Untitled - Adventist University of the Philippines

103 Pages·2016·1.9 MB·English

Adventist University of the Philippines
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ISSN 1655-5619
Editorial Board
Eunice M. Aclan, PhD
Editor
Myrtle C. Orbon, MA, RP
Lorcelie B. Taclan, PhD
Research Consultants
Vergel Neil B. Galang
Layout Artist
Jonellyn Elzbeth S. ExtErnal rEviEwErs
Buenaventura
Joy Ann P. Versano Jesus Briones, Ph.D.
University of the Batangas
Data Encoders
Caroline Katemba, Ph.D.
Jolly S. Balila, PhD
Universitas Advent Indonesia
Director/Consultant
Jimmy Kijai, Ph.D.
Andrews University, Michigan, USA
rEsEarch council Ronny Kountur, Ph.D.
Binus University, Jakarta
Jolly S. Balila, PhD Bienvenido Mergal, Ph.D.
Director and Research Consultant of Col- VP-Southern Asia Pacific Division
Nurture Discipleship Reclamation/Inte-
lege of Nursing and College of Business
grated Evangelism Lifestyle
Former Professor, Graduate School
Adventist International Institute of Ad-
Eunice M. Aclan, PhD
vanced Studies
Editor and Research Consultant of
College of Education and College of Elizabeth Role, Ph.D.
Theology University of Eastern Africa, Barathon
Nena P. Valdez, Ph.D.
Lorcelie B. Taclan, PhD Presedent University, Indonesia
Research Consultant of College of
Dentistry and College of Science and
Technology
Myrtle C. Orbon, MA, RP
Research Consultant of College of Arts
and Humanities and College of Health
institutional rEviEw Board
Dr. Doris A. Mendoza
Atty. Redentor Feliciano
Dr. Rico T. Javien
Dr. Flor Villa P. Marticio
Dr. Jolly S. Balila, Chair

taBlE of contEnts
07 ------- Personal Attributes and Teaching Performance as Mediated by
Core Competencies of Nurse Educators: Basis for Human
Resource Training and Retention Program
Rima Nepangue-Seama, Gracel Ann Saban, Jane Rodriguez,
Romeo Barrios, Jolly Balila
22 ------ Impact of Financial Literacy on Level of Stress and Academic Achievement
Among College Students
Moira Razafimahasolo, Robert Borromeo, Lualhati Sausa,
Ruben Carpizo, Janet Sabado
37 ------ Stress, Coping Strategies, and Academic Performance of Dentistry Students
Doreen Leigh Bello, Mylene Gumarao
41 ------ Moderated Mediation Effects of Self-Efficacy on Metacognition and
Mathematics Achievement of College Students
Arnel Arcenal, Jolly Balila, Vicky Mergal, Gracel Ann Saban,
Jezamin De Leon, Flor Villa Marticio
49 ------ Comparison of WBC Count and Differential Count of Working Students
by Their Type of Work
Melissa Marie Esperat, Alexa Jestine Golosino,
Prishel Jeane Reovoca, Ma. Estrella Sales
55 ------ A Corpus Linguistic Analysis of Selected Pairs of Synonymous Nouns
Nancy Oblimar
67 ------ Environmental, Social and Economic Factors as Correlates of Maternal
Adherence to Asthma Therapeutic Regimen of Their Children
Jenni Claire Mendoza, Dina Galang, Jolly Balila,
Angel Grace Bingcang, Jacqueline Polancos
82 ------ Theorems on nth Dimensional Laplace Transform
Michael Sta. Brigida, Edwin Balila, Edna Mercado
90 ------- Lime (Citrus aurantifolia) Therapy and Lime Therapy
With Exercise: Their Effects on Blood Cholesterol Level
Yunus Elon, Jacqueline Polancos, Angel Grace Bingcang,
Susy Jael, Lorcelie Taclan
99 ------- Bacterial and Fungal Pathogens on Second-Hand Clothing
Rovie Ross Brioness, Eden Dangngay, Helen Anagel Desingano,
Mary Cyrin Victoria Defino, Ma. Kristine Mendoza

AUP Research Journal | ISSN 1655-5619 7
Personal Attributes and Teaching Performance as Mediated by
Core Competencies of Nurse Educators: Basis for Human
Resource Training and Retention Program
Rima Nepangue-Seaman, Gr acel Ann Saban, Jolly Balila,
Jane Rodriguez, Romeo Barrios
Abstract
This study aimed to identify nurse educators’ personal attributes and their
relationship to teaching performance as mediated by their core competencies,
as a basis for proposed human resource management recruitment and
training program. A descriptive-correlational design purposively utilized 178 nurse
educators from 11 nursing schools in the Philippines. Findings revealed that nurse
educators’ personal attributes in terms of self-efficacy, loyalty, and communication skills
were very good. The extent of teaching performance was very good in terms of teaching
methodology, knowledge of the subject matter, use of instructional materials, and
classroom management. They were highly competent in terms of facilitating learning
and socialization, quality improvement and scholarship, safe and quality nursing care,
and collaboration and teamwork. Their personal attribute was significantly related to
their core competencies. Core competencies and personal attributes were significantly
related to teaching performance. Personal attribute (loyalty), core competencies
(collaboration and teamwork, and safe and quality nursing practice) and moderator
variable (years of service) significantly predicted teaching performance. There was a
significant relationship between personal attributes and teaching performance as
mediated by the core competencies, resulting to a good, acceptable model fit, and a
need for a human resource training and retention program.
Keywords: personal attributes, teaching performance core competencies
An efficient educator contributes greatly to the particularly in developing countries. She identi-
life of a student and the institution. The quality of fied the challenges such as improving instruction-
an educational organization is highly dependent al performance, insufficient instructional time,
on its prime movers and this poses a challenge and weak pupil performance.
to school leadership particularly the human re- In China and the United Kingdom, full-
source. Effective programs are vital for faculty to time nurse educators experienced greater chal-
be satisfactorily engaged in their teaching, thus lenges in their teaching performance (Gui, Gu,
nurse educators’ personal attributes, core com- Barriball, & While, 2013). In their study, Chinese
petencies, and teaching performance matter. nurse educators reported a very low level of
Mauri (2008) mentioned that nowadays, sense of coherence and professional identifica-
assessing the quality of education in terms of tion in their work while nurse educators in the
teaching performance is important and is intro- United Kingdom reported the highest role conflict
duced into higher educational system worldwide. in their teaching performance.
In line with this, Allida (2005) said that improving In Portugal, for the last 20 years, nursing
the quality is a main challenge of the Department education had undergone a number of changes
of Education and schools throughout the nation, due to continuous teaching performance crises
July 2016 | Vol. 19 No. 2
Personal Attributes and Teaching Performance as Mediated by Core Competencies of
8 Nurse Educators: Basis for Human Resource Training and Retention Program
(Mestrinho, 2014). Among these changes are competent nursing students and thus to pro-
new academic pedagogical practices, new teach- vide quality nursing services to patients (John-
ing methods and strategies; curriculum, and son-Farmer & Frenn, 2009; Thornlow & McGuinn,
structural and organizational changes. 2010; Vanaki & Memarian, 2009), which is not
In the Philippines, Aquino (2003) said that possible unless nursing schools are equipped
critical observers and various sectors of society with competent nurse teachers. According to
have articulated their strong concern for the need Wolf, Bender, Beitz, Wieland, and Vito (2004), un-
to foster quality education in order to promote derstanding the nurse educators’ roles must be
quality teaching performance and quality super- reflected in their teaching performance in terms
vision. Aquino further wrote that such observers of teaching methodology, knowledge of subject
articulately focused and considered classroom in- matter, use of instructional materials, and class-
struction as one of the major considerations for room management. In doing so, teaching perfor-
enhancing quality teaching performance. mance may be enhanced.
A study by Britiller, Ramirex, Ramos, With the nurse educators’ challenges in
Reyes, and Salazar (2014) among nurse clinical the Philippines, there is a need to determine and
instructors and students of Lyceum of the Phil- analyze their personal attributes and their teach-
ippines University Batangas revealed that the ing performance as mediated by the core compe-
teaching methodology of nurse educators en- tencies that may address nurse educators’ issues.
hances the affective domain of student nurses. Hence, the aim to achieve quality and excellence
According to Hawranik and Thorpe (2008), nurse in nursing education is to be addressed by the
educators face a myriad of teaching challenges in proposed program.
their teaching performance. These teaching chal-
lenges include the increasing demand for the use Statement of the Problem
of instructional materials (e.g., technology) and This study aimed to identify the personal
developing effective teaching core competencies. attributes of the nurse educators and their rela-
The primary challenge facing nurse educators re- tionship to their teaching performance as medi-
mains as to how to guide effective instructional ated by their core competencies. The results of
and clinical teaching (Eta, Atanga, Atashili, & Cruz, the analyses are a basis for the recruitment and
2011). Although nurse educators may or may not training program of the human resource. Specif-
attend an orientation process upon entering aca- ically, it sought to answer the following research
demia, many express distress over a lack of pre- questions:
paredness and lack of knowledge of the subject 1. How do the respondents perceive their person-
matter to conduct clinical learning (Cangelosi, al attributes in terms of:
Crocker, & Sorrell, 2009). a. self-efficacy
Although it is necessary to have clinical b. loyalty
expertise, effective teaching performance also c. communication skills?
requires knowledge and skills related to teaching 2. How do the respondents perceive their teach-
and learning as well as considering the education- ing performance in terms of:
al environment (Luoma, 2013). Halstead (2007) a. teaching methodology
posited that it was essential to outline competen- b. knowledge of subject matter
cies that are required for nurse educators to of- c. use of instructional materials
fer a foundation for achieving nursing education d. classroom management?
excellence in teaching performance. Thus, the 4. What is the level of the respondents’ core com-
need to identify and guide nursing faculty to pre- petencies in terms of:
pare for the new role is crucial in retaining quality a. facilitating learning and socialization
nursing faculty. b. quality improvement and scholarship
It should be considered that the mission c. safe and quality nursing practice
and primary goal of nursing schools is to train d. collaboration and teamwork?
Vol. 19 No. 2 | July 2016
AUP Research Journal | ISSN 1655-5619 9
with nursing programs which are candidates for
5. Is there a significant relationship between the accreditation and some were already accredited
personal attributes and core competencies of Level 1 by the CHED in the Philippines. Fifteen
nurse educators? nursing schools were sought for data gathering
6. Is there a significant relationship between but due to some institutions’ regulations regard-
the core competencies and teaching perfor- ing their research, one declined to participate.
mance? Data which were received after the third week of
7. Do personal attributes, teaching core compe- March were not included, thus a total of 11 nurs-
tencies, and moderator variables significantly ing schools were included.
predict teaching performance? The set criteria which served as bases for
8. Is there a significant relationship between the choosing the respondents who participated in
personal attributes and the teaching perfor- the study were: registered nurses who were em-
mance of nurse educators as mediated by ployed in nursing schools and with one or more
their teaching core competencies? years of regular or full time teaching and clinical
experience. Nurses who followed up students in
METHOD special areas such as operating room, delivery
Research Design room, out patient department, emergency and
This study employed a non-experimen- dialysis unit were excluded since they were just
tal quantitative technique in exploring the rela- confined to clinical setting. Nurse educators who
tionships among variables. It utilized a descrip- only teach in the classroom for theory were also
tive correlation type of research in which the not included in the study.
researcher observed the phenomena as they
occurred naturally and did not intervene in any Instrumentation
way. It examined the relationship between two A self-constructed questionnaire on per-
or more variables and the type and strength of sonal attributes was used in this study. Questions
the relationship within a situation as explained by were based on the review of related literature
Boswel and Cannon (2011) and Mitchell and Jol- concepts. The items were subject to face and
ley (2009). Descriptive design is used to examine content validation. The questionnaire was com-
the characteristics of just one sample population posed of four parts following a short introduction
(Burns & Grove, 2009). of the researcher and her purpose to conduct the
research.
Population and Sampling There were 12 experts who validated the
Purposive sampling method was utilized questionnaire content. These particular experts
in this study in choosing the respondents based were comprised of eight nurse educators, one
on the set criteria. A purposive sampling targets hospital head nurse, one quality management
a particular group of people especially when the director, one university research director, and a
desired population for the study is rare, very dif- human resource director. A pilot study was con-
ficult to locate and recruit for a study, or should ducted among regular nurse educators of the
have specific characteristics (Burns & Groves, Adventist University of the Philippines (AUP) to
2005). It is a non-probability sampling technique determine the reliability test.
in which subjects recruited meet specific criteria,
have equal chances of being included in the study Data Gathering Procedures
and thus the sample out of the target population The study was conducted among ter-
(Calderon & Gonzales, 2008). tiary schools in Luzon, Visayas, and Mindanao
The samples were composed of 178 reg- after permission from the schools was granted
ular nurse educators among 11 tertiary schools to conduct the study. The researcher gathered
in the Philippines. These tertiary institutions are data among 178 nurse educators from selected
from the regions of Luzon, Visayas, and Mindanao schools that met the selection criteria (nursing
July 2016 | Vol. 19 No. 2
Personal Attributes and Teaching Performance as Mediated by Core Competencies of
10 Nurse Educators: Basis for Human Resource Training and Retention Program
colleges and universities in the Philippines which are non-accredited yet to accredited Level I by the
CHED, Philippine Association of Colleges and Universities Accrediting Association (PACUCOA), and As-
sociation of Christian Schools Colleges and Universities (AACSCU).
The respondents were registered nurses who have worked as nurse educators with one or
more years of regular or full time teaching and clinical experience. They answered the coded ques-
tionnaires first. Distribution to the students followed and their questionnaires called for identifying
the nurse educator who has been with them in the classroom and in the clinical setting whom they
are going to evaluate. The researcher made sure that two to three students evaluated a certain nurse
educator.
To those whom the researcher could not personally reach, cooperation of the nursing deans
was sought to gather the questionnaire on the former’s behalf. It was intended that the gathering of
relevant information is with the sole purpose to attain good results without biases. The respondents
who voluntarily agreed signed a written consent. Completed questionnaires were mailed back to the
researcher through Luzon Brokerage Courier (LBC). Statistical analysis was done using Statistical Pack-
ages for Social Sciences (SPSS) and Analysis of Moment Structure (AMOS).
Analysis of Data
Descriptive statistics specifically frequencies and percentages were used to determine and
describe the demographic profile of the respondents such as age, sex, marital status, educational at-
tainment, year level, and length of service. Mean and standard deviation were used to determine and
describe the extent of the nurse educators’ personal attributes, the level of their core competencies,
and teaching performance.
Regression was used to determine the relationships between core competencies and teaching
performance, personal attributes, and core competencies. T-test and ANOVA (Analysis of Variance)
were used to determine the difference in the teaching performance of the respondents considering
the moderator variable. The regression was used to determine the predictors of the personal attri-
butes, core competencies, and teaching performance. The discovery of mediating effect of core com-
petencies on personal attributes to teaching performance through Structural Equation Model (SEM)
was utilized through AMOS software.
RESULTS AND DISCUSSION
This study determined the personal attributes and teaching performance as mediated by the
core competencies of nurse educators. The results were used as a basis for human resource training
and retention program.
Personal Attributes
Table 1 shows the personal attributes of the respondents. Nurse educators perceived that
their personal attributes in terms of self-efficacy, loyalty, and communication skills were very good
with an overall mean of 4.61 (SD =0.78). Paragas (as cited in Locke & Latham, 2002) mentioned that in
organizational psychological research, studies have revealed that individuals with high levels of self-ef-
ficacy set superior goals. Self-efficacy judgments play a part in determining which activities a person
will perform or not. They also perceived to be always loyal in their teaching performance. It is built on
relationships, shared understanding, and trust. Engagement requires loyalty, and fair treatment and
it can bring rewarding outcomes in the workplace (Biro, 2012). Further, the respondents always apply
communication skills in their teaching performance.
Vol. 19 No. 2 | July 2016