4 PASSED
R7 79 75 84 77 84 79.8 PASSED
R8 83 77 81 74 85 80 PASSED
R9 80 77 81 77 84 79.8 PASSED
R10 81 72 81 80 86 80 PASSED
R11 83 81 84 70 84 82.2 PASSED
R12 76 65 79 79 76 75 PASSED
R13 76 65 84 69 81 75 PASSED
R14 72 76 77 69 81 75 PASSED
R15 77 55 78 65 69 68.8 FAILED
R16 78 65 78 76 80 75.4 PASSED
R17 78 77 79 78 76 77.6 PASSED
R18 64 76 78 77 80 75 PASSED
R19 72 68 72 72 72 71.2 FAILED
R20 75 57 79 75 78 72.8 FAILED
R21 77 75 76 76 75 75.8 PASSED
R22 68 57 75 66 71 67.4 FAILED
R23 72 51 78 74 78 70.6 FAILED
R24 75 63 80 77 80 75 PASSED
R25 78 72 67 71 76 72.8 FAILED
R26 67 66 72 71 71 69.4 FAILED
R27 77 76 78 78 78 77.4 PASSED
R28 72 72 81 62 77 72.8 FAILED
R29 65 52 72 68 61 63.6 FAILED
R30 75 61 74 62 76 69.6 FAILED
R31 77 57 76 71 71 70.4 FAILED
R32 78 65 79 75 82 75.8 PASSED
R33 74 69 79 71 83 75.2 PASSED
R34 77 72 79 76 78 76.4 PASSED
R35 79 72 79 76 82 77.6 PASSED
R36 76 76 65 65 78 72 FAILED
R37 76 69 80 71 84 76 PASSED
R38 78 70 73 74 80 75 PASSED
R39 77 77 75 77 78 76 PASSED
R40 76 65 79 76 79 75 PASSED
R41 80 74 80 77 79 78 PASSED
R42 78 68 82 74 80 76.4 PASSED
R43 75 70 75 77 78 75 PASSED
R44 80 66 77 77 75 75 PASSED
R45 78 61 78 80 78 75 PASSED
R46 68 73 77 75 82 75 PASSED
R47 77 65 78 76 79 75 PASSED
R48 81 76 71 69 79 75.2 PASSED
R49 80 66 77 72 80 75 PASSED
R50 68 59 75 74 75 70.2 FAILED
41

R51 75 78 77 77 80 77.4 PASSED


R52 75 66 79 78 77 75 PASSED
R53 77 66 79 74 79 75 PASSED
R54 74 64 77 69 67 70.2 FAILED
R55 75 70 74 80 76 75 PASSED
R56 79 72 82 68 86 77.4 PASSED
R57 80 62 78 75 80 75 PASSED
R58 80 61 77 78 81 75.4 PASSED
R59 80 69 83 78 81 78.2 PASSED
R60 76 72 81 76 81 77.2 PASSED
R61 80 74 80 76 82 78.4 PASSED
R62 78 76 82 71 83 78 PASSED
R63 72 75 83 77 77 76.8 PASSED
R64 81 69 80 79 81 78 PASSED
R65 78 75 78 74 75 76 PASSED
R66 79 63 84 70 79 75 PASSED
R67 79 71 85 75 83 78.6 PASSED
R68 50 55 67 56 69 59.4 FAILED
R69 79 66 80 71 79 75 PASSED
R70 79 75 81 78 81 78.8 PASSED
R71 76 77 79 76 79 77.4 Passed
R72 77 75 79 79 85 79 PASSED
R73 77 74 80 78 76 77 PASSED
R74 78 72 81 75 82 77.6 PASSED
R75 75 69 76 78 76 75 PASSED
R76 76 65 81 77 81 76 PASSED
R77 82 77 84 78 79 80 PASSED
R78 77 64 79 81 78 75.8 PASSED
R79 81 78 81 77 81 79.6 PASSED
R80 81 77 85 79 85 81.4 PASSED
R81 77 72 80 76 82 77.4 PASSED
R82 76 62 81 78 83 76 PASSED
R83 77 72 75 80 80 76.8 PASSED
R84 80 68 80 71 83 76.4 PASSED
R85 77 79 78 78 83 79 PASSED
R86 76 77 81 74 77 77 PASSED
R87 78 72 79 81 78 77.6 PASSED
R88 77 65 80 80 84 77.2 PASSED
R89 74 77 80 78 76 77 PASSED
R90 77 72 80 75 80 76.8 PASSED
R91 81 78 78 75 82 78.8 PASSED
R92 60 74 72 68 74 69.6 FAILED
R93 78 65 78 77 83 76.2 PASSED
R94 77 72 77 77 79 76.4 PASSED
R95 79 76 80 79 80 78.8 PASSED
R96 79 65 80 77 81 76.4 PASSED
R97 75 69 80 72 79 75 PASSED
R98 72 59 79 68 77 71 FAILED
R99 77 66 77 78 80 75.6 PASSED
42

R100 81 71 80 76 79 77 PASSED

Curriculum Vitae

PERSONAL BACKGROUND
Name: Basilio, Richard Y.
Age: 20 yrs. old
Address: 10 Balangcas, Sto. Tomas, Pampanga
Civil Status: Single
43

Nationality: Filipino
Religion: Roman Catholic
Name of Father: Domingo Y. Basilio
Name of Mother: Marivic Y. Basilio

EDUCATIONAL BACKGROUND
Tertiary: University of the Assumption
Secondary: University of the Assumption
Primary: Infant Jesus Learning Center

EXTRA CURRICULAR ACTIVITIES

Organization Position Year


Nursing Student Council member 2007-2011
CRCYC member 2007-
2011
CDW member 2007-2011

SEMINARS ATTENDED
Basic ECG interpretation (Lung Center of the Philippines)
Charting and Computation (University of the Assumption)
Motivation in Pursuing Nursing Career: An Answer to the Call of Service
(University of the Assumption)

Curriculum Vitae

PERSONAL BACKGROUND
Name: Calma, Hazel C.
Age: 20 yrs. old
Address: San Nicolas Mexico, Pampanga
Date of Birth: May 04, 1990
44

Civil Status: Single


Nationality: Filipino
Religion: The Church of Jesus Christ of Latter-day Saints (Mormon)
Name of Father: Virgilio C. Calma
Name of Mother: Ma. Lourdes C. Calma

EDUCATIONAL BACKGROUND
Tertiary: University of the Assumption
Secondary: Pampanga High School
Primary: San Lorenzo Elementary School

EXTRA CURRICULAR ACTIVITIES

Organization Position Year


Nursing Student Council member 2007-2011
CRCYC member 2007-
2011
CDW member 2007-2011

SEMINARS ATTENDED
Obstructive Sleep Apnea: Diagnosis and Management (Lung Center of the
Philippines)
Charting and Computation (University of the Assumption)
Motivation in Pursuing Nursing Career: An Answer to the Call of Service
(University of the Assumption

Curriculum Vitae
PERSONAL BACKGROUND
Name: delos Santos, Catherine P.
Age: 19 yrs.old
Address: Sta. Lucia City of San Fernando Pampanga
Civil Status: Single
45

Nationality: Filipino
Religion: Roman Catholic
Name of Father: Danilo D. delos Santos
Name of Mother: Rizalina P. delos Santos

EDUCATIONAL BACKGROUND
Tertiary: University of the Assumption
Secondary: Pampanga High School
Primary: Sta. Lucia Elementary School

EXTRA CURRICULAR ACTIVITIES

Organization Position Year


Nursing Student Council member 2007-2011
CRCYC member 2007-
2011
CDW member 2007-2011

SEMINARS ATTENDED
Basic ECG interpretation (Lung Center of the Philippines)
Charting and Computation (University of the Assumption)
Motivation in Pursuing Nursing Career: An Answer to the Call of Service
(University of the Assumption)

Curriculum Vitae

PERSONAL BACKGROUND
Name: Dueñas, Sofia Annelle
Age: 20 yrs. old
Address: Minalin, Pampanga
Civil Status: Single
Nationality: Filipino
46

Religion: Roman Catholic


Name of Father: Jofel Dueñas
Name of Mother: Vita Dueñas

EDUCATIONAL BACKGROUND
Tertiary: University of the Assumption
Secondary: Holy Family Academy
Primary: Holy Family Academy

EXTRA CURRICULAR ACTIVITIES

Organization Position Year


Nursing Student Council member 2007-2011
CRCYC member 2007-
2011
CDW member 2007-2011

SEMINARS ATTENDED
Obstructive Sleep Apnea: Diagnosis and Management (Lung Center of the
Philippines)
Charting and Computation (University of the Assumption)
Motivation in Pursuing Nursing Career: An Answer to the Call of Service
(University of the Assumption)

Curriculum Vitae

PERSONAL BACKGROUND
Name: Quijalvo, Jessica S.
Age: 19 yrs. old
Address: San Vicente Guagua, Pampanga
Date of Birth: August 07, 1991
Civil Status: Single
47

Nationality: Filipino
Religion: Roman Catholic
Name of Father: Dioscoro Quijalvo
Name of Mother: Raquel Quijalvo

EDUCATIONAL BACKGROUND
Tertiary: University of the Assumption
Secondary: Natividad High School
Primary: San Vicente Elementary School

EXTRA CURRICULAR ACTIVITIES

Organization Position Year


Nursing Student Council member 2007-2011
CRCYC member 2007-
2011
CDW member 2007-2011

SEMINARS ATTENDED
Obstructive Sleep Apnea: Diagnosis and Management (Lung Center of the
Philippines)
Charting and Computation (University of the Assumption)
Motivation in Pursuing Nursing Career: An Answer to the Call of Service
(University of the Assumption

http://www.jdentaled.org/cgi/reprint/66/5/643.pdf
48

MOCK BOARDS……
www.jdentaled.org/cgi/reprint/66/5/643.pdf