CHAPTER I INTRODUCTION

Background of the Problem Nursing is gaining recognition as an occupation that entails extensive education which requires specialized knowledge, skills, and preparation. Thus, the focus of nursing education is to educate nurses with the knowledge and skills that would enable them to practice in the hospital setting. The goal of the College of Nursing of the Ateneo de Zamboanga University is to produce quality and well-rounded nursing students who will bring satisfaction to the academic institution. These nursing students have a responsibility to society in learning the academic theories and clinical skills needed to render effective nursing care. The related learning experience (RLE) is a curricular requirement in a nursing degree. It is intended to develop competencies and skills of nursing students in utilization of the nursing processes in varying health situation. Nursing students must complete fifty-one (51) hours of RLEs for every one subject requiring RLE. The Commission on Higher Education Memorandum Order (CMO) No. 9, professionals wish to take up Bachelor of Science in Nursing must complete a total of thirty-seven (37) units of nursing subjects and 1,887 hours of related learning experiences in those nursing subject areas. In the book Experiential Learning, David Kolb described learning as a four-step process. He identifies the steps as (1) watching and (2) thinking (mind), (3) feeling (emotion), and (4) doing (muscle). Kolb wrote that learners have immediate concrete experiences that allow us to reflect on new experience from different perspectives. From these reflective observations, we engage in abstract conceptualization, creating generalizations or principles that integrate our
1

observations into sound theories. Finally, we use these generalizations as guides to further action. Active experimentation allows us to test what we learn in new and more complex situations. The result is another concrete experience, but this time at a more complex level. Related learning experience is essential to becoming a competent professional nurse. Medical-surgical nursing was traditionally an entry-level position that most nurses viewed as a stepping stone to specialty areas. It is the foundation of nursing practice that covers the fundamental aspects of various nursing subjects that are essential when working in a medicalsurgical area. Everyday problems associated with various body systems (most commonly the cardiovascular, digestive, integumentary, respiratory systems) are presented in this base knowledge. Although Medical-Surgical Subjects and research-based education is essential for nursing, on its own, is not enough. Learning in the clinical setting provides the real world context where nursing students develop the knowledge, skills, attitudes and values of a registered nurse. Students have experiences on RLE that cannot be realistically provided in a classroom or laboratory setting. They communicate with patients and their families, interact with and learn from the health-care team, practice skills under supervision and learn to deal with the complexity of competing priorities. When students are on clinical placements they receive feedback on their real world performance and are guided to reflect on their lived experiences as individuals and nurses (Clare et al. 2003; Madjar et al. 1997). Given the importance of clinical placements it is imperative that universities find ways to work within the constraints imposed by contemporary practice to maximize the benefits of clinical experiences in terms of student learning. Consequently, this research is designed to identify the different perceptions of the Level IV nursing students of the Ateneo de Zamboanga University on the application of medical2

surgical nursing concepts in their Related Learning Experience in terms of their knowledge, skills and attitude mirrored by their overall RLE grade. Statement of the problem The study will generally analyze the perceptions of the Level IV nursing students of the Ateneo de Zamboanga University on the application of integumentary system medical-surgical nursing concepts in their Related Learning Experience. Primarily, this study seeks to answer the following questions:
1. What are the different integumentary system medical-surgical concepts mostly applied in

the Related Learning Experience (RLE) area?

2. What are the advantages of learning these concepts in the Related Learning Experience

(RLE) area as perceived by the Level IV nursing students?

3. What are the disadvantages of learning these concepts in Related Learning Experience

(RLE) area as perceived by the Level IV nursing students? Significance of the Study This study on the perceptions of the Level IV nursing students of the Ateneo de Zamboanga University on the application of integumentary system medical-surgical nursing concepts in their Related Learning Experience (RLE) area to the nursing students, clinical instructors, and the College of Nursing, in general. The results of the study may aid the discussions related to the said concepts both in the classroom setting and clinical area. Since this study aims to identify the different integumentary system medical-surgical concepts mostly applied in the Related Learning Experience (RLE) areas, we may be able to find out if the teaching provided by the clinical instructors of the College of Nursing of the Ateneo de Zamboanga University is significantly effective.
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Also, the different advantages and disadvantages of learning medical-surgical nursing concepts on integumentary system in the Level IV nursing students Related Learning Experience (RLE) performance, that will later be identified, may aid in the improvement of the curriculum of the College of Nursing and can enhance nursing in its various aspects. Furthermore, the results of this study will help the faculty to focus on topics on the said system which are not discussed explicitly in the classroom, and to improve teaching-learning strategies to facilitate the enhancement of skills, knowledge, and attitude of the students in the RLE area. Finally, identifying these perceptions can lead to academic standards and healthcare experiences that could prove crucial to meeting students individual career development needs both now and in the future. Scope and Limitation This study will employ a quantitative descriptive method of research. It shall determine the perceptions of the Level IV nursing students on the application of integumentary system medical-surgical concepts in the Related Learning Experience through the use of survey questionnaires that will serve as basis of qualitative and quantitative data. The researchers will identify integumentary system medical-surgical nursing concepts mostly applied in RLE areas. They will identify the advantages and disadvantages of learning the said concepts on the RLE area. The study is limited to the RLE Program of the ADZU College of Nursing and the respondents will include the Level IV BS Nursing students enrolled in S.Y. 2011-2012 with RLE exposure in various settings (e.g. health centers and hospitals). Only fifty (50) respondents will be selected by the use of simple random sampling.
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Definition of Terms Advantages. It refers to the benefits perceived by the Level IV nursing students of the Ateneo de Zamboanga University in relation to the application of integumentary system medicalsurgical nursing concepts in RLE Disadvantages. It refers to the undesirable effects or difficulties perceived by the Level IV nursing students of the Ateneo de Zamboanga University in relation to the application of integumentary system medical-surgical nursing concepts in RLE. Integumentary System Medical-Surgical Nursing Concepts. It refers to the ideas discussed in the Medical-Surgical Nursing subject highlighting the different disorders and abnormalities affecting the integumentary system of the human body. Perceptions. It refer to the views and/or opinions of the Level IV nursing students of ADZU in relation to the advantages and disadvantages of the application of integumentary system medical-surgical nursing concepts in their RLE. Related Learning Experience (RLE). It is a series of planned activities under the program of the College of Nursing of the Ateneo de Zamboanga University in the school, community and hospital that would prepare students technically and professionally. It provides the students exposure to the actual setting where they are able to render services and at the same time acquire learning. Related Learning Experience (RLE) area. It refers to community health centers, public or government hospitals, and clinics where the Related Learning Experience (RLE) program of the College of Nursing of the Ateneo de Zamboanga University is practiced.

CHAPTER II REVIEW OF RELATED LITERATURE

Nursing is an art, an art of caring. Nurses are much involved in lots of health teachings and interventions; and are expected to portray a variety of roles. Be it as an educator, communicator, caregiver, counselor, advocate or as a leader, a nurse should possess a welldefined body of knowledge and expertise in the field especially on actual scenarios ( Kozier et.al.,2008). Related learning experience is essential to becoming a competent professional nurse. Although a theoretical and research-based education is essential for nursing, on its own, is not enough. Learning in the clinical setting provides the real world context where nursing students develop the knowledge, skills, attitudes and values of a registered nurse. The competence of a future nurse is evaluated by evidence-based documents, instructors, mentors assignment and examination results and is based on a continuum of regular assessments. The learning experience of a student nurse remarkably influences own practice in clinical areas, as well as the performance level of the student in academic matters. Although researched academic study underpins practice, there are frequently qualifications made by nursing staff about ward performed procedures, stating that real-life situations employ differing methods to those taught in the class-room. These instances challenge students assumptions and provide the impetus for further clinical reflective investigation (Spouse 2003:205). They also serve to demonstrate the existence of multiple methods of care delivery, attuning them to motives and perspectives of other practitioners in the health care team, indicating that others have legitimate reasoning (Palmer et al. 1994:69). They communicate with patients and their families, interact with and learn from the health-care team, practice skills under supervision and learn to deal with the complexity of competing priorities. When students are on
6

clinical placements they receive feedback on their real world performance and are guided to reflect on their lived experiences as individuals and nurses (Clare et al. 2003; Madjar et al. 1997). Given the importance of clinical placements it is imperative that universities find ways to work within the constraints imposed by contemporary practice to maximize the benefits of clinical experiences in terms of student learning. The related learning experience (RLE) is a curricular requirement in a nursing degree. It is intended to develop competencies and skills of nursing students in utilization of the nursing processes in varying health situation. Nursing students must complete fifty-one (51) hours of RLEs for every one subjects requiring RLE. The Commission on Higher Education Memorandum Order (CMO) No. 9, professionals wish to take up Bachelor of Science in Nursing must complete a total of 37 units of nursing subjects and 1,887 hours of related learning experiences in those nursing subjects/ areas. In the book Experiential Learning, David Kolb describes learning as a four-step process. He identifies the steps as (1) watching and (2) thinking (mind), (3) feeling (emotion), and (4) doing (muscle). He draws primarily on the works of Dewey (who emphasized the need for learning to be grounded in experience), Lewin (who stressed the importance of a people being active in learning), and Jean Piaget (who described intelligence as the result of the interaction of the person and the environment).Kolb wrote that learners have immediate concrete experiences that allow us to reflect on new experience from different perspectives. From these reflective observations, we engage in abstract conceptualization, creating generalizations or principles that integrate our observations into sound theories. Finally, we use these generalizations or theories as guides to further action. Active experimentation allows us to test what we learn in new and more complex situations. The result is another concrete experience, but this time at a more
7

complex level. Learning requires more than seeing, hearing, moving, or touching to learn. We integrate what we sense and think with what we feel and how we behave. On the other hand, Perception is the reaction to meaningful information, inside or outside the body. It is the process whereby sensory stimulation is translated into organized experience. That experience, or percept, is the joint product of the stimulation and of the process itself. There are four theories of perception. On a straightforward view, we directly perceive the world as it is. The way that things look, feel, smell, taste, and sound is the way that they are. We see colours, for example, because the world is coloured. This view of perception is called, somewhat dismissively, naive realism. Plausibly, perception is a lot more complicated than this. Though things may appear to be coloured to us, our experiences of colour are merely representative of the surface properties of objects; the physical property of reflecting certain wavelengths of light and the colour red as we experience it are two quite different things. This suggests that perception is not the passive process that the naive realist suggests, that we do not simply receive information about the world through our senses. Rather, we are actively involved in perception, supplying much of the content of our experiences, and must bear this in mind if we are to know what the world is really like in itself. More extreme than either naive or representative realism is idealism. Idealists, persuaded by the thought that we have direct access only to our experiences of the world, and not to the world itself, have questioned whether there is anything beyond our experiences. A more recent theory that bears some similarities to idealism has also been proposed: phenomenalism. Medical-surgical nursing was traditionally an entry-level position that most nurses viewed as a stepping stone to specialty areas. It is the foundation of nursing practice that covers
8

the fundamental aspects of various nursing subjects that are essential when working in a medicalsurgical area. Everyday problems associated with integumentary system are presented in this base knowledge. The integumentary system, formed by the skin, hair, nails, and associated glands, enwraps the body. It is the most visible organ system and one of the most complex. Diverse in both form and functionfrom delicate eyelashes to the thick skin of the solesthe integumentary system protects the body from the outside world and its many harmful substances. It utilizes the Sun's rays while at the same time shielding the body from their damaging effects. In addition, the system helps to regulate body temperature, serves as a minor excretory organ, and makes the inner body aware of its outer environment through sensory receptors. Integument comes from the Latin word integumentum, meaning "cover" or "enclosure." In animals and plants, an integument is any natural outer covering, such as skin, shell, membrane, or husk. The human integumentary system is an external body covering, but also much more. It protects, nourishes, insulates, and cushions. It is absolutely essential to life. Without it, an individual would be attacked immediately by bacteria and die from heat and water loss. Some of the Integumentary system problems that are commonly seen in the clinical areas include congenital conditions such as eczema, psoriasis, and dermatitis; bacterial skin conditions such acne vulgaris, impetigo and acne rosacea; viral skin conditions such as warts, verrucas, herpes, herpes simplex, and herpes zoster; fungal skin conditions such as tinea corporis, manus, pedis folliculitis and boils; and burns. The National Student Nurses Association, Inc., Code of Academic and Clinical Conduct (as cited in Berman, et al., 2004) has emphasized that since nursing students are involved in the
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clinical and academic milieu, they believe that ethical principles are a vital guide to professional development. Two of these ethical principles are to: uphold school policies and regulations related to academic and clinical performance, reserving the right to challenge and critique rules and regulations as per school grievance policy, and use every opportunity to improve faculty and clinical staff understanding of learning needs of nursing students. (p. 14). Learning in the clinical setting provides the real world context where nursing students develop the knowledge, skills, attitudes and values of a registered nurse. Students have experiences on RLE that cannot be realistically provided in a classroom or laboratory setting. They communicate with patients and their families, interact with and learn from the health-care team, practice skills under supervision and learn to deal with the complexity of competing priorities. When students are on clinical placements they receive feedback on their real world performance and are guided to reflect on their lived experiences as individuals and nurses (Clare et al. 2003; Madjar et al. 1997).

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THEORETICAL FRAMEWORK

Aspects surrounding learning Medical- Surgical Nursing (Classroom setting) Environment/ Reality Personal motivation Relationship with teacher Methodology of teaching Relationship with peers Knowledge retention

Aspects in the RLE duty

Personal motivation Relationship with clinical instructor Assigned area Patient assignment

Senses Reacting part: Cortex of the brain Emotion and thoughts Interpretation

Perception

Students approach to learning

Figure 1. Theoretical Framework Figure 1 shows the different aspects that affect the students learning in the classroom where Medical-surgical concepts are taught and in the assigned area where these concepts are
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being applied in their related learning experience; and how the students perceive of the advantages of learning the different concepts in Medical-Surgical. Medical-surgical nursing is the foundation of nursing practice that covers the fundamental aspects of various nursing subjects that are essential when working in a medicalsurgical area. Everyday problems associated with integumentary system are presented in this base knowledge. Learning in the clinical setting provides the real world context where nursing students develop the knowledge, skills, attitudes and values of a registered nurse. Students have experiences on Related Learning Experience that cannot be realistically provided in a classroom or laboratory setting. In the Related Learning Experience duty, there are frequently qualifications made by nursing staff about ward performed procedures, stating that real-life situations employ differing methods to those taught in the class-room. These instances challenge students assumptions and provide the impetus for further clinical reflective investigation (Spouse 2003:205). They also serve to demonstrate the existence of multiple methods of care delivery, attuning them to motives and perspectives of other practitioners in the health care team, indicating that others have legitimate reasoning (Palmer et al. 1994:69). They communicate with patients and their families, interact with and learn from the health-care team, practice skills under supervision and learn to deal with the complexity of competing priorities. When students are on clinical placements they receive feedback on their real world performance and are guided to reflect on their lived experiences as individuals and nurses (Clare et al. 2003; Madjar et al. 1997). Given the importance of clinical placements it is imperative that universities find ways to work within the constraints imposed by contemporary practice to maximize the benefits of clinical experiences in terms of student learning.
12

The term reality refers to that environment perceived by the perceiver. In the case of humans, it is the personal reality, their unique interpretation of the events. It can be reasonably assumed that to receive information from the environment, we are equipped with perceptual systems (senses of hearing, sight, touch, smell and taste) where each involves different neurons in the brain. The external environment or reality is influencing the senses, which in turn is influencing the neurons of the cortex of the brain. The cortex is the reacting part. This reacting part has other aspects to its environment, namely it can influence and be influenced by other parts of the brain and central nervous system represented by arrows from the cortex to 'thought' and 'emotion'. The arrows in the diagram mean 'able to have a direct effect upon' (Little 1999). The interaction of the cortex with other parts of the brain and central nervous system represented by the arrows to thought and emotion is the beginning of the analysis of the complete act of perception involving the emotive and interpretative elements. Interpretation is also known as data processing because perception begins with the stimulus itself (Mcleod 2007). CONCEPTUAL FRAMEWORK

Perceptions of Level IV Nursing Students of Ateneo de Zamboanga University

ADVANTA GES Application of the Medical- Surgical Nursing Concepts on the Integumentary System in Related

DISADVANTA GES

Figure 2. Conceptual Framework of the Study Figure 2 illustrates the perceptions of level IV nursing students on the application of Medical-Surgical nursing concepts in Related Learning Experience and the possible advantages
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and disadvantages of learning these Medical-Surgical nursing concepts during their Related Learning Experience.

CHAPTER III METHODOLOGY

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Setting The setting for this study is in Ateneo de Zamboanga University. The classrooms located at the New College Building, will be the testing site. Research Design The study will utilize a descriptive-quantitative design considering that the study will require the conduct of surveys as bases of quantitative data in determining the perceptions of the Level IV Nursing Students of the Ateneo de Zamboanga University on the application of Integumentary System Medical-Surgical Nursing concepts in Related Learning Experience area. The descriptive-quantitative approach incorporated the identification of the advantages and disadvantages of applying the said medical-surgical nursing concepts in RLE area as perceived by the Level IV nursing students, with the validation of surveys and interviews. Respondents This study will include fifty (50) male and female Level IV nursing students of the Ateneo de Zamboanga University as survey respondents. These respondents will be chosen through random sampling. For the interview, the respondents, which will include three level IV nursing students, three level IV medical-surgical nursing clinical instructors, the level IV RLE coordinator, and the Level IV Nursing chairperson, will be purposively selected to give information and views as support to the perceptions of the main respondents. The interview will add to the reliability of the study as it would clarify and contribute to the consistency of the views which will come out from the study. Research Instruments
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The research instrument in this study will be comprised of survey questionnaires. The researchers will prepare a fixed-alternative survey questionnaire with the aim of collecting information concerning the perceptions of the respondents on the study. The survey questionnaire basically will basically have two divisions. The first part will include the title of the study, the purpose and the general instructions of the survey, the names, and the sections of the respondents. The second part of the survey, on the other hand, will have five (5) questions related to the application of integumentary medical-surgical nursing concepts in RLE area. Options will be provided in each question, which will also have a space where respondents could justify or elaborate their chosen answer. The interview questionnaire will be used to gather more pertinent information regarding perceptions of the Level IV nursing students of the Ateneo de Zamboanga University on the application of integumentary system medical-surgical nursing concepts in the RLE area. It will serve as a guide while the actual interview is being conducted. It will also include open-ended questions which are mainly related to the advantages, disadvantages, improvements and perceptions of the interview respondents on topic of the study. Reliability Test In gathering the data and testing for reliability of survey questionnaires, a pilot testing will be done among the nursing students of Level IV section A. Each research group will be asked to comment on the survey questionnaire draft. This will be done to verify the survey questions and to consider necessary revisions. After the first pilot-testing, the next pilot-testing will be conducted among ten (10) Level IV nursing students who will not be part of the study to further validate the comprehensiveness of the survey questions. The questionnaires will again be revised based on the feedback of these (ten) 10 nursing students.
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Data Collection and Procedures The actual survey will be done after the in-class pilot testing activity and another pilot testing that will be given to ten (10) level IV nursing students who will not be part of the study. The verification of the survey questionnaire, as either understandable or not in the context of the target respondents, will depend upon the feedback given by the selected level IV nursing students during the pilot test. This will be done in order to consider necessary revisions of the questionnaire. Actual distribution of survey questionnaires will then follow. The respondents will first be informed regarding the importance and purpose of the survey. They will basically be instructed on how to accomplish the survey questionnaires properly so as to offer ease in collecting them afterwards. The survey questionnaires will then be distributed and answered by the respondents. The answered questionnaires will be collected and subjected to analysis and interpretation. Conversely, the interview will be done through written communication. The interview respondents will be first given a letter informing them of the general purpose of the interview, initial time, date and venue. The interview will require their acceptance on the invitation. During the interview, the interview respondents will initially be briefed about the importance and purpose of the study. All interviews will be recorded. Data Analysis Plan This study will be made through surveying the level IV nursing students regarding their perceptions on the application of integumentary medical-surgical nursing concepts in RLE area. The surveys will only be about the perceptions of the respondents regarding the issue. Since the survey followed a fixed-alternative format, the evaluation of the answers will be done through tallying. Each corresponding answer will be checked under its related category on the table. For
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example, if the student will answer yes to a question, there would be one mark under the table labeled, Yes. The overall answers will then lead to the views and perceptions of the

respondents on the topic. The answers for open-ended questions, on the other hand, will only be of support to the answers in the fixed alternative questions. The researchers will only have the percentage of the respondents with different stands on the issue as part of the generalization of the study. Each division or percentage will reflect the whole population of the level IV nursing students. The researchers will further deliberate the results and will present them in graphs. Each graph will be succeeded by its corresponding discussion. The information that will be collected from the interview, on the other hand, will generally be a part of the analysis but only as validations to the responses of the surveyed level IV nursing students.

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REFERENCES

Babula, Melody G. et.al. Effectiveness of Student Nurses in Clinical Rotation. Unpublished Thesis Our Lady of Fatima University, March 2006 Kozier, Barbara et.al. Kozier and Erbs Fundamentals of Nursing .7th Edition Pearson Education, Inc. publishing as Prentice Hall: Singapore 2007. Porcalla, DellonNo budget for increase in government nurses pay-DOH Philippine Star September 23, 2008 pp13. Porcalla, Dellon 400,000 Licensed Nurses have no job in RP-PRC Philippine Star September 1, 2008. pp.7

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APPENDIX A

Medical Surgical Concepts (Integumentary System)

Fourth Year ADZU Nursing Students

Advantages

Disadvantages

Population

Research Questions:

What are the different integumentary system medical-surgical concepts mostly applied in the Related Learning Experience (RLE) area? What are the advantages of learning these concepts in the Related Learning Experience (RLE) area as perceived by the Level IV nursing students? What are the disadvantages of learning these concepts in Related Learning Experience (RLE) area as perceived by the Level IV nursing students?

Figure 1. Concept Map

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APPENDIX B SCHEDULE July and Table 1. Gantt Chart August September October

ACTIVITY Selection of research problem Formulation of the Background of the Study Construction of Chapter I Obtain Literature Review Construction of Chapter II Identifying the experimental groups control

Construction of Chapter III Presentation Submission of Final Paper

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APPENDIX C

The proposed research would entail expenditures amounting to

Particulars Photocopies: - Literature Review - Test Questionnaire - Consents Printing: - Chapters 1, 2, 3 drafts - Final Copy - Test Questionnaire - Consents Hardbound copy Snacks for the researcher and respondents Total Table 2. Proposed Budget

Costs

20.00 180.00 50.00

300.00 250.00 220.00 150.00 500 1500.00 Php. 3170.00

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APPENDIX D CONSENT TO SERVE AS A SUBJECT IN RESEARCH I consent to serve as a subject in research investigation entitled: PERCEPTIONS OF THE LEVEL IV NURSING STUDENTS OF THE ATENEO DE ZAMBOANGA UNIVERSITY ON THE APPLICATION OF MEDICAL-SURGICAL NURSING

CONCEPTS IN RELATED LEARNING EXPERIENCE (RLE) The nature and general purpose of the research procedure and the known risks involved have been explained to me by Melissa Roselle F. Lim. The investigator is authorized to proceed on the understanding that I may terminate my service as a subject in the research at any time I so desire. I understand also that it is not possible to identify all potential risks in an experimental procedure, and I believe that reasonable safeguards have been taken to minimize both the known and the potential but unknown risks.

Witness _________________________

Signed ____________________________ (Subject) Date _____________________________

To be retained by the principal investigator

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APPENDIX E Interview Letter September 12, 2011 To the Nursing Chairperson, Level IV Clinical Coordinator, Clinical Instructors: Pax Cristi! As part of our research requirements in Nursing Care Management 108 class, we are working on a study entitled Perceptions of the level IV Nursing Studentsof the Ateneo de Zamboanga University on the Application of Integumentary Medical-Surgical Concepts in Related learning Experience (RLE). To further support or study, we believe that your expertise on the topic would greatly help us in producing excellent and relevant information for our course requirement in Nursing Research. In connection with this, we intend to set an interview with you on Monday, September 19, 2011, 4:00 pm at the Nursing Faculty Workroom. Should you find the time inconvenient, please let us know your most available time. We can easily be reached at these contact numbers: 09273825932 or 9923689. Please be reminded that this interview will be recorded for purpose of data analysis. We thank you in anticipation of your most favorable response. Sincerely Yours, Bumotad, Erold F. Glinada, Kimberly Mae L. Lao, Laryne Fenella H. Lim, Melissa Roselle F. Sajiran, Qhartinee I. Vargas, Mary Joanne L. Researchers APPENDIX F
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Survey Questionnaire

PERCEPTIONS OF THE LEVEL IV NURSING STUDENTS OF THE ATENEO DE ZAMBOANGA UNIVERSITY ON THE APPLICATION OF INTEGUMENTARY SYSTEM MEDICAL-SURGICAL NURSING CONCEPTS IN RELATED LEARNING EXPERIENCE (RLE) (survey)

In partial completion of the Nursing Care Management 108 (Nursing Research) course requirement (Research Paper), this survey, conducted by six senior nursing students of BSN IVA, seeks to determine and analyze the perceptions of level IV nursing students on the application of integumentary system medical-surgical nursing concepts in Related Learning Experience (RLE) area.

As one of the respondents, kindly fill out this survey clearly and truthfully. We assure you that your answers will be kept confidential and will only be combined with the other shared information to make a generalization of the study.

Your participation will be of great support to this discussion. Thank you for your time.

Name: ________________________________ 1. Were integumentary system medical-surgical nursing concepts taught to you in class?

Section: __________ ( ) YES ( ) NO

If yes, what are these major concepts? (Please check all that apply.) ( ) Anatomy and physiology of the Integumentary System ( ) Risk Factors for Integumentary Disorders ( ) Diagnosis of Skin Disorders

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( ) Skin Disorders ( acne, pressure ulcer, sweating disorders, hair disorders, pigment disorders, blistering diseases, parasitic skin infection, Bacterial skin infection, Fungal skin infection, viral skin infection, sunlight and skin damage, noncancerous skin growths and skin cancer) ( ) Management and Treatment of Skin Disorders ( ) Burns ( ) Management of Burns ( ) Inhalation Injuries ( ) Integumentary Medications ( ) Other: _________________ 2. Were integumentary system medical-surgical nursing concepts taught to you in the Related Learning Experience (RLE) area? If yes, what are these major concepts? (Please check all that apply.) ( ) Anatomy and physiology of the Integumentary System ( ) Risk Factors for Integumentary Disorders ( ) Diagnosis of Skin Disorders ( ) Skin Disorders ( acne, pressure ulcer, sweating disorders, hair disorders, pigment disorders, blistering diseases, parasitic skin infection, Bacterial skin infection, Fungal skin infection, viral skin infection, sunlight and skin damage, noncancerous skin growths and skin cancer) ( ) Management and Treatment of Skin Disorders ( ) Burns ( ) Management of Burns ( ) Inhalation Injuries ( ) Integumentary Medications ( ) Other: _________________ ( ) YES ( ) NO

3. Did you apply integumentary system

( ) YES

( ) NO
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medical-surgical nursing concepts in Related Learning Experience (RLE) area? If yes, what are these major concepts? (Please check all that apply.) ( ) Anatomy and physiology of the Integumentary System ( ) Risk Factors for Integumentary Disorders ( ) Diagnosis of Skin Disorders ( ) Skin Disorders ( acne, pressure ulcer, sweating disorders, hair disorders, pigment disorders, blistering diseases, parasitic skin infection, Bacterial skin infection, Fungal skin infection, viral skin infection, sunlight and skin damage, noncancerous skin growths and skin cancer) ( ) Management and Treatment of Skin Disorders ( ) Burns ( ) Management of Burns ( ) Inhalation Injuries ( ) Integumentary Medications ( ) Other: _________________ 4. Does applying integumentary system medical-surgical nursing concepts in the Related Learning Experience area benefit you? If yes, what are these advantages? (Please check all that apply.) ( ) Helps nurses to identify specific signs and symptoms for specific disease. ( ) To be able to know the risk factors.
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( ) YES

( ) NO

( ) To be able to make a nursing diagnosis ( ) Provide nursing management for a particular disease

( ) Give appropriate health teachings on the prevention of such diseases

( ) Other: _________________

Reason: ______________________________________________________

5. Are there any disadvantages in applying integumentary medicalsurgical nursing concepts in the Related Learning Experience (RLE) Area? If yes, what are these disadvantages? (Please specify)

( ) YES

( ) NO

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