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Chapter 1
THE PROBLEM AND A REVIEW OF RELATED LITERATURE
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.
8
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
Hypothesis
There is a significant relationship between the Pre-board Examination
Scores and PNLE performance.
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
11
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
12
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
13
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.
15
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.
16
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 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%
17
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.
Table 1
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.
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
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)
90
80
70
60
40 50 60 70 80 90
Table 3
Bivariates R Interpretation
23
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
Table 4
Bivariates R Interpretation
did not achieve the same score from the pre-board, the overall performance
of the respondent in passing the PNLE may be considered good.
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
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
Table 6
Bivariates R Interpretation
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
Table 7
Bivariates R Interpretation
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
Table 8
Bivariates R Interpretation
Table 9
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:
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.
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.
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
http://www.jpsimbulan.com/2008/10/29/nursing-board-examnursing-
licensure-exam-coverage-nursing-practice-ii/
APPENDIX A
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.
Respectfully yours,
Basilio, Richard
Calma, Hazel
Delos Santos, Catherine
Duenas, Sofia Annelle
Quijalvo, Jessica
APPENDIX B
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
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
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
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
EDUCATIONAL BACKGROUND
Tertiary: University of the Assumption
Secondary: Pampanga High School
Primary: San Lorenzo Elementary School
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
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
EDUCATIONAL BACKGROUND
Tertiary: University of the Assumption
Secondary: Holy Family Academy
Primary: Holy Family Academy
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
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