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COLLEGE OF NURSING
BEDSIDE TEACHING AS A CLINICAL TEACHING STRATEGY FOR DETERMINING THE LEVEL OF INTRAPARTAL CARE COMPETENCE OF BSN III STUDENTS
CONTENTS
INTRODUCTION
METHODOLOGY
No teaching without a patient for a text, and the best is that taught by the patient himself William Osler
INTRODUCTION
* Ninety-six percent of residents and 88% of attending preferred that cases NOT be presented at the patients bedside. * Respondents believed that only 30% of an attendings rounding time should be spent at the bedside.
On Bedside Teaching
Favored Bedside Teaching Preferred not including the Patient Nurses who perform bedside teaching
Series 1
88% 88% 87% 87%
86%
86% 85% 85% 84% 84% Patient who preferred teaching at the bedside Series 1
ii. Gender
2. What is the baseline Intrapartal Care Competence (ICC) Score for both treatment and control group?
3. What is the post-test Intrapartal Care Competence (ICC) Score for both treatment and control group?
4.Is there a significant difference between the Intrapartal Care Competence (ICC) Scores pre-test and post-test after the exposure of BST?
5.Is there a significant difference between the the Intrapartal Care Competence (ICC) Scores pre-test and post-test to the group without BST exposure?
6. Is there a significant difference between the ICC Scores of BSN III students who have been exposed to BST and those who have not been exposed to it?
Hypothesis H02: There is no significant difference between the ICC score of the BSN II students who have been exposed to BST and those who have not been exposed to it H02: There is no significant difference between the Intrapartal Care Competence (ICC) scores of the BSN III students in the pretest and post-test with exposure to Bedside Teaching (BST).
H03: There is no significant difference between the ICC scores of the BSN III students who have been exposed to BST and those who have not been exposed to it
Objectives of the Study This research aims to establish the relationship between Bedside Teaching and the Intrapartal Care Competence of Bachelor of Science in Nursing (BSN) III Students of Cavite State University College of Nursing as evidenced by the quantitative measurement of ICC scores. Purposely, it endeavors to: 1.Describe the profile of the BSN III students in terms:
b. Academic Performance i. Theoretical Grade ii. Clinical Grade 2. Determine the baseline Intrapartal Care Competence (ICC) Scores for both treatment and control group. 3. Determine the post-test Intrapartal Care Competence (ICC) Scores for both treatment and control group. 4. Determine the significant difference between the Intrapartal Care Competence (ICC) Scores pre-test and post-test after the exposure of BST.
5. Determine the significant difference between the the Intrapartal Care Competence (ICC) Scores pre-test and post-test to the group without BST exposure 6. Determine the significant difference between the ICC Scores of BSN III students who have been exposed to BST and those who have not exposed to it
This study focused solely in the intrapartum care of women opting natural spontaneous vaginal delivery (NSVD) and will not include Caesarean Section delivery (CS). The procedure measured is only limited during the entire intrapartum period- the onset of true labor until full dilatation of the cervix essential to allow the delivery of the baby is attained. Antepartum and postpartum periods are not to be graded for this study.
Scope and Limitation of the Study Pregnant patient who are in the intrapartum period was chosen so that observation for evaluation purposes will be done during true labor to the full dilatation essential for the expulsion of the baby and would not include the other stages of perinatal period.
Religious Affiliation
Teaching Traditional Nurse Experience
CONCEPTUAL FRAMEWORK
Treatment Group
Treatment Group
(Pre-Test)
(Pre-Test)
ICC Score
ICC Score
Exposure to BST
Exposure to BST
(Post-Test)
(Post-Test)
ICC Score
ICC Score
Theoretical Framework Jean Watson Lydia Hall Madeleine Leininger Patricia Benner
Ivan Pavlov
John Dewey
Research Design This experimental research design employs a quantitative approach in statistically measuring the difference of Intrapartal Care Competence (ICC) scores between the pre-test and post-test phases of clinical competence evaluation after a significant exposure to Bedside Teaching for the treatment group and the nonexposure to it for the control group. It is basically comparative as it clearly indicates how the ICC Scores of those who have been exposed vary from those who have not been.
Sampling Design Only the third year Bachelor of Science in Nursing (BSN) students of Cavite State University (CvSU) who are currently enrolled in the NURS 60 subject and who have taken up NURS 50 (Care of the Mother, Child and
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R1 R2 R3
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Research Instrument The Summary Performance Evaluation for Intra-Partal Care Competency developed by the Philippine Regulation Commission through the Board of Nursing as covered by CHED Memorandum Order No.14, series 2009 will be adopted and utilized in the assessment of student performance as a gauge of measurement of the Intapartal Care Competency Score (ICC) Score. This is an eleven-part tool, consisting of 64 procedures which are scored based on the weight assigned per item totaling to 90 points. The said instrument has been released by PRC-BON in line with the curricular changes made as per CMO 14 as a requirement in completion of the 3 scrub cases and 3 circulating cases.
For the grade equivalence, the Grade Point Scale of (5.00 to 1.00) as written in the Cavite State University Student Handbook will be utilized. Aside from ICC Scores, this tool will delineate pass or fail grade.
For the implementation of the research study which necessitates a Clinical Instructor be the facilitator and the Bachelor of Science in Nursing (BSN) level III students are the participants There will be 6 randomly selected students who will be performing intrapartum care in an actual case in the DR. Another 6 students will not be exposed to Bedside Teaching (BST) (control group) but will be graded as well.
Methods of Data Analysis Mean x = xi i=1 n Where: n xi = sum of observations i=1 n = number of observations
n
Standard Deviation s = (xi x)2 n-1 Where: (xi x)2 = sum of the squared difference between individual observations and the mean n = number of observations
Furthermore, in the process of drawing conclusions about the target population on the basis of results obtained from a sample, the following inferential statistics will be utilized in proving the relationship between the exposure to bedside teaching (BST) (independent variable) and the Intrapartal Care Competence (ICC) Scores(dependent variable) pre and post tests, as well as the Intrapartal Care Competence (ICC) Scores (dependent variable) between the students with exposure to bedside teaching (BST) (independent variable) and non-exposure to it (independent variable).
Sample T-statistic
T-test
In determining the difference between the Post Test Intrapartal Care Competence (ICC) Scores of the students who are exposed to bedside teaching (BST) to those who are not, Independent Sample T-test will be utilized. This problem uses two independent variables and the Intrapartal Care Competence (ICC) Scores are being compared. This is computed using this equation:
Chi-square test
This is used to test for the existence of a relationship or association between variables. (Mendoza & Borja, 2000) In testing if bedside teaching (BST) (nominal level) is associated with the attained Intrapartal Care Competence (ICC) Scores (interval level), chi-square test will be used to determine variable independence.
X = [(O-E) / E], with df = (r-1)(c-1) Where: O = observed frequency E = expected frequency df = degrees of freedom r = number of rows c = number of columns