Nursing Research Final Defense

FINAL DEFENSE
September 27, 2011

Objectives:
• The Student nurses
should be able to
present the title of the
study;

Objectives:
• present the statement
of the problem

Objectives:
• give the summary of
findings

Objectives:
• formulate conclusions
based on the given
findings of the study

Objectives:
• enumerate
recommendations for
future reference

nt
of
th
Contents e
Pro
ble
m
 Su
mm
ary
of
Fin
din

Students’ Satisfaction on the
Teaching Strategies of NDDU
Clinical Instructors in the
Classroom Setting

1. Among the given 17 teaching
strategies, the respondents identified
the three most commonly used
strategies as discussion with a
frequency of 199, followed by oral
report with a frequency of 112, and role
play with 102 frequency.

2. Among the given 17 teaching
strategies, the respondents identified
the three most effectively used
strategies as discussion with a mean
rank of 1.40, followed by role play with
a mean rank of 2.18, and oral report
with 2.31 mean rank.

3. Among the given 11 teaching devices,
the respondents identified the most
effectively used devices as LCD with a
mean rank of 2.68, Books with 4.21,
Blackboard and Chalk with 4.79,
Overhead Projector with 5.06, Pictures
with 5.73, Hand-outs with 5.75, Films
with 6.14, Instruments with 7.29,
Journals with 7.90, Manila Paper with
8.05, and lastly the use of Mannequin with
a 9.07 mean rank.

4. The Nursing Students were highly
satisfied on the teaching strategy skills
indicator with the mean rank of 4.27. They
are also highly satisfied on the teaching
strategy knowledge indicator with the mean
rank of 4.46. Lastly, they are highly
satisfied on the teaching strategy attitude
indicator with a 4.51 mean rank.

Based on the findings,
the following conclusions were
formulated:
 The three most common teaching
strategies used by the Clinical
Instructors in the classroom setting
were discussion, oral report and role
play.

 The students perceived that the
most effective teaching strategies
were discussion, role play and oral
report.

Students perceived that the most

 Satisfaction level of students in terms of the
skill indicators differ significantly from first
year to fourth year levels as Clinical Instructors
in every level have different teaching skills
responding to the needs of the students. First
year students are more satisfied on the skill of
their clinical instructors compared to students
of higher levels. This implies a need for little
improvement on the skills of the clinical
instructors who handle students of higher levels.
Generally, students are highly satisfied about
the clinical instructors’ skills.

 Satisfaction level of students in Clinical
Instructors’ knowledge differs significantly except
in the aspect: Able to answer the questions
correctly. Among the indicators, students
perceived uniformly that their Clinical Instructors
were able to answer the questions correctly. On
the contrary, students have different perceptions
for other indicators. Generally, students are very
highly satisfied in stating principles applied in a
certain concept or theory and in answering the
questions correctly. While in other remaining
aspects, students are only highly satisfied.
exercise reflective thinking.

 Satisfaction level of students in the attitude of
Clinical Instructors differs significantly except in
presenting the lesson with confidence. Students
are very highly satisfied about the confidence of
their Clinical Instructors in presenting the lesson.
In the same level, students also are very highly
satisfied in their Clinical Instructors in
establishing good relationship with his/her
students. Higher satisfaction rating was also noted
when it comes to encouraging students to verbalize
opinions and suggestions. Other areas need to be
improved.

 Overall, students are highly satisfied
as to the teaching strategies of the
Clinical Instructors as measured by
their skills, knowledge and attitude.

 1. Clinical Instructors might as well
use other teaching strategies aside
from what are commonly used to
identify the most applicable strategy
to the students. Nevertheless, they
may integrate the three common
strategies (discussion, role playing,
oral report) perceived by the students
in the classroom setting.

 The Clinical Instructors may include
discussion, role playing and oral
reporting in their manner of teaching.
However, this does not mean that
they will only be using these highly
ranked strategies. They may also apply
other teaching strategies which they
think the students will learn best.

 The Clinical Instructors may continue
using effective teaching devices such
as using LCD, Books, Blackboard and
Chalk, Overhead Projector, and Films.
Though other devices were perceived
by the students as not so effective,
they may be creative in modifying the
use of these devices.

 The Clinical Instructors may look for
new teaching strategies and teaching
devices applicable for the students to
facilitate an active learning.

 The College of Nursing may provide
special trainings to the Clinical
Instructors about the appropriate
teaching techniques to improve
manner of teaching and provide quality
education.

 The Clinical Instructors’ teaching
strategies used in the classroom
setting specifically on areas where
satisfaction rating is low must be
improved by following other
recommendations found in this study.

 The College of Nursing may conduct a
semestral evaluation of the students’
satisfaction on the teaching
strategies used by the Clinical
Instructors to improve in every aspect
and upgrade standards.

 Future studies be conducted to
measure fully the competency of
Clinical Instructors and to measure
the effectiveness of teaching
strategies and devices used.

THANK YOU!!! 

By:

Anna Mikhaela S. Pulanco
Julleve M. Jandoc
Katherine L. Laud

Nursing Research Final Defense

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