Qubahan Journal of Social Science
2024, VOL. 1, NO. 1, Jan 2024
Practice Amidst COVID-19 Pandemic
Premicias Jayson
University of Perpetual Help, Philippines
Abstract. The Philippine government postponed the face-to-face learning modality due to the
COVID-19 pandemic, which was crucial for the application of knowledge, skills and attitude in
clinical settings among nursing students. This study attempted to determine the level of readiness
of the nursing students of the University of Perpetual Help System DALTA-Calamba Campus in
clinical practice amidst COVID-19 pandemic. Further, the study delved into the significant
difference in the level of readiness of nursing students when they are grouped according to
profile. This study used a descriptive quantitative research design. The total population of the
study was 23 nursing students from 3 rd year and 4th year of the University of Perpetual Help
System DALTA-Calamba Campus in the Academic Year 2022-2023. Purposive sampling was
used in this study. The Casey-Fink Readiness for Practice Survey was adapted for this study.
The findings presented that 69.6% were aged 20-22, 78.3% were female, and 60.9% belonged to
third year. The overall weighted mean of 2.98 revealed that the level of readiness among nursing
students was high. There was no significant difference in the level of readiness for Related
Learning Experience between the nursing students with ages ranging from 20-22 and 23-25, as
the computed p-value of 0.868 is greater than the 0.05 level of significance, this implied that age
was not a factor in the level of readiness for the clinical practice of the nursing students. There
was no significant difference in the level of readiness in clinical practice between the male and
female nursing students, since the computed p-value of
1.00 is greater than the 0.05 level of significance, this inferred that sex was not a factor in the
level of readiness for the clinical practice of the nursing students. Lastly, there was no significant
difference in the level of readiness for clinical practice between 3 rd year and 4th year nursing
students, whereas the computed p-value of 0.610 is greater than the 0.05 level of significance,
hence the hypothesis was accepted that there was no significant difference on the level of
readiness in clinical practice when grouped according to profile.
Keywords. readiness, nursing student, related learning experience, COVID-19 pandemic.
I. Introduction
Nursing education is a combination of theoretical and practical learning experiences that
prepare nursing students to provide nursing care. Clinical education is regarded as a necessary
and integral component of the nursing education program; because nursing is a performance-
based profession, clinical learning environments are critical in developing professional skills
and preparing nursing students to enter the nursing profession and become registered nurses.
Furthermore, the clinical component of nursing education is critical for nursing students in
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deciding whether to pursue a nursing career (Zhang et al., 2022). Clinical experience is an
important part of the nursing curriculum; it helps to shape the fundamental skills and
professional abilities of student nurses. Clinical practice periods that support the career
development of the nursing student must be ensured in nurse education (Jarvinen et al., 2018).
According to the researcher's observations in classroom discussions, focus groups, and feedback
from students after their first clinical placement, as well as findings in the research literature,
many students report significant difficulty, stress, and strain during their first clinical
experience. These encounters reduce the level of attention required at this stage of learning.
This knowledge could be used in improving nurse education to provide better support for the
transition from Student Nurse to Registered Nurse and to have better preparation for graduation.
In this year, 2022, the government of the Philippines allowed colleges and universities to
implement limited face-to-face classes and exposure in hospitals to equip students of Bachelor
of Science in Nursing; the problem is that nursing students are not ready for hospital exposure
as a result of 2-year paused of exposure in hospital as implemented by the government of the
Philippines.
The study aimed to know the level of readiness of the nursing students, particularly third-
year and fourth-year students of the University of Perpetual Help System DALTA-Calamba
Campus, to Related Learning Experiences as they are who will be exposed in the clinical area
during this COVID-19 pandemic.
During the COVID-19 pandemic, the students of Bachelor of Science in Nursing were
worried, terrified, and furious due to the increased workload, according to a study on the
sentiments of intern nursing students (Eweida et al., 2020). The pandemic serves as the leading
reason for the distractions of learning and the application of hospital exposure of nursing
students, wherein it serves as a vital component of nursing education (De Los Santos et al.,
2021). The hospital-related exposure of nursing students is delayed. The readiness of the
students in the actual hospital experience is not enough due to fact of 2-year discouragement of
the government which to prevent the contagious of the coronavirus and to provide safety and
secure the health of the student inside the university (Leaver et al., 2022). The fear of the
students regarding the global outbreak and the worry of transmitting the virus from other people
to the family is one of the factors that will limit the experience in actual set- up in clinical
exposure, the need to implementation of a new scheme in terms of innovative and creative
strategies to prevent the existing challenges in the nursing academe is significant for the
exposure of the nursing students (Rana et al., 2022). Lastly, many nursing students are worried
about the health situation due to the global outbreak in 2020, which greatly affected the
knowledge, skill, and attitude of the nursing students in clinical exposure as a part of the nursing
education curriculum.
II. Objective
The ultimate objective of this study was to determine the level of readiness of the nursing
students of the University of Perpetual Help System DALTA-Calamba Campus in clinical
practice or Related Learning Experience during COVID-19 pandemic. Further, the study delved
into the significant difference in the level of readiness of nursing students when they are grouped
according to profile.
III. Methodology
In this study, the researcher utilized quantitative research; gathering and interpreting numerical
data is known as quantitative research. The researcher used an approach of research
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design called descriptive research where the researcher would survey the target participants,
and it was collected and analyzed, which identified the level of readiness of the level three and
level four nursing students of the University of Perpetual Help System DALTA-Calamba
Campus in clinical practice amidst COVID-19 pandemic. The total population of the study was
23 nursing students from 3rd year and 4th year of the University of Perpetual Help System
DALTA-Calamba Campus in the Academic Year 2022-2023. Purposive sampling was used in
this study. In this study, the researcher utilized an adapted with some modifications survey
questionnaire, the Casey-Fink Readiness for Practice Survey. The researcher disseminated the
data privacy waiver and survey questionnaires to respondents through Google Forms.
Frequency and percentage distributions were used for the respondents’ profiles. The weighted
mean was utilized for the level of readiness. The Mann-Whitney U Test was used to determine
significant differences in the level of readiness of nursing students when they were grouped
according to their profile.
IV. Results and Discussion
Table 4.1. Frequency and Percentage Distribution of Respondents According to Age Group
Age Group Frequency Percent
20-22 16 69.6
23-25 6 26.1
29 and above 1 4.3
Total 23 100.0
Table 4.1 showed that 16 or 69.6 percent of the junior and senior nursing students were in the
20-22 age group. There were 6 or 26.1 percent of the age group 23-25, while the remaining 1
or 4.3 percent was 29 and above. Most nurses were aged 20-25 years old (Denney et al., 2022).
As mentioned by Sun et al. (2022), the most essential work values of Generation Z nursing
students, are serving other individuals, having an exciting and engaging career, and having
secured work and perks. Additionally, early-mid 20s were the average age of nursing students
who were taking a bachelor degree in Nursing (Ball, 2021).
Table 4.2. Frequency and Percentage Distribution of Respondents According to Sex
Sex Frequency Percent
Male 5 21.7
Female 18 78.3
Total 23 100.0
Based on Table 4.2, the junior and senior student nurses were dominated by female students
with a frequency of 18 or 78.3 percent, while the remaining 5 or 21.7 percent were male. In the
Denney et al. (2022) study, most of the Nurses were female with a frequency of 97 or
70.80 percent, while 40 or 29.20 percent were male. Additionally, male nursing students were
cognizant of the potential for misunderstanding in their communication, which frequently
confused them; however, males spoke with others in an open and truthful manner (Christensen
et al., 2018). Lastly, Dill (2023) stated that female has the instinct to nurture another person; the
qualities of being a Nurse is similar to most female characteristics, such as having more empathy
than male and being sincere in providing care.
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Table 4.3. Frequency and Percentage Distribution of Respondents According to Year-Level
Year Level Frequency Percent
rd
3 year 14 60.9
th
4 year 9 39.1
Total 23 100.0
As depicted in Table 4.3, the population of 3rd year and 4th year nursing students in the
University of Perpetual Help System DALTA-Calamba Campus was twenty-three. There were
14, or 60.9 percent, 3rd year nursing students, while the remaining 9, or 39.1 percent, were level
four. In line with this, Bakker et al. (2018) stated that dropout is common for graduate students,
leading to a shortage of Professional Nurses due to physical and mental overload, which greatly
affects the student's health condition. Moreover, when students decide that they are not suitable
for the nursing profession, dropout decisions are believed to be physiologically common among
nursing students (Canzan et al., 2022).
Table 4.4. Descriptive Statistics on the Level of Readiness to Related Learning Experience
Item Statements Mean Interpretation
1. I feel confident communicating with physicians. 2.96 Agree
2. I am comfortable communicating with patients from diverse populations. 3.00 Agree
3. I am comfortable delegating tasks to the nursing assistant. 2.91 Agree
4. I have difficulty documenting care in the electronic medical record. 2.39 Disagree
5. I have difficulty prioritizing patient care needs. 2.09 Disagree
6. My clinical instructor provided feedback about my readiness to assume an RN role. 3.04 Agree
7. I feel overwhelmed by ethical issues in my patient care responsibilities. 2.74 Agree
8. I am confident in my ability to problem solve. 3.04 Agree
9. I have difficulty recognizing a significant change in my patient’s condition. 2.52 Agree
10. I have had opportunities to practice skills and procedures more than once. 3.22 Agree
11. I am comfortable asking for help. 3.35 Agree
12. I am comfortable communicating and coordinating care with interdisciplinary
3.26 Agree
team members.
13. Simulations have helped me feel prepared for clinical practice. 3.22 Agree
14. Writing reflective journals/logs provided insights into my own clinical decision-
making skills. 3.04 Agree
15. I feel comfortable knowing what to do for a dying patient. 2.78 Agree
16. I am comfortable taking action to solve problems. 3.04 Agree
17. I feel confident identifying actual or potential safety risks to my patients. 3.04 Agree
18. I am satisfied with choosing nursing as a career. 3.17 Agree
19. I feel ready for the professional nursing role. 2.96 Agree
20. I feel I may harm a patient due to my lack of knowledge and experience. 2.65 Agree
21. My preceptor is helping me to develop confidence in my practice. 3.30 Agree
22. I am supported by my family/friends. 3.57 Strongly Agree
23. I am experiencing stress in my personal life. 3.26 Agree
Over-all Weighted Mean 2.98 Agree (High)
Legend: 1.00-1.49 (1) Strongly Disagree (Very Low); 1.50-2.49 (2) Disagree (Low); 2.50-
3.49 (3) Agree (High); 3.50-4.00 (4) Strongly Agree (Very High).
As shown in Table 4.4, the descriptive statistics on the level of readiness for Related Learning
Experiences. Statement 22 had the highest weighted mean of 3.57, verbally interpreted as
strongly agree. This revealed that the support of family and friends to nursing students during
clinical exposure amidst the COVID-19 pandemic was very high. During the
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COVID-19 pandemic, the role of nurses was significant as a part of the frontline, many clinical
nurses and student nurses experienced stress while studying BS Nursing program, and the
support system from family and friends motivated the nurses and student nurses to continue
pursuing nursing (Cust et al., 2020). In line with this, Dube and Mlotshwa (2018) mentioned
that parental support could help the nursing student have better outcome performance in clinical
exposure. The support system was helpful for nursing students to relieve stress and boost
motivation in studying.
As indicated in Table 4.4, statement 5 has a weighted mean of 2.09, which was verbally
interpreted as disagree. This suggested that the University of Perpetual Help System DALTA-
Calamba Campus nursing students had no trouble prioritizing the needs of their patients. In
accord with this, Hägg-Martinell et al. (2020) stated that nursing students gained theoretical
knowledge from discussion in nursing education, and it was significant in application in actual
clinical exposure. It would develop the prioritizing of care according to the needs of the patient.
Through the presence of mentorship of the clinical instructor, the students' skills would develop,
and the repetition, which involved the student practicing independently more than once, would
enhance prioritizing patient care needs.
As revealed in Table 4.4, statement 9 has a weighted mean of 2.52, which was verbally
interpreted as agree. This intended that the nursing students of the University of Perpetual Help
System DALTA-Calamba Campus have difficulty recognizing a significant change in the
condition of the patient. Lack of experience in clinical situations, fear of using nursing
delegation, and a sense of inadequacy are concerns that nursing students have when performing
the patient care assistant role. These issues could be overcome if the nurse in charge of the
clinical area questioned the nursing students and supervised them. As a result, the students feel
more confident and comfortable providing assignments to the nursing assistant (Puskar et al.,
2017).
The overall weighted mean of Table 4.4 was 2.98, verbally interpreted as agree. This
indicated that the level of readiness of the nursing students of the University of Perpetual Help
System DALTA-Calamba Campus in clinical practice amidst COVID-19 pandemic was high.
In line with this, Gök Uğur et al. (2020) mentioned that through the assistance of theoretical
knowledge from nursing schools combined with efficient, practical practice, nursing students
felt prepared to transition from being Student Nurses into Professional Nurses. Students who
chose nursing as their career did so voluntarily and felt content and safe in their choice of
profession.
Table 4.5. Comparison on Level of Readiness to Related Learning Experience by Age-Group
Group Mean Statistic p-value Decision Interpretation
20-22 2.98
0.168 0.868 Failed to Reject H0 No significant Difference
23-25 2.96
Test used: Mann-Whitney U; 0.05 level of significance; 3rd Group not included due to only one
case/observation.
As demonstrated in Table 4.5, since the computed p-value of 0.868 is greater than the 0.05
level of significance, the decision was not to reject the null hypothesis. Therefore, there was no
significant difference in the level of readiness for Related Learning Experiences between the
nursing students with ages ranging from 20-22 and 23-25. This proved that age was not a factor
in the level of readiness for the Related Learning Experiences of the nursing students amidst
COVID-19 pandemic. In accordance with this, age was not considered a significant
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factor affecting the readiness of the nursing students in a Related Learning Experience since
most of the students reported having a stressed-associated with performing in clinical practice.
(Castro et al., 2022). On the other hand, Elgzar (2019) stated that there was a statistically
significant difference between age and sex towards the readiness in Related Learning
Experiences through self-directed learning, self-management, self-control, and the willingness
to learn. Older nursing students were more ready than younger nursing students since senior
students obtained more knowledge and skills in clinical areas than those in the lower year.
Table 4.6. Comparison on Level of Readiness to Related Learning Experience by Sex
Group Mean Statistic p-value Decision Interpretation
Male 2.97 Failed to No significant
45.0 1.00
Female 2.98 Reject H0 Difference
Test used: Mann-Whitney U; 0.05 Level of Significance.
As shown in Table 4.6, since the computed p-value of 1.00 is greater than the 0.05 level of
significance, the decision was not to reject the null hypothesis. Therefore, there was no
significant difference in the level of readiness for Related Learning Experiences between the
male and female nursing students. This implied that sex was not a factor in the level of readiness
for the Related Learning Experiences of the nursing students during COVID-19 pandemic.
Similar to this finding, Saadeh et al. (2021) stated that the gender profile of the students did not
affect the perception of readiness in effective clinical learning experiences because students
were supported by the same theoretical and practical knowledge offered by the nursing
academe. On the contrary, Kurt and Eskimez (2022) stated that female nursing students were
more competent than male student nurses in clinical practice. Moreover, Neupane et al. (2020)
stated that during the COVID-19 pandemic, female nursing students were more ready than
males in online classes, which found that it can be an alternative learning modality to develop
knowledge, skill, and attitude in clinical practice. Lastly, Elgzar (2019) stated that female
nursing students have a higher level of self-management than males in clinical practice.
Table 4.7. Comparison on Level of Readiness to Related Learning Experience by Year-Level
Group Mean Statistic p-value Decision Interpretation
3rd Year 3.01 Failed to No significant
54.5 0.610
4th Year 2.94 Reject H0 Difference
Test Used: Mann-Whitney U; 0.05 Level of Significance.
As seen in Table 4.7, since the computed p-value of 0.610 is greater than the 0.05 level of
significance, the decision was not to reject the null hypothesis. Therefore, there was no
significant difference in the level of readiness for Related Learning Experiences between the
3rd year and 4th year nursing students. This suggested that year level was not a factor in the
level of readiness for the Related Learning Experiences of the nursing students amidst COVID-
19 pandemic. In assent with in the study conducted by Fooladi et al. (2022), there was no
significant difference between the academic and overall performance in the clinical area
between the nursing students in 2017 and 2018 since all nursing students underwent clinical
practice as a part of nursing education. In contrast, Jiang et al. (2022) stated that third- year and
fourth-year nursing students have poorer home-based E-learning than first-year and
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second-year students during the COVID-19 pandemic. Therefore the nursing school should
provide additional online materials that support the students in developing good performance
clinically. In addition, according to Kurt and Eskimez (2022), fourth-year nursing students were
more competent than the lower-year level in clinical practice since they were exposed to clinical
areas longer and had more experience than those in the lower-year level.
V. Conclusions and Recommendations
Based on the findings, the following are the conclusion:
1. The researcher concluded that the profile of 3rd year and 4th year nursing students were; a
majority of the nursing students were in the age bracket of 20-22 years old; in terms of sex,
the nursing program in the University of Perpetual Help System DALTA-Calamba Campus
was a female-dominated program; in terms of year level, graduating students have less
population than the lower year level.
2. The respondents' readiness level based on the Casey-Fink Readiness for Practice Survey
was high, which would mean they were ready to face real and actual scenarios in the clinical
area even in the middle of the COVID-19 pandemic. The level three and level four nursing
students were confident in the preparation and painstaking effort of the College of Nursing
to safeguard their cherished students to avoid contracting the disease caused by COVID-19
while gaining the skills, knowledge, and the right attitude necessary for them to be globally
competitive and compassionate nurse practitioners.
3. Based on the result that there was no significant difference in the level of readiness in
clinical practice amidst the COVID-19 pandemic and the demographic profile of the
respondents, the researcher, therefore, concluded that age, sex, and year level were not
significant factors that would affect the readiness of students nurses to accomplish their
task in the clinical area to better equipped them with the qualities that nursing profession
had established.
Based on the findings and conclusions presented, the following recommendations are hereby
forwarded:
1. The College of Nursing should continue to keep track of the activities of nursing students.
They should be involved or engage in extracurricular activities developed by the College
of Nursing, such as enrichment programs, community extension services, medical
missions, health teachings, feeding programs, and income-generating activities that
enhance their dedication and uplift their interest in clinical practice.
2. The Dean of the College of Nursing, Related Learning Experience Coordinator, and
Clinical Instructors should coordinate more often with different affiliating hospitals and
agencies regarding guidelines and protocols during clinical exposure of nursing students
amidst the COVID-19 pandemic. Rules and procedures of the hospitals and other agencies
should be complied with strictly to ensure the safety of the clients, clinical instructors,
nursing students, and their significant others against COVID-19 virus.
3. The College of Nursing should continue to uplift the quality of nursing education by being
abreast of the updates in the nursing curriculum globally. Lifelong learning should inculcate
in the minds of nurse educators and nursing students so they can perform safe, appropriate,
and holistic care to clients or groups of clients in the nursing profession.
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Table 5.1. Guidelines on the Clinical Practice Amidst COVID-19 Pandemic
Objective Strategy Person-In-Charge
⚫ School Director
To engage in lifelong
⚫ Dean of the College of Nursing
learning with a passion for
⚫ RLE Coordinator
keeping current with Orientation, Enrichment
⚫ Faculty/Clinical Instructors
national and global Program, and Training
⚫ Chief Nurse
developments in general in the clinical area.
⚫ Nurse Supervisor
and nursing and health
⚫ Other Hospital Staff
development in particular.
⚫ Nursing Students
To apply knowledge, skills, ⚫ Rural Health Unit
and attitude toward the ⚫ Barangay Chairman
Engaging in Community
physical, social, ⚫ Barangay Officials
Extension Services,
psychological, spiritual, and ⚫ Barangay Health Workers
Medical Mission
emotional aspects of ⚫ Midwife
(Bloodletting and Oplan
individuals, families, and ⚫ School Director
Tuli), and Health
communities through ⚫ Dean of the College of Nursing
Teaching.
natural and health sciences ⚫ Faculty/Clinical Instructors
and humanities in nursing. ⚫ Nursing Students
To perform safe, ⚫ Rural Health Unit
appropriate, and holistic ⚫ Barangay Chairman
care to individuals, ⚫ Barangay Officials
families, and communities Participating in ⚫ Barangay Health Workers
through the application of Community Outreach ⚫ Midwife
the nursing process Program. ⚫ School Director
(assessment, diagnosis, ⚫ Dean of the College of Nursing
planning, implementation, ⚫ Faculty/Clinical Instructors
and evaluation). ⚫ Nursing Students
To practice nursing in
Adherence to the ethical ⚫ Dean of the College of Nursing
accordance with existing
and legal aspects of ⚫ Faculty/Clinical Instructors
laws, legal, ethical and
jurisprudence. ⚫ Nursing Students
moral principles.
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