Ellaine Jennel Deña | Grace Desate | Bryan Digma | Carmela Dinulosh | Dannah Winela Dionglay
Discipline: Nursing
The study aimed to determine the demographic profile of the clinical instructors of Letran Calamba; identify the evaluation strategies and practices they used in assessing the learning of their nursing students with the use of an adapted questionnaire from the Assessment and Grading Practices in School of Nursing by the National League of Nursing (NLN); find out the relationship of the profile of the instructors and the evaluation strategies and practices they used in assessing their students’ learning in the cognitive domain in terms of age, gender, and years of teaching experience; and specify the relationship of the profile of the instructors and the evaluation strategies and practices they used in assessing their students’ learning in the affective domain in terms of age, gender, and years of teaching experience. A descriptive correlational design was applied in the study. An adapted questionnaire from the NLN was distributed to all clinical instructors of the department who served as the respondents and Spearman’s rank correlation coefficient was used as the statistical tool of the study. It was found out that the clinical instructors in the department used several evaluation strategies and practices in the cognitive domain. These were case study analyses, nursing care plans on physiologic diseases, and tests with varied types of items. In the affective domain, observation on nurse-patient interactions, conferences/discussions on therapeutic communication, observation on interactions with other clinical team members, and observation on ethical procedures were the most commonly used evaluation strategies and practices of the instructors. With regard to the correlation of the demographic profile of the respondents, it appeared that there is only a low correlation between the profile of the instructors and some of the evaluation strategies they used in the cognitive domain such as multiple choice tests, group/collaborative works, and case study analyses. The rest of the evaluation strategies had negligible correlation. In the affective domain, there is also a low correlation between the profile of the instructors and some of the evaluation strategies they used such as reflective journals and presentations/debates. The rest of the evaluation strategies had negligible correlation.
ISSN 1908-3866 (Print)
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