Appraisal of a Clinical Learning Site of the National University College of Nursing

Roberto C. Sombillo PhD, RN; Kristine Vidad MAN, RN; Charina F. Algar MAEd, RN; Jessica Dela Cruz, MAN, RN; Lea Cerdena MM, RN; Mylene R. Pekson, RN; Amparo Lim, MAN, RN; Dennis Arriola RN; John Laud P. Combinido MAN, RN; Leadie P. Andalan, RN

doi:10.7492/p4ec2n73

Authors

Roberto C. Sombillo PhD, RN; Kristine Vidad MAN, RN; Charina F. Algar MAEd, RN; Jessica Dela Cruz, MAN, RN; Lea Cerdena MM, RN; Mylene R. Pekson, RN; Amparo Lim, MAN, RN; Dennis Arriola RN; John Laud P. Combinido MAN, RN; Leadie P. Andalan, RN Author

DOI:

https://doi.org/10.7492/p4ec2n73

Abstract

Clinical placement constitutes an essential and integral component of undergraduate nursing education programs globally. A supportive clinical learning
environment is necessary to transfer students’ knowledge to clinical practice. In line with the University’s thrust on providing quality-related learning experiences
for students in the College of Nursing, there is a need to continuously monitor and appraise clinical learning sites or affiliation agencies in order to ensure relevancy
in the clinical instruction program. A descriptive correlational design was used to assess the relationship between satisfaction and effectiveness in the areas:
objectives of the course or exposure, staff, students’ learning activities, experiences, and facilities. The Appraisal revealed a satisfactory and effective evaluation.
(M=1.58 and 1.64) Complementing the satisfactory assessment were the areas of Staff Effectiveness in terms of approachability and accountability. (M=1.520 and
1.479) The Operating Room and the Emergency Room were consistently assessed as extremely satisfactory and effective clinical learning placements. A strong
relationship exists between satisfaction and the effectiveness of a clinical learning site. (r=0.863; p=0.05) An Orientation to the clinical focus and objectives of the
exposure must be carried out on the first day, and towards the end of the exposure, this will minimize unclear expectations of the clinical placement. Clinical or
RLE Coordinator must evaluate current clinical areas of exposure of students vis-à-vis clinical focus and curricular offerings, considering likewise the assessment
of the clinical instructor who supervises the students in the clinical site. The Operating Room and Emergency Room learning placements are recommended to be
retained. Areas of improvement on learning activities and clinical focus or objectives may be considered during the Faculty Development Program to ensure proper
alignment, thus maximizing student learning. A cross-sectional study among year levels in the program may provide further substantial assessment of the
satisfaction and effectiveness of other clinical learning sites of the university.