LEARNING EXPERIENCES ON FACE-TO-FACE AND VIRTUAL

RETURN DEMONSTRATIONS

A Thesis Presented to the Faculty of

Naga College Foundation Inc.
College of Health Sciences
City of Naga

In Partial Fulfillment of the Requirements

for the Degree Bachelor of
Science in Nursing

Borbe, Cathyrine
Cuya, Bryant Jack
Dela Pena, Jullie Ann
Edejer, Erma
Gamil, Marion Claire
2022
 ii

APPROVAL SHEET

The thesis of CATHYRINE BORBE, BRYANT JACK CUYA,

JULLIE ANN DELA PENA, ERMA EDEJER, AND MARION
CLAIRE GAMIL, entitled, “LEARNING EXPERIENCES ON
FACE-TO-FACE AND VIRTUAL RETURN DEMONSTRATIONS”,
prepared and submitted, in partial fulfillment of the requirements
for the degree of Bachelor of Science in Nursing, has been
examined and recommended for acceptance and approval for Oral
Examination.
Approved by the Committee on Oral Examination on ________ with
a Grade of _____.

EMMALOI A. ILANO RN, MAN

Research Adviser

THESIS COMMITTEE

STANLEY O. DY, Ph.D., MAN, RN, RM

Chairman

JOHANNA MARIA DJ. CASTILLO RN, MAN TERESITA Q.

DECAL RN, MAN

Member Member

JUDITH V. CARINO Phd, RN, MN Prof. TERESITA

BERCASIO, MSGC

Member Member

Accepted and approved in partial fulfillment of the requirements

For the degree of Bachelor of Science in Nursing

STANLEY O. DY, Ph.D., MAN, RN, RM

Dean, College of Health Science

 iii

CERTIFICATION

This is to certify that the Thesis of CATHYRINE BORBE, BRYANT

JACK CUYA, JULLIE ANN DELA PENA, ERMA EDEJER, AND
MARION CLAIRE GAMIL, entitled, “LEARNING EXPERIENCES
ON FACE-TO-FACE AND VIRTUAL RETURN
DEMONSTRATIONS”, has been edited by the undersigned.

Issued upon the request of the interested party for the reference
and for whatever purposes it may serve on ___________ in the
City of Naga, Republic of the Philippines.

Prof. TERESITA BERCASIO, MSGC

EDITOR
 iv

ACKNOWLEDGEMENT

In conducting this study, we would like to acknowledge and

give our warmest thanks to the people who help us all throughout.

Foremost, praises and thanks to God Almighty, for his

showers of blessings, wisdom he bestowed upon us, the strength
and good health to finish this research.

To our research adviser, Ma’am EMMALOI A. ILANO RN,

MAN, for giving us opportunity, encouragement and invaluable
guidance, insightful comments, and questions that lead us to do
this study.

To the respondents of College of Health Sciences 3rd

year Nursing Students, who have given their consent and time
in responding to our survey questionnaire needed in our study.

To Ma’am Teresita R. Bercasio, MSGC, our statistician, for

sharing her knowledge and technical expertise in statistical analysis.

And lastly to our family, for their continuous support, deep

consideration for the finances and encouragement which helped us
in the completion of this paper.

- RESEARCHERS -
 v

ABSTRACT

TITLE: LEARNING EXPERIENCES

ON FACE TO-FACE AND VIRTUAL RETURN
DEMONSTRATIONS

Researchers: Cathyrine Borbe

Bryant Jack Cuya
Jullie Ann Dela Peña
Erma Edejer
Marion Claire Gamil

Type of Documents: Unpublished

Undergraduate Thesis (2022)

Accrediting School: Naga College Foundation

Inc.

Keywords: Learning experience, Face to

Face, Virtual, Return demonstration

This study focused on the learning experiences of the nursing

students during face-to-face and virtual return demonstrations. It

answered the following questions: (1) What are the respondents’

profile in terms of: a. age; b. gender; c. civil status; d. class

attended? (2) What are the learning experiences of nursing

students during limited face-to-face return demonstration along

with: a. nursing skills; b. logistics? (3) What are the learning

experiences of nursing students during virtual return demonstration

 vi

along with: a. nursing skills; b. logistics? (4) Is there a significant

difference between the learning experiences of third year nursing

students during limited face-to-face and virtual return

demonstrations? (5) Is there a significant association between the

profile and learning experiences of 3rd year nursing students during

limited face-to-face and virtual return demonstrations? (6) . What

intervention program can be recommended to improve the learning

experiences of nursing students?

The study used a descriptive-correlational method of

research to determine the significant association between the

profile and learning experiences of nursing students during limited

face-to-face and virtual return demonstrations. The data was

obtained from 73 respondents via responses to google forms

survey. Frequency count, percentage, weighted mean, and chi

square were used as statistical tools to treat the data.

Findings included that out of 73 respondents, the highest

percentage of gender is female which had 48 (65.8%) respondents

while the male had 25 (34.2%) respondents. For civil status, the

highest percentage is single which had 72 (98.6%) respondents

while married had 1 (1.4%) respondent. For class attendance, the

highest percentage is both face-to-face and virtual which had 50

(71.2%) respondents. The virtual had 19 (26%) respondents while

 vii

the face-to-face had 2 (2.7%) respondents. It showed that both

face-to-face and virtual class attendance had the highest

percentage.

Therefore, there is significant difference between the

learning experiences of nursing students during face-to-face and

virtual demonstrations. And there is significant association between

the profile and learning experience of nursing students during

limited face-to-face and virtual demonstrations.

 viii

TABLE OF CONTENT

PAGE

TITLE PAGE ……………………………………………………………………… I

APPROVAL SHEET …………………….………………………………….... 2

EDITOR CERTIFICATION…………………………………………………… 3

ACKNOWLEDGEMENT………………………………………………...…... 4

ABSTRACT ……………………………………………………………………... 5

TABLE OF CONTENTS………………………………………………………… 7

LIST OF TABLES …………………………………………………………...... 10

LIST OF FIGURES ……………………………………………………………

11

CHAPTER I: The Problem

Introduction ………………………………………………………………………

Statement of the Problem ……………………………………………………

Assumption …………………………………………………………………………

Hypothesis …………………………………………………………………………

Significance of the Study …………………………………………………… 6

 ix

Scope and Delimitation …………………………………………………… 7

Definition of Terms …………………………………………………………

Notes …………………………………………………………………… 9

Chapter II: Review Related Literature and Studies

Limited Face-to-face Return Demonstration ………………………… 11

Virtual Return Demonstration …………………………………………

15

Synthesis of the State-of-the-Art ……………………………………………

19

Theoretical Framework …………………………………….

……………….20

Theoretical Paradigm …………………………………………………... 23

Conceptual Framework ……………………………………………………..

26

Conceptual Paradigm ……………………………………………………. 28

Notes ……………………………………………………………………… 29

Chapter III: Methodology

Research Design ……………………………………………………………….

33

Respondent of the Study

……………………………………………………...33
 x

Research Instrument ………………………………………………… 34-35

Statistical Tool ………………………………………………………… 35-36

Ethical Considerations …………………………………………………...

36

Notes ……………….………………………………………………….. 37

Chapter IV: Analysis and Interpretation

Profile of the students ...

……………………………………………………………………………... 38-39

Learning experiences during face-to-face return

demonstration in terms of nursing skills ………………………. 39-41

Learning experiences during face-to-face return

demonstration in terms of logistics ……………………………... 41-42

Nursing Skills of Learning Experiences During Virtual Return

Demonstration……………….………………………………………….. 43-44

Learning Experiences in Virtual Demonstration in Terms of

Logistics for Improvised Materials/Equipment.

……………………………………………….. 45-46

Learning Experiences During Virtual Demonstration in Terms of

Logistics for Supply of Material and Equipment from the Skills

Laboratory…….…………………………………………………….... 46-47
 xi

Significant difference between the learning experiences during

limited face-to-face and virtual return

demonstration…………………………………………………………… 47

Significant relationship between the profile and learning

experiences of students……………………………………………. 48

Notes………………………………………………………………………… 49

Chapter V: Summary, Conclusion, and Recommendation

Summary ……………………………………………………………. 50-51

Problem 1 ……………………………………………………………….. 51

Problem 2 .…………………………………………………………………… 51-52

Problem 3 .………………………………………………………………… 52-53

Problem 4 ………...………………………………………………………… 53

Problem 5 ………..………………………………………………………. 53-54

Problem 6 ……….……………………………………………………. 54-

56

Notes ……………………………………………………………………………. 57

Bibliography…….……………………………………………………….. 58-61

Appendices ……………………………………………………………… 62-75

Curriculum Vitae ………………………………………………..…… 76-81

LIST OF TABLES

TABLE NUMBER TABLE TITLE PAGE

 xii

1Profile respondents ………………. 46

2Learning experiences during limited ……… 48-49

face-to-face. return demonstration (Nursing skills)

3 Learning experiences during limited …………………..50

face-to-face return demonstration (Logistics)

4 Learning experiences during virtual……………. 52-53

return demonstration (Nursing skills)

5 Learning experiences during virtual................... 54

return demonstration (Logistics A)

6 Learning experiences during virtual............... 56

return demonstration (Logistics B)

7 Significant differences between the learning……57

experiences during limited face-to-face

and virtual demonstration ...........................

8 Significant association between the profile and

learning experiences of students …………… 58

LIST OF FIGURES

Figure Number Figure Title Page

1 Theoretical Paradigm ………….. 33

2 Conceptual Paradigm ………….. 35

 CHAPTER I

THE PROBLEM

Introduction

During the COVID-19 outbreak, e-learning has emerged as a

viable option for altering the traditional educational system.

Teachers and students have had to adjust their behaviors, teaching

or learning styles, and evaluation methodologies, among other

things. This reform has several advantages, but it has also created

conflicts and disappointments among both the beneficiaries of the

teaching act and educational players. E-learning has demonstrated

the importance of modeling all parties' behaviors. Creative and

constructive interventions are required to streamline the

educational process, particularly in the university setting. These

would address specific issues and help to ensure the long-term

viability of education.

Richard E. Mayer defines learning as ‘the relatively

permanent change in a person’s knowledge or behavior due to

experience’ where it means that the duration of change is long-

term rather than short term. The cause of the change is the

learner's experience in the environment rather than a video

 2

presentation, improvising, and imagination.

Every student should complete their tasks and none of them

should be left behind. They should know and master their chosen

field while the teachers mold them to be good learners and

responsible professionals. Thus, the students need to be obedient

and follow their clinical instructor to do the things that should be

done correctly in compliance with RLE. Having them fully

understand all the procedures in RLE enhances more of not just

their skills and critical thinking but also their attitudes and values. It

can give them a ‘roller coaster’ feeling especially if they will be

handled by different clinical instructors, consequently, they can

learn and acquire life lessons that can be useful someday.

Comprehending the learnings of the student nurses particularly

the third-year nursing student experiences during their face-to-face

and virtual return demonstrations meets the desire of our needs to

conduct this study. Because of this, it can tell that the nursing

students in Naga College Foundation are really learning even

though in virtual or face-to-face. Also, this study can determine

their hindrances and struggles just to learn and cope up with the

unexplained procedures.

In accordance with the pertinent provisions of Republic Act (RA)

No. 7722, otherwise known as the “Higher Education Act of 1994”,

 3

CHED-DOH Joint Memorandum Circular (JMC) No. 2021-001 on the

Guidelines for the Gradual Reopening of Campuses of Higher

Education Institutions for Limited Face-to-Face Classes During the

Covid-19 Pandemic, Inter-agency Task Force (IATF) for the

Management of Emerging Infectious Diseases Guidelines on the

Nationwide Implementation of Alert Levels System for COVID-19

Response, it allows the conduct of limited face-to-face classes for

the higher education in areas under Alert Level System 1,2 and 3,

and IATF Resolution No. 148-G, approving the phased

implementation of the limited face-to-face classes for all programs

under the Alert Levels System for COVID-19 Response of CHED, the

Commission on Higher Education (CHED) and the Department of

Health (DOH), the Naga College Foundation Inc. hereby adopt and

promulgate the following guidelines on the implementation of

limited face-to-face classes for the College of Health and Sciences

specially for the nursing students to comply the return

demonstration.

Kokemuller (2017) stated that procedures are from policies

that they provide a sequential or step-by-step guide on how to

perform a certain task or operation in a business. This gives insight

to the nurse’s students about their field and because of their clinical

instructors. They are learning about the proper way on how the
 4

specific task can be done properly without having a mess. This

guide makes the students more competent in their field for this

step-by-step procedure starts from the very simple order to a more

complex mandate, making the students understand from the very

beginning that they are a novice in this area to the very finish in

which they transform into a well-mannered professional.

Hindawi (2016) discussed that nursing students’ competence

is based on the knowledge and skill that are being taught to them.

Face-to-face is more relevant to the experience and acquires the

skills, knowledge, and attitude in providing nursing care, unlike

virtual learning. Clinical training and demonstration in nursing

students must occur in a complex clinical learning environment

which can only be done face-to-face. This environment provides an

opportunity for students to learn experimentally and to convert

theoretical knowledge to a variety of mental, psychological, and

psychomotor skills which are of significance for patient care.

Students’ exposure and preparation to enter the clinical setting are

some of the important factors affecting the quality of clinical

education. Due to the pandemic human movement and contact has

been restricted since early 2020. Implementation of safe and

practical alternatives forced a rapid shift from traditional face-to-

face learning to online learning. During this time, difficulties arise in

 5

nursing class, particularly in the learning environment. The nursing

students’ face-to-face mode of learning, particularly in the

demonstration, teaches students not only to survive but thrive in

this profession. Online learning may seem that it is only compatible

with those students that have internet connections and gadgets.

Insufficient materials during virtual learning and demonstration may

influence the skills and knowledge of some students.

A researcher’s idea varies about the learning experience of

third-year nursing students in the new learning systems during

face-to-face and virtual return demonstrations for compliance in

Naga College Foundation. Related learning experiences are a must

for the students who are at the peak of their career, learning and

experiencing different things in the field that they chose. By these,

being said the researchers conduct this study to know the nursing

students’ learning experiences. They aim to reveal the changes in

their performance in the clinical setting during face-to-face and

virtual return demonstrations. By identifying the problems and

challenges with which these students are being faced in the clinical

learning environment can help solve the problems, contribute to

becoming professional and help the growth and development of

their skills. Thus, the researcher needs to conduct a study on the

learning experiences of nursing students during face-to-face and

 6

virtual return demonstrations.

Statement of the Problem

The study determined the learning experiences of third year

nursing students in blended modalities during face-to-face and

virtual return demonstrations of Naga College Foundation for the

academic year 2021 -2022.

Specifically, it answered the following questions:

1. What is the respondents’ profile in terms of:

a. age

b. gender

c. civil status, and

d. class attended?

2. What are the learning experiences of nursing students during

limited face-to-face return demonstration along with

a. nursing skills; and

b. logistics?

3. What are the learning experiences of nursing students during

virtual return demonstration along with:

a. nursing skills; and

b. logistics?

4. Is there a significant difference between the learning experiences of

 7

nursing students during limited face-to-face and virtual return

demonstrations?

5. Is there a significant association between the profile and learning

experiences during limited face-to-face and virtual return

demonstrations?

6. What intervention program can be recommended to improve the

learning experiences of nursing students?

Assumption

The basic assumptions that served as the foundation of this study

were as follows:

1. The profile of the respondents on gender, age, civil status, year

level and class attended varies.

2. The learning experiences of nursing students during limited face-to-

face along with nursing skills and logistics vary.

3. The learning experience of nursing students during virtual

experience along with nursing skills and logistics vary.

4. There are intervention program to improve the learning

experiences of nursing students.

5.

Hypotheses

This study tested the hypotheses that:

 8

1. There is a significant difference between the learning experiences

of nursing students during limited face-to-face and virtual return

demonstrations.

2. There is a significant association between the profile and learning

experiences of nursing students during limited face-to-face and

virtual return demonstrations.

Significance of the Study

The groups of people who were primarily benefited by this study

were as follows:

Student-Nurse. The result of this study is beneficial to

nursing students to provide more information regarding the

learning experience of nursing students during face-to-face and

virtual return demonstrations.

Clinical Instructors. Through this study, the clinical

instructors can identify the factors that cause students to fail and to

comply with RLE through actual and virtual demonstrations. This

study provided them with good suggestions and recommendations

of the effectiveness of the RLE Demonstrations.

College of Health and Sciences Administrator. This

study served as a source of feedback on the students' learning

experiences in demonstration through actual and virtual return

 9

demonstration.

Hospital Affiliates. This study benefited the Hospital

Affiliates for they will have overviews of how competent and skillful

the student affiliates are, who will help them provide nursing care

to their clients/patients.

Naga College Foundation Administrators. The results of

this study will assist administrators in focusing on the factors that

influenced CHS student nurses with their return demonstration. This

served as a guide for them to determine the learning experiences

during limited face-to-face and virtual return demonstrations.

Researchers. This study served as a guide for the student-

nurse to determine learning experiences during limited face-to-face

and virtual return demonstrations.

Future Researchers. This study can be used as a

reference or guide for future researchers conducting similar

research.

Scope and Delimitation

The study focused on the learning experiences of 3rd year

nursing students during limited face-to-face and virtual return

demonstrations along with nursing skills and logistics of Naga

College Foundation for the academic year 2021 -2022.

 10

The scope of the study focused only on the level 3 nursing

students who attended the limited face-to-face and virtual return

demonstrations in the College of Health Science at Naga College

Foundation.

The study excluded the level 1, 2 and 4 nursing students

who do not have the same learning experience during limited face-

to-face and virtual return demonstrations and the clinical instructors

in Naga College Foundation Inc. and in other schools that also

conduct limited face-to-face and virtual return demonstrations.

Definition of Terms

For a better understanding of the study, the following terms

were defined either operationally or conceptually.

Learning Experience. Learning experience is interaction,

course, program, or other experience in which learning takes place,

whether it occurs in traditional academic settings (schools,

classrooms) or nontraditional settings (outside-of-school locations,

outdoor environments), or whether it includes traditional education.

Nursing skills. This is defined as the abilities the nurses

need to succeed in their careers. The skills of nurses can be

classified as hard skills, learned through formal education or

training, and soft skills, which may come naturally or through

 11

experience.

Logistics. This is defined as the logistics of

pharmaceuticals, medical and surgical supplies, medical devices and

equipment, and other products needed to support doctors, nurses,

and other health and dental care providers.

Limited Face-to-Face Learning. This refers to an

instructional method where the course content and learning

material are taught in-person to a group of students. This allows for

live interaction between a learner and an instructor. It is the most

traditional type of learning instruction.

Virtual Learning. This is a type of learning that is

enhanced using computers and/or the internet both outside and

within the educational institution's facilities. Most of the time, the

training takes place online. The educational activities occur online,

with the teacher and students being physically separated (in terms

of place, time, or both).

Intervention Program. These programs are designed to

identify individuals with developmental disabilities in need of ser- vices

and to assist them in obtaining the appropriate service.

 12

NOTES

Dictionary of Psychology | Request PDF -

researchgate.net. (n.d.). Retrieved November 18, 2021, 10:24am

from

https://www.researchgate.net/publication/310770577_APA_Diction

ary_of_Psychology.

Conceptual meaning from

https://www.vocabulary.com/dictionary/conceptual

Face-to-face learning definition and meaning. Top Hat.

(2019, September 27). Retrieved November 18, 2021, 10:34am

from https://tophat.com/glossary/f/face-to-face-learning/.

Guideline on the gradual reopening of campuses of

Higher Education Institution for Limited face-to-face classes during

the Covid-19 Pandemic from

https://ched.gov.ph/wp-content/uploads/CHED-DOH-Joint-
 13

Memorandum-Circular-No.-2021-001-Guidelines-on-the-Gradual-

Reopening-of-Campuses-of-Higher-Education-Institutions-for-

Limited-Face-to-Face-Classes-during-the-COVID-19-Pandemic.pdf

Jamshidi, N., Molazem, Z., Sharif, F., Torabizadeh, C., &

Najafi Kalyani, M. (2016). The challenges of nursing students in the

Clinical Learning Environment: A qualitative study. The Scientific

World Journal, 2016, 1–7. https://doi.org/10.1155/2016/1846178

Kokemuller, N. (2017, July 25). Importance of policies &

procedures. Career Trend. Retrieved November 18,

2021,10:10amfrom https://careertrend.com/importance-policies-

procedures-11298.html.

Nursing skills (Definition and Examples)

https://au.indeed.com/career-advice/resumes-cover-letters/nursing-

skills

Racheva, V. (2021, October 23). What is virtual learning? VEDAMO.

Retrieved November 18,2021,9:58am from

https://www.vedamo.com/knowledge/what-is-virtual-learning/.
14
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter included the ideas, finished thesis, concepts

generalizations, or conclusions. These are reviewed to familiarize

with the information that is relevant in this endeavor.

Limited Face-to-Face Return Demonstration

The review of related literature for this study was conducted to

identify the content of a limited face-to-face return demonstration

that has been used in prior research to better understand the

learning experience.

Muthuprasad et al. (2022) reported that in courses that are

more practical/skill oriented, changing entirely to online mode may

not be a viable option and such institutions ought to design a

hybrid/blended curriculum involving both face-to-face and online

methods. Regarding the quality of achievement of the learning

outcomes in online and face-to-face learning in general and non-

medical education courses, there are diverse opinions. Some

authors found that achievement of the student learning outcomes is

less efficient in online learning than in face-to-face learning, while

others reported no significant difference when compared to face-to-

face teaching.
 15

Mukasa et. al (2021) defined campus learning refers to

instruction that occurs at the physical site of an institution, such as

in classrooms, lecture halls and laboratories, where students have

direct access to and contact with their instructors. It is generally

agreed that the face-to-face element of campus learning with

human interaction, eye contact, facial expressions and verbal cues

is vital in promoting student-lecturer interaction and engagement in

the learning process. Consistency of the instructor-student

interaction is crucial to maintain students’ motivation for learning.

As it was important to maintain and continue learning during a

crisis such as the COVID-19 pandemic, higher learning institutions

needed to have the resilience to maintain that continuity.

Organizational resilience is defined as an organization’s ability to

survive a crisis and thrive in a world of uncertainty.

According to Jamshidi et al. (2021), nursing education is

composed of two complementary parts; theoretical training and

practical training experiences that enable nursing students to

acquire knowledge, skills, and attitudes for providing nursing care

to patients. Therefore, nursing students’ competence is based on

knowledge and skills taught to them by the clinical instructors.

Consequently, a large part of nursing education is carried out in the

clinical environments as nursing is a performance-based profession

 16

hence clinical learning environments play an important role in the

acquisition of professional abilities and skills in caring for patients.

According to Adibelli & Korkmaz (2017) defined clinical

education is a process that students experience from the beginning

to the end of his/her educational life. During this process, some

factors (student, instructor, and environment-related) affect the

learning of students. If these factors are well-managed, students

can finish clinical placements with a positive learning experience. In

studies conducted on the subject, students state that they want to

spend their clinical training with knowledgeable and expert

instructors in their field for more effective learning, that instructor

may serve as an example for themselves, they should be

available/reachable for them, they should be more involved in

meeting their needs and expectations, they should manage their

time well, they should provide on-time and individual feedback and

they should make assessments about students’ knowledge, skill and

professional judgments.

According to Guinid (2017) in his article a qualitative

phenomenological study of clinical experiences of Levels II, III and

IV nursing students at the University of Northern Philippines that

the three main themes with their corresponding sub themes

emerged from this study: 1) Teaching and Learning Support

 17

comprising clinical supervision, mentors and role modeling interplay

with theory and practice, 2) Clinical Practice that resulted in

character and values development, clinical responsibility,

competency enhancement and anxiety and stress. The students

likewise developed self-confidence enjoyed and appreciated clinical

practice; and 3) Interpersonal Relations centered on the attitude of

staff nurses, doctors, clinical instructors, students’ emotions, and

coping strategies. The participants perceived some of their Clinical

instructors (CIs) as role models who helped them hone their

competency skills and developed moral values. They encountered

stresses that greatly affected their personal life and academic

performance. To adequately prepare students for clinical practice,

orientation procedures must be strengthened; the CIs should serve

as role models not only in thought and in words but also in deed;

pre and post-conferences should be conducted regularly to promote

meaningful and inspiring clinical experiences. The findings should

be disseminated to the affiliating agencies and further studies be

conducted on students’ clinical experiences in the community.

George (2017) stated in the study that there might be

certain factors, which may promote or hinder their learning abilities

and experience. Thus, in order to facilitate learning it is paramount

that these factors must be identified and accorded due importance.

 18

A caring, supportive learning environment transforms faculty-

student relationships into a collaborative partnership that promotes

professional socialization and empowerment. A qualitative study

found that the learning environment, educational behavior of

instructors, and individual factors of students influence the learning

among nursing students. The present study identified a learning

environment, supportive services, teacher characteristics, learning

challenges and personal factors. These factors influence student

learning. One of the interesting factors which influence the clinical

learning experience. Similar study done by Dale B et al., identified

clinical setting, clinical supervisor, student and teacher-student

relationship as factors which affect the clinical learning experience

Jamshidi et al., 2016; Tiwaken et al., (2015) stated that their

study of clinical learning is an essential and integral component of

nursing education. Indeed, more than half of the formal nursing

education is carried out in clinical environments where theory is

translated into practice through actual health care provision.

Although the clinical setting is an important venue to put the

theories into practice, Knowledge and theory integration may

frustrate learners in the clinical environment due to the various

confusing factors. As a result, nursing education must increase

students' clinical experiences in order to help them become better

 19

professional nurses.

According to Cook et al. (2014) that nursing students have

multiple responsibilities that complicate their ability to attend a

traditional class format. To be sensitive to the needs of these

students and utilize available technology, introduction of a hybrid

associate degree nursing program option was developed. This

article presents the process undertaken to change nursing classes

to a hybrid format and the challenges faced by faculty and

students. Following initial reluctance by students, this format has

become a primary choice.

According to Awuah-Peasah, Sarf & Asamoah (2013) that

clinical practice in nursing education is an important component of

the nursing curriculum aimed at equipping nursing students with

the skills needed for performing their duties. Students must

undertake physical and psychosocial assessments, engage with

clients, families, and staff, administer medications, and do other

associated duties, develop critical thinking skills, and construct

nursing care plans during the clinical experience. Learning in the

clinical setting is dependent on the patient's state and the student's

capacity to put what has been learned into practice.

According to Gruendemann (2011) that face-to-face learning

has been the mainstay of nursing student learning. Despite moves

 20

to online learning, face-to-face learning persists. This study focuses

on how nursing students experience face-to-face learning and why

it not only survives but thrives. Their experiences focused on

humanism, the importance of "presence," physical proximity,

classroom as "the real thing," immediacy of feedback, and learning

and knowing by human connections and interaction. The study

findings were a rich source for understanding how nursing students

process learning experiences. Increased understanding of the

meaning and essence of face-to-face learning is essential as we

decide how nursing content will be taught.

Virtual Return Demonstration

The review of literature and study in this area is of prime

importance for the present research study as it reveals a series of

changes that have occurred during the pandemic era. It can throw

a light on what further research must be done specially to deal with

this change from the normal educational system which is a face-to-

face class changes to online platform.

As eloquently stated by Cantey D., Sampson M., et.al.

(2021), nursing educators were able to design and implement

innovative teaching and learning strategies in a virtual environment

to promote knowledge, skills, and attitudes while nurturing a sense

of community and helping students to develop rapport with one

 21

another and with their instructors. They evaluated the virtual

learning environment and found it to be a helpful approach.

As indicated by M. Kim, H. Kang, and J. Gagne (2021) that

the virtual simulation is effective for it can improve clinical practice

confidence in nursing students who speak English as their second

language. However, they also stated that instructors should

remember that first-time users might require guided orientation and

time to familiarize themselves with virtual simulation. In order to

maximize students’ learning outcomes, instructors should

encourage students to utilize a feedback log and complete guided

reflection questions.

As stated by Salinda, Fajardo and Villegas (2021) that the

practical application of knowledge and skills required for nursing

care of adult patients with commonly occurring acute/critical

medical-surgical problems is demonstrated in both Lab and clinical

settings. The professional development of the nursing profession

requires a clear and well-defined nurse role. The 3rd year students

usually have their duty in the medical and surgical ward to enhance

their knowledge, skills, and attitude in responding to medical and

surgical cases but due to the pandemic, the students are not

allowed to have their clinical practice in certain areas. In response

to this, online related learning is implemented by the help and

 22

guidance of the clinical instructor to improve techniques, strategies

in creating a plan, training, and to enhance the quality of related

learning experience for the nursing students.

As stated by Langegard, et al. (2021) that the pedagogical

transition from traditional to distance learning is a challenge for

nursing education. Experiences from courses that included a

combined pedagogical approach with both distance and campus-

based learning showed that students found campus-based

education valuable for their learning. Compared with distance

learning only, a blended learning approach including campus-based

learning and distance learning may give students increased

motivation in their learning process.

Bayram and Caliskan (2020) stated that nursing education

puts theory into practice. Patient safety is indispensable in nursing

education. During clinical practice, nursing students make

medication errors and have difficulty deciding on what interventions

to perform in unusual situations and communicating with patients

or other healthcare professionals. Nursing students can help

develop a culture of patient safety through experience in line with

their knowledge, skills, and affective goals. Clinical settings can be

equipped with real-life laboratories, mannequins, etc. by the help

virtual reality simulations, it shows nursing students what it is like

 23

to be in a real-world clinical setting and what problems and risks

they may encounter there, and thus, helps them develop skills,

build confidence, and prepare for clinical practice. However, VR

simulations require interdisciplinary collaboration, and time and

money to design scenarios, to train instructors and nursing students

may have difficulties in managing VR situations if applied in real

life.

Pangandaman (2018) stated in his study that the

relationship between flipped classrooms and students’ performance

may receive a great deal of scholarly attention. Some studies show

that flipped classroom engagement among students is associated

with better test scores, promoted learning motivation and

understanding of the course, increased class attendance, enhanced

communication skills, and improved learning outcomes. Flipped

classrooms have become the innovative learning strategy that has

recently gained popularity in nursing education; however, there is a

paucity of data about its effect in the return demonstration

performance of nursing students.

Mendoza, Caranto, David (2015) revealed that the level of

the effectiveness of using virtual learning to student’s learning is

highly effective. Instructors and even students rely on or use

educational videos to learn, compare and understand concepts.

 24

They stated that the use of video is only beginning to meet the

needs of today’s and tomorrow’s learners. Using videos in teaching

is not new. It was proposed that videos are effective when used to

develop information literacy, using a student survey to measure the

effectiveness of video lectures. Video-based materials boost

students’ creativity and cooperation. Access to the video can help

motivate students and create a distinctive context for their learning

experience.

As stated in their study McCutcheon, et al. (2014) that the

need to adequately support and develop students in clinical skills is

now arguably more important than previously considered due to

reductions in practice opportunities. Online and blended teaching

methods are being developed to try and meet this requirement, but

knowledge about their effectiveness in teaching clinical skills is

limited. The available evidence suggests that online learning for

teaching clinical skills is no less effective than traditional means.

Highlighted by this review is the lack of available evidence on the

implementation of a blended learning approach to teaching clinical

skills in undergraduate nurse education. Further research is

required to assess the effectiveness of this teaching methodology.

Durmaz, et al. (2012) examined the effect of screen-based

computer simulation on knowledge, skill, and the clinical decision-

 25

making process in teaching preoperative and postoperative care

management to second-year students in an undergraduate school

of nursing. Education provided in the screen-based computer

simulation laboratory was equivalent to that provided in the skill

laboratory.

According to Khan (2005) defined online learning as an innovative

approach for delivering a well-designed, learner-centered,

interactive, and facilitated learning environment to anyone,

anyplace, anytime by utilizing the attributes and resource of various

digital technologies along with other forms of learning materials

suited for open, flexible, and distributed learning environments.

Synthesis of the State- of -the-Art

The results of the above-mentioned studies have been

collected to emphasize the similarities and differences in this study.

It is relevant to the current study since it provides important

insight.

G. Mendoza, L. Caranto, J. David (2015) and D. Cantey, M.

Sampson, J. Vaughn and P. Blodgett (2021) had similarities in their

study that a virtual learning environment is an effective and helpful

approach. In a virtual setting, using videos in teaching is effective

to develop and boost the student’s creativity and cooperation as

well as their strategies to promote knowledge, skills, and attitudes.

 26

In the study of Wilcha R., (2019) also suggested that virtual

teaching is effective, and institutions are working to further develop

these resources to improve student engagement and interactivity.

Jamshidi et al., (2016); Tiwaken et al., (2015), Adibelli, &

Korkmaz (2017) and George (2017) showed in their study that

clinical skills have more effectiveness in actual performance of

clinical skills of nursing students with proper management of these

factors nursing education is taught in clinical settings where theory

is translated into practice through the provision of actual health

care. Although the clinical setting is an important place to put

theories into practice, the integration of knowledge and theory may

frustrate learners in the clinical setting due to various confounding

factors. Students can complete clinical practice with a positive

learning experience.

Theoretical Framework

The present study selected Comparison of Two Learning

Theories by Dr. Mary Anne Weegar and Dr. Dina Pacis at National

University USA to support our study. They conducted an

experiment focusing on the difference between the type of

learning, face-to-face, and online learning.

Weegar and Pacis explained in this theory about the two

learning theories, behaviorism and constructivism with their

 27

instructional delivery which is face-to-face and online learning.

Behaviorism is concerned with how learning is affected by changes

in the environment and believes that all students can learn in the

right environment and constructivism is about how learners develop

their own understanding through experiences and it is viewed as a

type of learning as a search for meaning. These two theories

explain the difference between the way of learning. Both theories

were reviewed in a relationship to how students learn and how the

curriculum and instruction work with these theories to promote

learning. Interrelation with these theories is their instructional

delivery which is face-to-face learning and online learning.

Behaviorism (Weegar and Pacis, 2012), as the major theory

is said to be the theory of learning. It is based on the idea that all

behaviors are acquired through conditioning. Conditioning occurs

through interaction with the environment. In correlation with this,

behaviorists believe that our responses to environmental stimuli

shape our actions, so it supports face-to-face learning. Skinner

believed that everything human beings do is controlled by their

experience. Therefore, the "mind" (not the brain) had nothing to do

with how people behaved. Furthermore, thoughts, feelings,

intentions, mental processes, and so forth have no bearing on what

humans do. In an online learning environment, behaviorism

 28

involves chunking the curriculum into smaller instructional steps.

These smaller more manageable steps can then be repeated with

ongoing monitoring of student learning. On the other hand,

Constructivism (Weegar and Pacis, 2012) is a theory that says

learners construct knowledge rather than just passively taking

information, so this theory supports online learning. Constructivists

believed that children develop knowledge through active

participation in their learning. Constructivism is more challenging to

define historically as there are many educational strategies that can

be described as constructivist in nature. Some examples are

projects where students learn by discovering on their own, students

collaborating with others, and learning through this interaction.

Constructivist theories helped build the foundation for curriculum

design. Hypermedia and multimedia are examples of online

instructional approaches that are more constructivists in nature and

have emphasized problem-solving for students.

Behaviorism and constructivism continue to be relevant in

today’s world of online education, implications for online learning

need to be determined so that successful practical applications can

be identified and implemented to positively affect learning. More

often instructors are choosing to utilize a combination of these two

learning styles to best meet the learning styles for all students. In
 29

summary, there appears to be a theoretical shift often from

behaviorist learning practices to constructivist learning practices

related to the increased use of educational technologies and

stemming from the fact that many available technologies support

constructivist learning platforms. However, there are still many

learning practices that focus on more behaviorist learning

techniques, and there are arguments in support of their validity as

well. The current learning technique with the most support is more

of a blending of the two theories because they can be used in

conjunction while utilizing educational technology. There are many

factors to be considered when deciding which theory is more valid

in certain practices, including curriculum, assessment, and

resources. Though there seems to be a shift toward more

constructivist learning practices or a blending of the two learning

theories, the road ahead in determining precisely what educators

should do remains vague. There are many important factors

involved along with challenges to both theories. However, it is

possible that these trends may be analyzed but put into practice in

a variety of ways without any standardization. There are factors

involved that this debate seems to fall to the choice of individual

educators, and may, in fact, continue along this path as educators

look toward the future of educational technology integration.

 30

BEHAVIORISM

THEORIES OF A learning which

LEARNING states all
behaviours are
(Dr. Mary Anne learned through
Weegar and Dr. interaction with
Dina Pacis) details the environment
of both theories through a process
illuminate the called
EFFECT TO
differences and conditioning.
STUDENTS
connections
between the
behavioral and
constructivist
theories in
relationship to how
the children learn
and how their CONSTRUCTIVISM
behavior is affected.
An idea that people
actively construct or
make their own
knowledge, and that
reality is determined
by your experience
as a learner.

Figure 1.

Theoretical Paradigm
 31

Another present study selected Transactional Distance by

Michael G. Moore to support our study. In his study, it explains and

quantifies the learning relationship between instructor and student

in the e-learning situation, where there is a substantial physical or

temporal distance between the two.

He defined the transactional distance as distinguished from

physical or temporal distance refers to the psychological or

communicative space that separates instructor from learner in the

transaction between them, occurring in the structured or planned

learning situation. In Moore’s theory, three clusters of variables

control the extent of transactional distance: Dialogue, Structure,

and Learner Autonomy.

Dialogue refers to more than simply two-way

communication, but takes into account all forms of interaction,

“within the context of clearly defined educational targets,

cooperation and understanding on the part of the teacher, and,

ultimately, it culminates in solving the learners’ problems” (Giossos

et al., 2011).Moore indicates the important consideration in this

respect relates not to the frequency of dialogue, but to its quality

and the extent to which it is effective in enabling the resolution of

 32

learning problems the distance learner may be experiencing.

Whereas the second factor which is structure, described as

the level of the course’s rigidity or flexibility. This factor includes

aspects such as the extent to which course goals and objectives are

pre-prescribed, the pedagogical model used in teaching the course

(e.g., teacher- vs. student-centered), the nature of course

assessment, and the ability of the course to accommodate

individual student needs.

The third factor as our major theory, learner autonomy, is

contingent upon the previous two, in that it refers to the sense of

both independence and interdependence perceived by learners as

they engage in the course. Learner autonomy is intimately tied in

with a learner’s sense of self-direction or self-determination, and

this can be significantly affected by the dialogue, the level of

rigidity or flexibility inherent in the course design and delivery, and

the extent to which the learner exerts control over learning

procedures.

Moore’s theory asserts that an inverse relationship exists

between these three factors, in that increases in one can lead to

corresponding decreases in others. A number of studies have been

carried out to determine the empirical status of Moore’s theory

which, although not unanimously accepted (Gorsky & Caspri, 2005),

 33

generally confirm its usefulness as a framework against which to

analyze distance education practice. Moore’s theory was particularly

relevant, as it offered a lens through which the researcher could

assess the value of using the virtual classroom in online teaching to

promote quality dialogue as a means of helping diminish learner

perception of transactional distance. Through his discussion of the

nature of quality dialogue and interaction, the diverse forms this

takes, and how it affects the learner’s experience, Moore’s ideas

provided a theoretical frame of reference, through which the

researcher was able to interpret and code the responses of the

research participants into themes derived from the three research

questions indicated below.

 34

Dialogue

Transactional
Distance

Structure Learner
Autonomy

Figure 2.

Theoretical Paradigm
 35

Conceptual Framework

The study aimed to evaluate the learning experience of 3rd

year nursing students during limited face-to-face and virtual return

demonstrations. The present study used the system approach

which is the Independent Variable and Dependent Variable model in

Figure 2.

The independent variable consisted of the respondents’

profiles in terms of age, gender, civil status, year Level, and class

attended by the respondents.

The dependent variable included the data from the

questionnaire which are the learning experiences of nursing

students during limited face-to-face and virtual return

demonstrations along with nursing skills and logistics. This will be

analyzed, interpreted, and collected through the gathering tool to

be used.

The proposed intervention includes the enhancement of the

performance of nursing students during the return demonstration.

 36

LEARNING EXPERIENCE DURING FACE TO

FACE AND VIRTUAL RETURN
DEMONSTRATION

Intervention
program can be
recommended to
improve the
Learning learning
experience of experiences of
nursing students nursing students:
during limited a. Online
Profile
face-to-face and technologi
Age
virtual return es: Using
Gender
demonstration of Kahoot
Civil Status
along b. Online
Year Level
with: teaching
Class attended
techniques
a. nursing
c. Asynchron
skills and
ous
b. logistics. discussion
boards
d. Faculty-
students
interaction.
 37

Figure 2. Conceptual Paradigm

NOTES

Berga, K.-A., Vadnais, E., Nelson, J., Johnston, S., Buro, K.,

Hu, R., & Olaiya, B. (2020, October 10). Blended learning versus

face-to-face learning in an undergraduate Nursing Health

Assessment Course: A quasi-experimental study. Nurse Education

Today. Retrieved November 22, 2021

https://www.sciencedirect.com/science/article/pii/S0260691720314

726.

Dr. Linu Sara George (2017) Factors Affecting Learning

Among Undergraduate Nursing Students: Cross-Sectional Survey

Retrieved November 21, 2021

https://www.jcdr.net/articles/PDF/10823/29111_CE(RA1)_F(T)_PF1

(PB_AP)_PFA(MJ_SS).pdf?

fbclid=IwAR36ZvxcrWgnLKfPVP87nVar6gQSiPzs3dvJe0oS

Dr. Mary Anne Weegar and Dr. Dina Pacis. A Comparison

of Two Learning Theories Face-Face & Online Learning. Retrieved

November 22,2021

https://www.g-casa.com/conferences/manila/ppt/Weegar.pdf
 38

Durmaz, Aylin Ms, RN; Dicle, Aklime PhD, RN; Cakan,

Emre MS; Cakir, Şen PhD (2012) Effect of Screen-Based Computer

Simulation on Knowledge and Skill in Nursing Students’ Learning of

Preoperative and Postoperative Care Management: A Randomized

Controlled StudyRetrieved November 22, 2021

https://journals.lww.com/cinjournal/pages/results.aspx?

txtKeywords=Effect+of+Screen+Based+Computer+Simulation+on

+Knowledge+and+Skill+in+Nursing+Students

%e2%80%99+Learning+of+Preoperative+and+Postoperative+Car

e+Management++A+Randomized+Controlled+Study

George, L. S., Lakra, A. J., & Kamath, A. (2017). Factors

affecting learning among undergraduate nursing students: Cross-

sectional survey. JOURNAL OF CLINICAL AND DIAGNOSTIC

RESEARCH. Retrieved November 22, 2021

https://doi.org/10.7860/jcdr/2017/29111.10823

Hybridization: The challenges an ADN program faces in ...

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_The_challenges_an_ADN_program_faces_in_entering_the_academ

ic_cyber_world
 39

IASE. (n.d.). Factors influencing the clinical learning

experience of student nurses in Hail Region, Kingdom of Saudi

Arabia. International Journal of Advanced and Applied Sciences.

Retrieved November 19, 2021, from Retrieved November 21, 2021

http://www.science-gate.com/IJAAS/2020/V7I9/1021833ijaas20200

9008.html.

Julieta T. Guinid (2017) CLINICAL EXPERIENCES:

MILESTONES IN NURSING EDUCATION Retrieved November 22,

2021

https://conferences.unusa.ac.id/index.php/SIHC17/article/view/256

Ma. Theresa Salinda, Maria Teresa R. Fajardo, Kevin

Fajardo and Roland Villegas (2021), The Motivation of Nursing

students emanating Online Related Learning experience in Medical

Surgical Nursing: A Concept Analysis Retrieved November 20, 2021

https://www.google.com/url?

sa=t&source=web&rct=j&url=https://globusmedicaljournal.com/

wp-content/uploads/2021/07/GMSET-JD21-Ma.-Theresa-

Salinda.pdf&ved=2ahUKEwjzs6rqiab0AhWjsFYBHcrLBE0QFnoECAcQ

AQ&usg=AOvVaw2oftB3KGKeVoFCJ7ycv2OE
 40

Mukasa, J., Otim, M., Monaco, B., Marzouqi, A. A.,

Breitener, P., & Jawahar, L. (2021, December 22). Nursing

students' experiences and challenges during COVID-19: AMEP .

Advances in Medical Education and Practice. Retrieved June 8,

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perspectives-and-readiness-to-transition-to-e-learnin-peer-

reviewed-fulltext-article-AMEP

Nweke, C. I., Abazie, O. H., Adetunji, A. J., & Okwuikpo,

M. I. (2021, July 13). Readiness for clinical practice amidst

coronavirus among nursing students in Southwest Nigeria .Retrieved

November 22, 2021

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Nursing student experiences with face-to-face learning .

(n.d.). Retrieved June 7, 2022, from

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ent_Experiences_with_Face-to-Face_Learning

Pangandaman, Hamdoni. (2018). Effects of Flipped

 41

Classroom Videos in the Return Demonstration Performance of

Nursing Students. Retrieved November 20, 2021

https://www.researchgate.net/publication/335965036

Seyma Adibelli RN, & atos Korkmaz, PhD, MSN, RN 2017

The Factors Affecting Nursing Students’ Learning in Clinical Practice

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November21,2021http://dl4.globalstf.org/wpcontent/uploads/wpsc/

downloadables/WNC_Proceedings_Paper_6.pdf?

fbclid=IwAR371LNj7h2AP_09D_cIEuCW8eZaG2zZTTwenbmIa3XbTq

62O8OJ0u8zhOs

Sule Biyik Bayram and Nurcan Caliskan (November 5th

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 42

https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-021-

00542-1
 CHAPTER III

METHODOLOGY

This chapter summarized the methods and procedures that

researchers used to determine the learning experience of 3rd year

nursing students during face-to-face and virtual return

demonstrations at Naga College Foundation A/Y 2021-2022.

Research Design

The study used a descriptive-correlational method of

research to determine the significant association between the

profile and learning experiences of nursing students during limited

face-to-face and virtual return demonstrations.

Descriptive correlational studies are used to describe

variables and the natural correlations that exist between and

among them. The variables in this study are the learning

experience of students on limited face-to-face and virtual return

demonstration in terms of nursing skills and logistics in Naga

College Foundation Inc.

Respondents of the Study

The respondents are nursing students of College of Health

and Sciences who attended the limited face-to-face for compilation

of return demonstration after the approval of CHED and school

administration. The respondent is only for level 3 nursing students

 43

who can experience the new learning of performing limited face-to-

face and virtual return demonstrations. Excluded for the level 1, 2

and 4 nursing student who has a different return demonstration via

limited face-to-face and virtual learning experience at College of

Health and Science of Naga College Foundation Inc.

A probability sampling technique is known as stratified

random sampling used in this study to determine and highlight a

specific subgroup within the population. This technique is useful in

this type of study since it assures that the key subgroup is

represented in the sample. The respondent subgroup the level 3 of

nursing students attended the limited face-to-face related learning

experience return demonstration.

Table 1
Total Number of Students Enrolled in College of Health and
Sciences

C
a
t
e
Attribut g Number of
e o respondents
r
i
e
s
Class F 2
attended a
c
e
 44

t
o
f
a
c
e
V
ir
t
19
u
a
l
B
o
50
t
h
T
o
t 73
a
l

Research Instrument

The researcher made a survey questionnaire as the main

instrument used for gathering data. The questionnaire consisted of

questions that determined and explained the learning experience of

third year nursing students during limited face-to-face and virtual

return demonstrations. Since there is a pandemic, the questionnaire

and the responses of the respondents are distributed and gathered

 45

via email and messenger.

The questionnaire includes the following questions: the

profile of the students such as the age, gender, civil status, year

level, and class attended. It included questions about the learning

experience of third-year nursing students during limited face-to-

face and virtual return demonstrations in terms of nursing skills and

logistics and their significant differences.

Statistical Tool

In the analysis of data, the researchers used statistical

formulas. The formulas that used are: (1) percentage, (2) weighted

mean, (3) Chi-square

Percentage Technique This was used in determining the

percentage usually for data on profile.

The formula of percentage is:

Rx 100
P=
N
Where in:

P= percentage

R= number of respondents

N=total number of respondents

Weighted mean. This was used in the study to determine the

indicator in the learning experience of third year nursing students

 46

during face-to-face and virtual return demonstrations. By having an

individual weighted mean of each indicator, it will be used as a

guide to rank them from first to last.

The formula for weighted mean is:

TWF
WM=
N
Where:

WM = Weighted mean

TWF = summation of weighted equation

N = number of respondents

Chi-square. This was used to test the association between the

profile of the respondents and the learning experience during face-

to-face and virtual return demonstrations.

Formula:

2 ( Oi−E i )
x c =Σ
Ei
Where:

C = degrees of freedom

E = expected frequency

O = observed frequency

Ethical considerations

The researchers assure the study’s quality and integrity by

 47

obtaining informed permission from the participants. Respondents

had a complete permission form which was sent through the

respondents’ email and was made through google forms. The

researchers strictly adhered to the confidentiality and anonymity of

the research respondent and guaranteed that they volunteered to

participate in the study. Their names and other personal

information are not revealed and kept private throughout the

research study.

NOTES

6 basic statistical tools. (n.d.). Retrieved December 2,

2021, from https://www.fao.org/3/w7295e/w7295e08.htm.

Pelz, P. B. (n.d.). Research methods for the Social

Sciences. Chapter 14 Quantitative Analysis Descriptive Statistics |

Research Methods for the Social Sciences. Retrieved December 2,

 48

2021, from https://courses.lumenlearning.com/suny-hccc-research-

methods/chapter/chapter-14-quantitative-analysis-descriptive-

statistics/.
 CHAPTER IV

ANALYSIS AND INTERPRETATION OF DATA

This chapter followed the data analysis of the result of the

surveys conducted. It also contains the interpretation of the data

tabulation procedures and discussions.

TABLE 1

Profile of the Respondents

Attrib Catego
n %
ute ries
2
Male 34.2
5
4
Gender female 65.8
8
7
Total 100.0
3
7
Single 98.6
2
civil
Married 1 1.4
status
7
Total 100.0
3
Class
Face to
attend 2 2.7
face
ed
1
Virtual 26.0
9
5
Both 71.2
0
7
Total 100.0
3

This part showed the profile of the respondents in terms of

 49

their gender and civil status. The tables also present the frequency

and percentage of the responses.

Table 1 showed the profile of 73 respondents with their

corresponding gender, civil status and class attended. The table

showed that the highest percentage of gender is female with 48

(65.8%) respondents while the male with 25 (34.2%) respondents.

Civil status with the highest percentage is single which had 72

(98.6%) respondents while married had 1 (1.4%) respondent. For

the class attended, the highest percentage is both face-to-face and

virtual which had 50 (71.2%) respondents and the virtual had 19

(26.0%) respondents while face-to-face had 2 (2.7%) respondents.

It showed that both face-to-face and virtual class attendance had

the highest percentage.

Table 2

Learning Experiences During Face-to-face Demonstration in

terms of Nursing Skills

R
I
W a
Indicator n
M n
t
k
3
Provide observation and
. V
feedback during return 1
4 M
demonstration
7 E
 50

Clinical instructor shows

3
how to demonstrate
. V
procedure through 2
2 M
virtual, video, actual
6 E
demonstration
3
CI Supervised practice . M
3
demonstration 2 E
3
Able to show
Communication skills
that involve a
3
combination of skills
. M 4
including active listening,
2 E
observing, speaking,
1
empathizing, and
feedbacking.
3
Allowing to try
. M
procedure, practice in 5
1 E
groups, etc.
8
Able to apply the 3
knowledge in performing . M
6
the skills and 1 E
procedures. 6
3
Provide enough time to
. M
practice/master the 7
1 E
checklist given.
5
3
Allowing to try
. M
procedure, practice in 8
1 E
groups, etc.
4
Demonstrate mastery in
3
the performance of M
0 9
nursing skills and E
7
procedure
 51

3
Able to answer specific
. M
questions asked during 1
0 E
the return demonstration 0
1
2
Familiarity of concept
. M
about the special area 1
9 E
(eg. Operating room.) 1
6
Able to perform the
2
return demonstration
. M
clearly. (eg. able to 1
9 E
focus, not feeling 2
0
anxious).
2
Able to apply learned
. M 1
knowledge and skills in
8 E 3
an actual setting.
2
2
Able to memorize the . M 1
checklist. 7 E 4
8
3
. M
AWM
0 E
9

Legend:

4 3.25-4.00 Very Much Effective (VME)

3 2.50-3.24 Much Effective (ME)

2 1.75-2.49 Less Effective (LE)

1 1.00-1.74 Not Effective (NE)

This part summarized the response of 73 respondents on the

 52

survey questionnaire distributed to them. Table 2 presented the

weighted mean, interpretation, and the rank of the responses on

the indicators of the learning experiences of students during face-

to-face return demonstration in terms of nursing skills.

The ranked 1 under Nursing skills is "Provide observation

and feedback during return demonstration" with a weighted mean

of 3.47. The weighted mean interpreted that this indicator is very

much effective among the 3rd year nursing students. The indicator

that is ranked last, "Able to memorize the checklist" with a

weighted mean of 2.78 and had the least weighted mean is

interpreted that this indicator was only much effective on the 3rd

year nursing students. The total average weighted mean for the

nursing skills is 3.09 which indicates much effectiveness.

The result under Nursing skills showed that skills during

face-to-face return demonstration is very much effective and can

influence the learning experience of the students if the clinical

instructor provides observation and feedback during return

demonstration. This means only memorizing the checklist can only

have a minimal impact on the experience of a student during return

demonstration. Based on the study of Guinid (2017) that the

students perceived some of their Clinical instructors (CIs) as role

models who helped them hone their competency skills and

 53

developed moral values by direct observation and feedback that

greatly affect their academic performance and help them to prepare

in the clinical settings. This implies that observing and feedbacking

during face-to-face return demonstration is very much effective in

the learning experience of the students.

Table 3

Learning Experiences During Face-to-face Demonstration in

terms of Logistics

A
Mat v Q
eria a u
ls il a A I
and a l W n
equ b i M t
ipm il t
ent it y
y
Anat
3 3
omic 3. V
. .
al 3 G
2 2
mod 0 C
3 6
els
Prop 3. 3 3 V
er 5 . . G
unif 9 4 5 C
orm 5 2
in
surgi
cal
war
 54

d
Surg 3 3
3. V
ical . .
5 G
mas 5 5
0 C
k 2 1
Surg 3 3
3. V
ical . .
2 G
gow 2 2
7 C
n 7 7
3 3
3. V
Glov . .
5 G
es 5 5
8 C
4 6
3 3
Surg 3. V
. .
ical 4 G
4 4
Cap 2 C
9 6
Steri 3 3
3. V
le . .
3 G
brus 4 4
6 C
h 3 0
Oper
atin
g 3 3
3. V
roo . .
3 G
m 2 3
2 C
instr 8 0
ume
nts
Anti
3 3
septi 3. V
. .
cs 4 G
3 4
age 7 C
9 3
nt
Skill 3. 3 3 V
labo 4 . . G
rator 7 4 4 C
 55

y 8 8
3 3
3. V
AW . .
4 G
M 4 4
3 C
1 2

Legend

4 3.25-4.00 Very Good Condition (VGC)

3 2.50-3.24 Good Condition (GC)

2 1.75-2.49 Needs Improvement (NI)

1 1.00-1.74 Poor (P)

Table 3 presented the weighted mean, interpretation, and

the rank of the responses on the indicators of the learning

experiences of students during face-to-face return demonstration in

terms of logistics.

This table showed the availability and quality of the material

and equipment and its condition. To summarize the result of

logistics for supply, materials and equipment from skills laboratory

in the learning experience during face-to-face return demonstration

in terms of availability, it showed that the “Proper uniform in

surgical ward” is the most available in the supply for materials and

equipment’s from skills laboratory with a availability of 3.59 and

quality of 3.45 with an average weighted mean of 3.52, interpreted

as very good condition. While “surgical gown” is the least available

 56

in the supply for materials and equipment from the skills laboratory

with a availability of 3.27 and a quality of 3.27with an average

weighted mean of 3.27, interpreted as good condition. Overall, the

materials and equipment during face-to-face are available to the

student and in very good condition.

Table 4

Nursing Skills of Learning Experiences During Virtual

Return Demonstration

R
I
W a
Indicators n
M n
t
k

C.I shows how to

demonstrate 3
V
procedure .
M 1
through virtual, 3
E
video, actual 0
demonstration

Provide 3
Observation and . M
2
feedback during 2 E
practical sessions 2

Provide enough
3
time to
. M
practice/master 3
1 E
the checklist
0
given

CI Supervised 3 M 4
practice .
 57

0
demonstration E
1

Able to apply the 3

knowledge in . M
5
performing the 0 E
demonstration 0

Able to answer
2
specific questions
. M
asked during the 6
9 E
return
9
demonstration.

Demonstrate
2
mastery in the
. M
performance of 7
9 E
nursing skills and
6
procedure

Able to perform 2
the return . M
8
demonstration 8 E
clearly. 6

Allowing to
practice 2
procedures . M
9
individually or by 8 E
groups, through 6
online platforms.

Allowing to 2
handle equipment . M 1
during return 8 E 0
demonstration 3

Able to memorize 2 M 1
the checklist . E 1
7
 58

Familiarity of
2
concept about
. M 1
the special area
7 E 2
(eg. Operating
7
room.)

2
. M
AWM
9 E
7

Legend:

4 3.25-4.00 Very Much Effective (VME) GOOD

3 2.50-3.24 Much Effective (ME)

2 1.75-2.49 Less Effective (LE)

1 1.00-1.74 Not Effective (NE)

This presented the learning experience of students during

virtual return demonstration in terms of nursing skills whereas

indicators, weighted mean, interpretation and the rank of the

respondents is shown under learning experience of students during

virtual return demonstration.

Table 4 showed the learning experience of students during

virtual demonstration in terms of nursing skills. The ranked one

indicator under nursing skills is “C.I shows how to demonstrate

 59

procedure through virtual, video, actual demonstration” with a

weighted mean of 3.30. This weighted mean interpreted that it is

very much effective among 3rd year nursing students. Whilst the

indicator “Familiarity of concept about the special area (eg.

Operating room.)” ranked last with a weighted mean of 2.77

interpreted as much effective (change) among 3rd year nursing

students.

The result under nursing skills showed that skills during

virtual return demonstration is very much effective if the clinical

instructor shows how to demonstrate procedure through virtual,

video, actual demonstration. This can help the students to have a

broad understanding on what is the right thing to do rather than

just memorizing the checklist and not being able to do the right

action.

Table 5

Learning Experiences in Virtual Demonstration in Terms of

Logistics

Indicat A Q A In
ors v u W te
a a M rp
i l re
l i ta
a t ti
b y on
i
 60

l
i
t
y

Surgical 3 3 3 VG
mask . . . C
4 3 3
5 0 8

Surgical 3 2 3 GC
gown . . .
1 9 0
7 9 8

Gloves 3 3 3 VG
. . . C
4 4 4
2 1 2

Surgical 3 3 3 VG
cap . . . C
2 3 2
6 0 8

Sterile 3 3 3 VG
brush . . . C
2 3 2
2 1 7

Antisepti 3 3 3 VG
c agents . . . C
4 3 3
0 7 9

AWM 3 3 3 V
. . . G
3 2 3 C
2 8 0
 61

Legend:

4 3.25-4.00 Very Good Condition (VGC)

3 2.50-3.24 Good Condition (GC)

2 1.75-2.49 Needs Improvement (NI)

1 1.00-1.74 Poor (P)

Table 5 showed the learning experience of students during

virtual demonstration in terms of logistics for improvised

materials/equipment. This table showed the availability, quality, its

average weighted mean as well as its interpretation for improvised

materials/equipment.

The result of logistics for improvised materials/equipment in

the learning experience during virtual return demonstration in

terms of availability showed that the “surgical mask” is the most

available in the improvised material/equipment with a quality of

3.30 and average weighted mean of 3.38, interpreted as very good

condition. Whilst “surgical gown” is the least available in the

improvised material/equipment with a quality of 2.99 and average

weighted mean of 3.08 and interpreted as good condition.

 62

Table 6

Learning Experiences During Virtual Demonstration in

Terms of Logistics for Supply of Material and Equipment

from the Skills Laboratory

Q
A
u
va
a A I
Indic ila
l W n
ators bi
i M t
lit
t
y
y

3 3
Surgic V
3. . .
al G
35 3 3
mask C
8 7

2 2
Surgic
2. . . G
al
97 9 9 C
gown
9 8

Gloves 3. 3 3 V
46 . . G
4 4
 63

5 6 C

3 3
Surgic 3. . . G
al cap 26 2 2 C
1 4

3 3
V
Sterile 3. . .
G
brush 24 3 2
C
3 9

3 3
Antise V
3. . .
ptic G
38 4 4
agent C
2 0

3 3
3. V
. .
AWM 2 G
2 2
7 C
9 8

Legend:

4 3.25-4.00 Very Good Condition (VGC)

3 2.50-3.24 Good Condition (GC)

2 1.75-2.49 Needs Improvement (NI)

1 1.00-1.74 Poor (P)

Table 6 showed the learning experience of students during

virtual demonstration in terms of logistics for supply of materials

and equipment from the skills laboratory. This table showed the

availability, quality, its average weighted mean as well as its

 64

interpretation for supply of materials and equipment from the skills

laboratory.

The result of logistics for Supply for materials and equipment

from skills laboratory in the learning experience during virtual

return demonstration in terms of availability showed that the

“gloves” is the most available in the supply for materials and

equipment from skills laboratory with a quality of 3.45 and average

weighted mean of 3.46, interpreted as very good condition. While

“surgical gown” is the least available in the supply for materials and

equipment from the skills laboratory with a quality of 2.99 and

average weighted mean of 2.98, interpreted as good condition.

Table 7

Significant difference in the learning experience on limited

face to face and virtual return demonstration

F V t p I
a i - - n
c r v v t
e t a a
- u l l
t a u u
o l e e
- (
f W
a M
c )
e
(
W
 65

M
)
Si
2 0 g
2
3. . . ni
.
0 2 0 fi
9
9 0 3 ca
7
1 1 nt

Table 7 showed the result of the significant difference in the

learning experiences during limited face-to-face and virtual return

demonstrations.

Based on the result, the learning experience on limited face-

to-face with a weighted mean of 3.09 and virtual return

demonstration with a weighted mean of 2.97 are significant. This

showed that the respondents' learning experience in return

demonstrates influence based on class attended.

Table 8

Significant Association Between the Profile and Learning

Experience of Students

Learni P-
Profil ng va
r
e Experi lu
ence e
gend Face- 0 0.
er to-face . 78
4 6
8
 66

2
1
. 0.
Virtual 3 72
3 2
0
1
. 0.
Face-
2 52
to-face
9 2
Statu 9
s 2
. 0.
Virtual 0 55
7 8
0

This table showed that there is no significant relationship

between the profile and learning experience of students. Based on

the result, gender and status are insignificant to the learning

experience of the students. It indicated that a student's profile does

not affect the learning experience.

NOTES

COVID‐19 pandemic effects on nursing education: looking

through the lens of a developing country retrieved january 29, 2021

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8014519/

Students’ experience of online learning during the COVID ‐19

 67

pandemic: A province‐wide survey study retrieved May 4, 2021

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8236971/
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter summarized the result of the research study

and provided conclusions and recommendations.

Summary

The focus of this study was to determine the learning experiences

of Third Year Nursing Students during face-to-face and virtual

return demonstrations at Naga College Foundation S/Y 2021 –

2022. Researchers used survey questionnaires and distributed to all

the students from Third Year College of Nursing in Naga College

Foundation. A total of 73 nursing students who responded to the

survey questionnaire and answered the following questions: 1.)

What is the respondents’ profile in terms of age, gender, civil

status, class attended?; 2.) What are the learning experiences of

nursing students during limited face-to-face return demonstration

along (a) nursing skills? (b) logistics?; 3.) What are the learning

experiences of nursing students during virtual demonstration along

(a) nursing skills? (b) logistics?; 4.) Is there a significant difference

between the learning experiences of students during limited face-

to-face and virtual return demonstrations?; 5.) Is there a significant

association between the profile and learning experiences of nursing

students during limited face-to-face and virtual return

 64

demonstrations?; 6.) What intervention program can be

recommended to improve the learning experiences of nursing

students?

This study determined the difference in the learning

experience of nursing students on limited face-to-face and virtual

return demonstration and association between profile and learning

experiences of nursing students on limited face-to-face and virtual

return demonstration.

Problem 1: What is the respondents’ profile in terms of:

age, gender, civil status, and class attended?

Findings

Among 73 respondents, female has the highest frequency, a

total of 48 (65.8%). The result of civil status with 72 or 98.6%

single and class attended both face-to-face and virtual 50

respondents or 71.2%.

Conclusion

The 3rd year nursing student, the female, had the most

number who answered the survey questionnaire than the male.

Mostly the respondent is single. The majority in class attended both

face-to-face and virtual return demonstrations.

Problem 2: What are the learning experiences during

limited face-to-face return demonstration along (a) nursing

 65

skills? (b) logistics?

Findings

The results showed during face-to-face return demonstration

in terms of nursing skills has an average weighted mean of 3.09.

When it comes to logistics, the average weighted mean is 3.42,

availability has the average weighted mean of 3.43 and quality has

the average weighted mean of 3.41.

Conclusion

During limited face-to-face return demonstration of the

students in terms of nursing skills interpreted of much effective and

in terms of logistics interpreted as very good condition.

Recommendation

Researchers recommended that students should familiarize

and understand the lesson or concept so that it will not be hard for

the students to perform their return demonstrations. Clinical

Instructors should also provide equipment to the students that they

are going to use.

Problem 3: What are the learning experiences of

nursing students during virtual return demonstration along (a)

nursing skills? (b) logistics?

Findings

The learning experience of nursing students on virtual return

 66

demonstration along nursing skills has average weighted mean of

2.97. In terms of logistics for improvised materials/ equipment, the

average weighted mean is 3.30, availability is 3.32 and quality is

3.28.

Conclusion

The learning experience of the 3rd year nursing student

during virtual return demonstration in terms of nursing skills

interpreted as much effective. In terms of logistics, it is interpreted

with a very good condition.

Recommendation

Researchers recommended that students simulate with

mannequins. Mannequins have been long used in nursing education

since they can provide safe and repeatable conditions for

practicing. They aimed to explore student perspectives of the use of

manikins to increase engagement with the real patient

Problem 4: What is the significant difference between

the learning experiences during limited face-to-face and

virtual return demonstration?

Finding

In the learning experience during limited face-to-face return

demonstration, it has a weighted mean of 3.09 and virtual return

demonstration has a weighted mean of 2.97.

 67

Conclusion

There is a significant difference between the learning

experiences during face-to-face and virtual return demonstrations.

Therefore, most 3rd year nursing students are more attentive in

limited face to face than virtual demonstration.

Recommendation

The researcher recommended that nursing students must

attend face-to-face return demonstration in order to familiarize the

concept of the demonstration and enhance their knowledge with

the skills.

Problem 5: What is the significant relationship

between the profile and learning experiences of students

during face-to-face and virtual return demonstration?

Finding

Nursing students' learning experiences during limited face-

to-face and virtual return demonstrations in the association of their

gender has a p-value of 0.786 and for virtual with p-value of 0.722.

In terms of status during face-to-face, it has a p-value of 0.522 and

for virtual with p-value of 0.558.

Conclusion

Learning experience of nursing students during limited face

to face and virtual return demonstration had no significant

 68

relationship in the profile of students. Therefore, gender and status

had no significant effect on the learning experience.

Recommendation

Researchers recommended that blended learning experience

can be implemented in return demonstration for the nursing

students.

Problem 6. What intervention program can be

recommended to improve the learning experiences of

nursing students?

The researchers recommended technology-based strategies

for engaging students in academic learning activities, and the

importance of using online and offline technologies in promoting

nursing students’ engagement.

a.) Online technologies: Using of Kahoot. Kahoot is a free web-

based technology that incorporates a quizzing program to increase

the participation of learners during the lecture. It can be used as a

means for formative assessment of students. It is believed that the

learners’ attention is reduced in the first minutes after the

beginning of the lecture and educators need to alter the situation

and engage the learners to regain their attention. Barnes (2017)

introduced this technique as an innovative tool for nurse educators

for engaging students during the lecture. However, the

 69

effectiveness of Kahoot to increase the engagement of nurse

students is under research and currently, there is no experimental

research that examines the effectiveness of this method.

b.) Online teaching techniques: Many traditional teaching

methods have been changed into interactive web-based teaching

methods as technology and the Internet have advanced. In recent

years, web-based courses provide many opportunities for actively

engaging nursing students in learning activities. Nursing education

experts believe that online forum courses can bridge the gap

between theory and practice in nursing discipline as well as it can

facilitate the process of nursing students’ engagement

c.) Asynchronous discussion boards: These boards enable

multiple learners to engage in discussion with each other. All

discussions of the learners are collected on a board and the

members contribute their comments by responding to the initial

discussion question or by responding to each other. It is believed

that asynchronous discussion boards, by use of the Web and other

Internet technologies, encourage deeper learning and help students

to be more engaged in learning activities related to analysis,

synthesis, decision-making, and the use of knowledge. In nursing

education, Dickson (2016), proposed the basic structure of

asynchronous discussion boards for enhancing the engagement of

 70

nurse students. The foundation of the technology is that educators

can enhance students’ engagement by posting a series of questions

on the discussion board and then encourage those students to

reflect and respond actively to those questions.

d. Faculty-student interaction: Highlight and summarize the

important roles of nursing educators to promote nursing students’

engagement in the clinical environment. The suggested that to

increase students’ academic engagement, nursing educators

should: (1) involve students in teaching strategies, (2) balance

student’s clinical activities with clinical assignments, (3) provide

wide range of clinical activities, (4) appreciate the individual

difference, (5) provide them with multidimensional resources, (6)

group students for reflective activities, (7) create an atmosphere to

enable students to learn, and (8) continuously supervise their

activities. D’Souza et al. (2013) found that when students and

faculty actively share learning opportunities with each other,

students are motivated to be more engaged in the new clinical

learning environment.
 71

NOTES
From Face-to-Face to Online Mode: Nursing Students'

Learning Experiences during COVID-19 Pandemic retrieved

November 27, 2021

https://www.academia.edu/71416962/From_Face_to_Face_to_Onli

ne_Mode_Nursing_Students_Learning_Experiences_during_COVID_

19_Pandemic

Strategies for sustaining and enhancing nursing students’

engagement in academic and clinical settings: a narrative review

retrieved May 28, 2020

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7272374/?

fbclid=IwAR2jYwSWWhcSSLa3r5TKqggn42n_PyZLbCmwb7QYF7Edc

HeYY9QptxtE87U
 72

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Nweke, C. I., Abazie, O. H., Adetunji, A. J., & Okwuikpo, M. I.

(2021, July 13). Readiness for clinical practice amidst coronavirus

among nursing students in Southwest Nigeria .Retrieved November

22, 2021

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Pangandaman, Hamdoni. (2018). Effects of Flipped Classroom

Videos in the Return Demonstration Performance of Nursing

Students. Retrieved November 20, 2021

https://www.researchgate.net/publication/335965036

Racheva, V. (2021, October 23). What is virtual learning? VEDAMO.

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Seyma Adibelli RN, & atos Korkmaz, PhD, MSN, RN 2017 The
 76

Factors Affecting Nursing Students’ Learning in Clinical Practice

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 77

APPENDICES
APPENDIX A
Permit to conduct the study

NAGA COLLEGE FOUNDATION INC.

College of Health Sciences
M.T. Villanueva Avenue, Naga City

February 22, 2021

Stanley O. Dy Ph.d, RN, RM Dean

Greetings!

We, the third-year nursing students of Naga College Foundation

Inc., will be conducting a research study entitled “LEARNING
EXPERIENCE OF 3rd YEAR NURSING STUDENTS DURING
FACE TO FACE AND VIRTUAL RETURN DEMONSTRATION AT
NAGA COLLEGE FOUNDATION IN YEAR 2021 TO 2022” in
partial fulfillment for requirements for the degree of Bachelor of
Science in Nursing.

In this connection, the researcher is humbly asking for your

permission to distribute the questionnaire to BSN 3 Students who
have attended limited face-to-face skills laboratory for 1st semester
2021-2022. The survey questionnaire will be sent through google
forms. Rest assured, that any information gathered will be treated
with utmost respect and confidentiality.
 78

Hoping for your positive response to our request.

Thank you.

Respectfully yours,
Borbe, Cathyrine
Cuya, Bryant Jack
Dela Pena, Jullie Ann P.
Edejer, Erma
Gamil, Marion Claire B.
The Researcher

APPENDIX B
CONSENT LETTER

NAGA COLLEGE FOUNDATION INC.

College of Health Sciences
M.T. Villanueva Avenue, Naga City

February 22, 2021

Dear Respondents, Greetings!

We, the 3rd year nursing students of Naga College Foundation Inc.
will be conducting a research study entitled “LEARNING
EXPERIENCE OF 3rd YEAR NURSING STUDENTS DURING
FACE TO FACE AND VIRTUAL RETURN DEMONSTRATION AT
NAGA COLLEGE FOUNDATION IN THE YEAR 2021 TO 2022”.

In this connection, the researcher is humbly asking for your

permission to be our respondents, likewise requesting your
participation and cooperation in answering our questionnaire. Rest
assured, that any information gathered will be treated with utmost
respect and confidentiality.

Respectfully yours,
Borbe, Cathyrine
Cuya, Bryant Jack
 79

Dela Pena, Jullie Ann P.

Edejer, Erma
Gamil, Marion Claire B.
The Researchers

Noted by:
Emmaloi A. Ilano, RN, MAN
Research Professor

Approved by:
Stanley O. Dy, Ph.D, RN, MAN
Dean

APPENDIX C

SURVEY QUESTIONNAIRE

Section 1 of 3

Dear Respondents,
Greetings!

We, the 3rd year nursing students of Naga College Foundation Inc.
will be conducting a research study entitled “LEARNING
EXPERIENCE OF 3rd YEAR NURSING STUDENTS DURING
FACE TO FACE AND VIRTUAL RETURN DEMONSTRATION AT
NAGA COLLEGE FOUNDATION IN THE YEAR 2021 TO 2022”.

In this connection, the researcher is humbly asking for your

permission to be our respondents, likewise requesting your
participation and cooperation in answering our questionnaire. Rest
assured, that any information gathered will be treated with utmost
respect and confidentiality.

Thank you.

Respectfully yours,

Borbe, Cathyrine
Cuya, Bryant Jack
Dela Pena, Jullie Ann P.
Edejer, Erma
 80

Gamil, Marion Claire B.

The researchers

Section 1 of 3

Name (Optional)

Gender

Male

Female

Civil Status

Single

Married

Class Attended

Face-to-Face Return Demonstration

Virtual Return Demonstration

Both

Section 2 of 3

SET1- Face-to-Face Return Demonstration

 81

DIRECTION: The following has been devised as a sample tool in the

learning experience of 3rd year nursing students during face-to-

face return demonstration at Naga College Foundation Inc. Please

check the appropriate rating corresponding to your answer for each

given in column, using the following scale.

1. How frequently do your classes include the following Learning

Experience through Skills? (CHECK ONE ONLY IN BOX EVERY

LEARNING EXPERIENCE SKILLS)

4 -very much effective

3 -much effective

2 -less effective

1 -not effective

LEARNING EXPERIENCE SKILLS:

LS1. Clinical instructor shows how to demonstrate procedure

through virtual, video, actual demonstration.

1 4
2 3

LS2. Allowing to handle the equipment during the return

demonstration.
 82

LS3. Allowing to try procedure, practice in groups, etc.

LS4. CI Supervised practice demonstration

LS5. Provide Observation and feedback during return demonstration

LS6. Able to perform the return demonstration clearly. (eg. able to

focus, not feeling anxious)

LS7. Able to apply the

knowledge in performing the skills and procedures

LS8. Demonstrate

mastery in the performance of nursing skills and procedure

LS9. Able to memorize

the checklist
 83

LS10. Able to answer specific questions asked during the return

demonstration.

LS11. Familiarity of concept about the special area (eg. Operating

room

LS12. Able to apply learned knowledge and skills in an actual

setting

L13. Provide enough time to practice/master the checklist given

LS14. Able to show Communication skills that involve a combination

of skills including active listening, observing, speaking empathizing

and feed backing.

 84

LOGISTICS: How would you rate the availability and quality of the

following learning materials and equipment for your program of

study?

AVAILABILITY

4 – Always

3 – Often

2 – Seldom

1 - Never

QUALITY

4 – Very Good Condition

3 – Good Condition

2 – Needs Improvement

1 – Poor

ME1. Anatomical models

AVAILABITITY

QUALITY

ME2. Proper uniform in surgical ward

AVAILABITY
 85

QUALITY

ME3. Surgical mask

AVAILABILITY

QUALITY

ME4. Surgical gown

AVAILABILTY

QUALITY

ME5. Gloves

AVAILABILITY

QUALITY
 86

ME6. Surgical cap

AVAILABILITY

QUALITY

ME7. Sterile brush

AVAILABILITY

QUALITY

ME8. Operating room instruments

AVAILABILITY

QUALITY

ME9. Antiseptics
 87

agent

AVAILABILITY

QUALITY

ME10. Skill laboratory

AVAILABILITY

QUALITY

Set 3 of 3

SET2- Virtual Return Demonstration

DIRECTION: The following has been devised as a sample tool in the

learning experience of 3rd year nursing students during virtual

return demonstration at Naga College Foundation Inc. Please check

the appropriate rating corresponding to your answer for each given

in column, using the following scale.

1. How frequently do your classes include the following Learning

Experience through skills? (CHECK ONE ONLY IN BOX EVERY

 88

LEARNING EXPERIENCE SKILLS)

4 – Very Much Effective

3 – Much Effective
2 – Less Effective
1 – Not Effective

LEARNING SKILLS:

LS1. Clinical instructor shows how to demonstrate procedure

through virtual, video, actual demonstration.

LS2. Allowing to handle the equipment during the return

demonstration.

LS3. Allowing to practice procedures individually or by groups,

through online platforms.

LS4. CI Supervised practice demonstration.

LS5.Provide Observation and feedback during return

 89

demonstration.

LS6. Able to perform the return demonstration clearly. (eg. able to

focus, not feeling anxious).

LS7. Able to apply the knowledge in performing the skills and

procedures.

LS8. Demonstrate mastery in the performance of nursing skills and

procedure.

LS9. Able to memorize the checklist.

LS10. Able to answer specific questions asked during the return

demonstration.

LS11. Familiarity of
 90

concept about the special area (eg. Operating room.)

LS12. Provide enough time to practice/master the checklist given.

LOGISTICS: How would you rate the availability and quality of the

following learning materials and equipment for your program of

study?

AVAILABILITY

4 – Always

3 - Often

2 – Seldom

1 – Never

QUALITY

4 – Very Good Condition

3 – Good Condition

2 – Needs Improvement

1 – Poor

ME1. Asking the family members or mannequin to act as a patient

on return demonstration.
 91

AVAILABILITY

QUALITY

ME2. Device used

in performing the return demonstration (eg. Laptop, mobile phone,

etc.)

AVAILABILITY

QUALITY

ME3. Proper uniform in surgical ward.

AVAILABILITY

QUALITY

ME4. Adequate

reliable internet connection.

AVAILABILITY

QUALITY
 92

ME5 A. Improvised materials/equipment: SURGICAL MASK

AVAILABILITY

QUALITY

ME5 B. Improvised

materials/equipment: SURGICAL GOWN

AVAILABILITY

QUALITY

ME5 C. Improvised

materials/equipment: GLOVES

AVAILABILITY

QUALITY

ME5 D. Improvised

materials/equipment: SURGICAL CAP

AVAILABILITY
 93

QUALITY

ME5 E. Improvised

materials/equipment: STERILE BRUSH

AVAILABILITY

QUALITY

ME5 F. Improvised

materials/equipment: ANTISEPTICS AGENT

AVAILABILITY

QUALITY

ME6 A. Supply of

materials and equipment from skills laboratory: SURGICAL MASK

AVAILABILITY

QUALITY

ME6 B. Supply of

materials and equipment from skills laboratory: SURGICAL GOWN

 94

AVAILABILITY

QUALITY

ME6 C. Supply of materials and equipment from skills laboratory:

GLOVES

AVAILABILITY

QUALITY

ME6 D. Supply of

materials and equipment from skills laboratory: SURGICAL CAP

AVAILABILITY

QUALITY

ME6 E. Supply of

materials and equipment from skills laboratory: STERILE BRUSH

AVAILABILITY

QUALITY
 95

ME6 F. Supply of materials and equipment from skills laboratory:

ANTISEPTIC AGENT

AVAILABILITY

QUALITY

CURRICULUM VITAE

PERSONAL INFORMATION

Last Name: Borbe

First Name: Cathyrine

Age: 21

Home Address: Dinaga, Canaman, Camarines Sur

Email Address: cborbe@gbox.ncf.edu.ph

 96

Date of Birth: May 2, 2001

Place of Birth: Naga City

Status: Single

Education:
2007-2013 Elementary Education
Canaman Central School
Canaman, Camarines Sur
2013-2017 Junior High School
Camarines Sur National High School
Naga City
2017-2019 Senior High School
Camarines Sur National High School
Naga City
2019-2022 Tertiary Level
Naga College Foundation Inc.
M.T. Villanueva Avenue, Naga City

PERSONAL INFORMATION

Last Name: Cuya

First Name: Bryant Jack

Age: 21

Home Address: Goa, Camarines Sur

Email Address: cuyabryantjack@gmail.com

Date of Birth: May 20, 2001

 97

Place of Birth: St. John Hospital, Naga, Camarines Sur

Status: Single

Education:

2006-2011 Elementary Education

Goa Central Elementary School

Goa Camarines Sur

2012-2017 Junior High School

San Rafael National High School

Goa Camarines Sur

2017-2019 Senior High School

San Rafael Senior High School

Goa Camarines Sur

2019-2022 Tertiary Level

Naga College Foundation Inc.

M.T. Villanueva Avenue, Naga City

PERSONAL INFORMATION

Last Name : Dela Peña

First Name : Jullie Ann

Age : 21

Home Address: Bagumbayan Norte, Naga City

Email Address: jadelapena@gbox.ncf.edu.ph

Date of Birth: March 28, 2001

 98

Place of Birth: San Pascual, Masbate

Status: Single

Education:

2007-2013 Elementary Education

Palanas Elementary School

Mabini, San Pascual, Masbate

2013-2017 Junior High School

Naga College Foundation Inc.

M.T. Villanueva Avenue, Naga City

2017-2019 Senior High School

Naga College Foundation Inc.

M.T. Villanueva Avenue, Naga City

2019-2022 Tertiary Level

Naga College Foundation Inc.

M.T. Villanueva Avenue, Naga City

 99

PERSONAL INFORMATION

Last Name: Edejer

First Name: Erma

Age: 21

Home Address: San Jose Pagatpat Calabanga, Camarines Sur

Email Address: eedejer@gbox.ncf.edu.ph

Date of Birth: November 15, 2000

Place of Birth: Marikina City

Status: Single

Education:

2007-2013 Elementary Education

Pagatpat Elementary School

Pagatpat Calabanga Camarines Sur

2013-2017 Junior High School

Quipayo National High School

San Antonio Quipayo Calabanga, Camarines Sur

2017-2019 Senior High School

Quipayo Senior High School

San Antonio Quipayo Calabanga, Camarines Sur

2019-2022 Tertiary Level

Naga College Foundation Inc.

M.T. Villanueva Avenue, Naga City

 100

PERSONAL INFORMATION

Last Name: Gamil

First Name: Marion Claire

Age: 21

Home Address: Zone 5 Atis Street Clupa Calauag, Naga City

Email Address: mcgamil@gbox.ncf.edu.ph

Date of Birth: October 3, 2000

Place of Birth: Nabua Camarines Sur

Status: Single

Education:

2007-2013 Elementary Education

Naga Central School 1

Naga City

2013-2017 Junior High School

Camarines Sur National High School

Naga City

2017-2019 Senior High School

Camarines Sur National

Naga City

2019-2022 Tertiary Level

Naga College Foundation Inc.

M.T. Villanueva Avenue, Naga City