Chapter 2 METHODS AND PROCEDURES This chapter presents the methods of research used, the respondents of the study,

the research instruments used, the data gathering procedures, and the interpretation and analysis of data gathered from the respondents.

Research Design This study will attempt to assess the students perception of the clinical environment primarily the undergraduate student nurses of Saint Paul University Philippines through the use of a descriptive method of research. This method will be used in gathering information and facts from the respondents through survey to assess the students perception of their clinical learning environment.

Respondents of the Study The study will constitute respondents which will be chosen directly from the School of Health Sciences of Saint Paul University Philippines. The simple random sampling method will be utilized in such a way that each 60 undergraduate nursing

student will have an equal opportunity to become part of the sample.

Instrumentation The researchers will make use of the Clinical Learning Environment Inventory (CLEI) as a major tool to gather all the necessary information from the respondents. Dr. Chan developed the tool after a thorough literature review on classroom learning environments, clinical learning environments, and discussions with experts in the field of nursing education and clinical nursing (Chan, 2001).It was specifically developed to assist researchers to assess student nurses perception of the psychosocial aspects of the clinical learning environment. This tool acknowledges that learning takes place in a dynamic environment where patient care is nurses core business. The tool identifies a number of factors, namely, individualization, innovation, involvement, personalisation and task orientation that student nurses identified as highly desirable if their learning was to be effectively facilitated. The scale descriptors are as follows:

Individualization Extent to which students are allowed to make decisions and are treated differentially according to ability or interest. #6 I am expected to do the work in the same way as other students. #12 I am generally allowed to work at my own pace. #18 I usually have a say in how the shift is spent. #24 I am allowed to negotiate my workload. #30 I am allowed to proceed at my own pace. #36 I have little opportunity to pursue my interests. #42 The preceptor(s) do not negotiate when assigning my activities. Innovation Extent to which clinical teacher/clinician plans new, interesting and productive ward experiences, teaching techniques, learning activities and patient allocation. #5 New ideas are seldom tried out. #11 Different ways of teaching are seldom used. #17 Innovative activities are always arranged for me. #23 The preceptor(s) used different teaching methods to guide me. #29 My assigned clinical activities are always the same. #35 The preceptor(s) often plan interesting activities. #41 I do the same type of tasks in every shift. Involvement

Extent to which students participate actively and attentively in hospital ward activities. #2 The preceptor(s) talk rather than listen to me. #8 I put effort into what I do. #14 I cant wait to the end of every shift. #20 I pay attention to the communication among staff. #26 I have little opportunity of handing over to the next shift. #32 I have opportunities to express opinions. #38 I seldom involve myself actively during debriefing sessions.

Personalisation Emphasis on opportunities for individual student to interact with clinical teacher/clinician and on concern for students personal welfare. #1 The preceptor(s) usually consider my feelings. #7 The preceptor(s) talk with me personally. #13 The preceptor(s) try his/her very best to help me. #19 The preceptor(s) help me whenever I have trouble. #25 The preceptor(s) seldom go around talking to me. #31 The preceptor(s) do not bother with my feelings. #37 The preceptor(s) are inconsiderate towards me.

Task orientation

Extent to which ward activities are clear and well organized satisfaction an outcome measure that reflects the level of students enjoyment. #4 I know exactly what has to be done in this clinical setting. #10 Getting work done is important in this setting. #16 The preceptor(s) instructions often get sidetracked. #22 This is a disorganized clinical placement. #28 Clinical tasks assigned to me are always clear. #34 Routine activities are clearly explained. #40 My assigned activities are carefully planned.

Data Gathering The researchers will first ask the approval and permission of the Dean of the School of Health Sciences with regards to the floating of the questionnaires. The researchers will provide

only one set of questionnaire. This will be distributed to the undergraduate nursing student of Saint Paul University

Philippines through sampling method.

Data Analysis

To have a better understanding of the data to be gathered, the following statistical tool will be utilized: Mean Score T-test gender ANOVA for more than two comparisons The following scales were used to interpret the data on: VERBAL SCALE 1 2 3 4 RANGES 1.00-1.74 1.75-2.74 2.50-3.25 3.25-4.00 INTERPRETATION Strongly Agree Agree Strongly Disagree Disagree