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ST. ANTHONY COLLEGE OF ROXAS CITY, INC. BSN

COLLEGE OF NURSING 2019
CHAPTER I
THE RESEARCH PROBLEM
Background of the Study
Nursing, as an integral part of health care system, had its own unique distinction
among other disciplines. It is one of the most treasured innovative applied sciences today.
Nursing scope of practice has undergone tremendous changes over the past 50 years.
Nursing competency is one of the important factors influencing patient safety and quality
of care. The World Health Organization (2015) emphasizes the importance of ensuring
nursing competency levels in providing high-quality nursing care. Nursing competency is
an important concept used to determine whether or not a nurse is fulfilling the required
standards for safe practice. High nursing competency can be considered as standardized
skills and knowledge for more effective activities in taking care of patients and as an
attribute of nurse’s effective performance. Nurses with high competency have ability to
use information technology, apply critical thinking and science knowledge on practice
contributing to ensure good patient outcome and quality of care (Kozier et al., 2013).
The American Organization of Nurse Executives (2014) averred the role of the
nurse is critical in the provision of effective and high quality care in any patient care
delivery setting. This individual is actually the CEO of that clinical area she is accountable
and responsible for patient safety and quality.
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Nursing Council of New Zealand (2015) recognizes that health services are more
and more complex. The continuous changes in society as well as the advancement in
medical technology has been producing the complexity in nursing services and leading to
change in the patient and other customers. Along with the increasing complexity of
nursing services, hospital employers’ requirement is higher than before with qualified and
competent staff nurses for high quality clinical care. Therefore, to meet the needs of the
current health environment, nurses need to attain and maintain their professional
competency throughout careers.
Nurse competence is a component of the American Nurses Credentialing Center’s
Magnet and Pathway to Excellence Programs® (2014). Competence in nursing practice is
vital to ensuring the delivery of safe patient care. The outcome of care delivery in a
competent manner is a complex myriad of knowledge and skills within the Registered
Nurse’s scope of practice. Developing educational methods that will predict competent
practice is a challenge for Nurse Educators. The concern for competent nursing practice
is evident in the literature as well as in the clinical setting. Areas impacted by nursing
competency include patient outcomes, leadership development, quality, accountability,
patient, nurse and physician satisfaction, and the fiscal health of the organization.
Ensuring competence in nursing practice is a major priority for staff development
departments in hospitals. In accordance with the American Nurses Association (ANA)
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Scope and Standards of Practice, nurses are accountable to deliver the best possible care
to patients (ANA, 2012), a significant component of which is to recognize and respond to
subtle cues and changes in patient’s condition.
As published by Risk Management in Healthcare Institutions: A strategic approach
(2012). Competence is a learning outcome for which most hospital or institution-based
must assume responsibility. The lamentable fact is that not all institutions are committed
to fulfilling their philosophy and mission statements. Some are focused more on its
financial survival by reaping profits from oppressed and depressed ill patients.
Unfortunate fresh graduates are exploited rather than be trained to be competent,
committed and caring professionals in some training-based hospitals. This drastically
mislead to the problem of declining quality healthcare professional services.
According to the Journal of Nursing Management (2016) Insufficient nursing
competency is a crucial issue nowadays because it is the source of unsafe of patient health
care, high medical errors and malpractice. Incompetent nurses can be considered as lack
of skills and knowledge, have poor judgment, unable to work as part of a team and have
difficulty in communicating with colleagues, patients or clients. Nurses who lack 2
competencies have difficulty in ensuring safe practice and effectiveness in any field of
health care and are prone to medical errors. Actually, medical errors and malpractice
related to incompetency of health care providers were an alarming issue of concerned.
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Medical errors were the third main cause of death after heart disease and cancer. The
Institute of Medicine (2015) estimated that medication errors and malpractice of health
care providers were the cause of 44,000 and 98,000 patient deaths respectively every
year in the United States of America. Another agency Joint Commission on Accreditation
of Health Care Organization indicated that 25% of medication errors were related to
nursing care. In the Philippines, a survey conducted by Philippine Nurses Association
(PNA) in 2010 found that 58.4% of medication errors which occurred in hospitalized
patients were related to nurses.
The myriad of problems besetting the nursing sector in the Philippines are more
glaringly evident by the steadily declining Nurses working in such institutions have
increased workload leading to too tied-up patient responsibilities. Most hospital
institutions are in a freeze hiring status due to cost-cutting system; bulk of staff nurses
resignation, but rendered no replacement. The challenges faced by raw nurses include
inadequate nurse-patient ratios, insufficient nursing skills training and ward orientation.
The substandard educational preparation of staff nurses even weakens the level of
nursing competencies in the country.
According to article III, section 9 (c) of Republic Act No. 9173 or the Philippine
Nursing Act 2002, states that the Professional Regulatory Board of Nursing is empowered
to “Monitor and enforce quality standards of nursing practice in the Philippines and
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exercise the powers necessary to ensure the maintenance of efficient, ethical and
technical, moral and professional standards of in the practice of nursing taking into
account the needs of the nation”. It is therefore, incumbent upon the Professional
Regulatory Board of Nursing to take the lead in the improvement and effective
implementation of the core competency standards of nursing practice in the Philippines
to ensure safe and quality nursing care, and maintain integrity of the nursing profession.
Given the above-mentioned issues, it can be argued that the professional qualities
and competencies of nurses can both have effects on the employee’s quality of both work
and nursing care. It is for the reason that the researchers would like to study regarding
professional qualities and competencies of nurses as correlates to their quality of patient
care for three primary reasons: First, to know if nurses employed at St. Anthony College
Hospital are aware of their professional qualities and competencies and if they are
practicing each competency. Second, some of the sentinel event in the country are
caused by negligence of the nurses and through this study it can evaluate the nurses by
using the competencies of nurses to prevent sentinel events such as medication errors.
Lastly, to really know if their professional qualities and competencies are indeed
correlates to their quality of patient care in light of the reason that the recent study
conducted in the year 2017 by Abude et al claimed that patient’s level of satisfaction with
nursing care is only at normal level and generally satisfied.
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Statement of the Problem
The main purpose of this study is to determine the professional qualities and
competencies of nurses as correlates to their quality of patient care at Saint Anthony
College of Roxas City, Inc. (Hospital)
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of nurses at Saint Anthony College of Roxas City,
Inc. (Hospital) in terms of:
1.1 Sex;
1.2 Age;
1.3 Religion;
1.4 Civil status;
1.5 Educational Attainment;
1.6 Employment Status;
1.7 System of Authority;
1.8 Length of Service;
1.9 Monthly Income; and
1.10 In-service training attended for the past 3 years?
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2. What is the demographic profile of patients admitted at Saint Anthony College of
Roxas City, Inc. (Hospital) in terms of:
2.1 Sex;
2.2 Age;
2.3 Civil Status;
2.4 Religion;
2.6 Ward; and
2.7 Reason for Confinement?
3. What are the professional qualities of the respondents in terms of:
3.1 Professional Qualifications;
3.2 Personal Qualities; and
3.3 Professional Proficiencies?
4. What are the competencies of the respondents in terms of:
4.1 Safe and Quality Nursing Care;
4.2 Communication;
4.3 Collaboration and Teamwork;
4.4 Health Education;
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4.5 Legal Responsibilities;
4.6 Ethico - Moral Responsibilities;
4.7 Personal and Professional Development;
4.8 Record Management;
4.9 Management of Resources and Environment;
4.10 Quality Improvement; and
4.11 Research?
5. What is the quality of patient care of nurses at Saint Anthony College of Roxas City,
Inc. in terms of:
5.1 Knowledge;
5.2 Skills; and
5.3 Attitude?
6. Are the professional qualities and competencies of nurses are significantly related
to their quality of patient care?
7. Which demographic profile of the respondents are significant predictors of
professional qualities, competencies of nurses and quality of patient care?
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Hypotheses of the Study
The following were the educated guess formulated by the researchers to
tentatively answer the research questions:
1. Professional qualities and competencies of nurses are not significantly related
to their quality of patient care.
2. The demographic profile of the respondents in terms of sex, age, religion, civil
status, educational attainment, employment status, system of authority,
length of service, monthly income and in-service training attended for the past
3 years for nurses and sex, age, civil status, religion, educational attainment,
ward and reason for confinement for patients are not significant predictors to
their professional qualities, competencies of nurses and quality of patient
care.
Theoretical Framework
Anchored on the theory of Patricia Benner’s Model of Skill Acquisition in Nursing
(1989) outlines five stages of skill acquisition: novice, advanced beginner, competent,
proficient, and expert. Benner noted that in application of the model to nursing skill
acquisition based on experience, is safer if it is grounded in a sound educational base as
well as a multitude of experiences. Expertise develops when the clinician tests and refines
propositions, hypotheses and principle-based expectations in actual practice situations.
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The implication of Benner’s model lies on her conclusion that “a nurse’s clinical
knowledge is relevant to the extent to which its manifestation in nursing skill makes a
difference in patient care and patient outcome”. As such, the study makes use of Benner’s
theory as the basis for determining the level of competence of the respondents on their
nursing practice.
The study will base on the theory “System Model” published by Betty Neuman
(1974) to determine the extent of influence of the following factors on the level of
competency of the respondents in terms of professional qualities: personal preparation,
personal qualities and professional proficiencies. Neuman defines stressors as stimuli that
produce tensions and have the potential for causing system instability. The system may
need to deal with one or more stressors at any given time. Likewise, nurses who commit
errors are faced with various stressors which may either be positive or negative. As
caregivers, they are part of the vulnerable population as they are subject to many
stressors that may adversely result to nursing malpractice which greatly affect outcomes
for their patients, families, and themselves.
Also it was anchored from the 3 C’s of Lydia Hall’s theory of nursing: The Care,
Core and Cure circle (1965) where she stated that the core circle of patient is based in the
social sciences, involves the therapeutic use of self, and is shared with other members of
the health team. This theory is indicative of maintaining a strong connection to all the
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linkages to this institution so that proper delineation of information will be observed. This
would rather support the study since it gives an emphasis on communication as part of
the competencies of all nurses and other healthcare providers and to the patients as well.
If effective communication is observed, then quality care can be achieved. Specifically,
this theory focuses on the responsibility of a professional nurse that by developing an
interpersonal relationship with the patient, nurses could be able to help the patient
verbally express feelings regarding the disease process and its effects as well as discuss
the patient’s role in recovery and also by the use of the reflective technique, it helps
patient look at and explore feelings regarding current health status and related potential
changes in lifestyle.
The study will further base on the theory “Self-actualization” published by Carl
Rogers (1961), He believed that all people possess and inherent need to grow and achieve
their potential. This need to achieve self-actualization, he believed, was one of the
primary motives driving behavior. Rogers suggested that people who continually strive to
fulfill their actualizing tendency could become what he referred as fully-functioning. A
fully-functioning person is one who is completely congruent and living in the moment.
Like many other aspects of his theory, unconditional positive regard plays a critical role in
the development of full functioning.
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Ernestine Weidenbach proposed a prescriptive theory (1969) that involves the
nurse’s ventral purpose, prescription to fulfill that purpose, and the realities that
influence the ability to fulfill the central purpose (the nurse, the patient, the goal, the
means, and the framework or environment to which its relevance have been useful and
able to support this study because according to her, nursing involves ion identification of
the patient’s need for help, the ministration of help, and validation that the efforts made
were indeed helpful. Her principles of helping indicate that the nurse should look for
patient behaviors that are not consistent with what is expected, should continue helping
efforts in spite of encountering difficulties, and should recognize personal limitations and
seek help from others as needed. This theory proves to support this study since it deals
mainly on how nurses should be in particular of doing their nursing process in practice
and how they apply their set of responsibilities according to what was coded on the
nursing core competencies prescribed by the CMO#14.
The researchers find the theories mentioned above fit to describe the professional
qualities and competencies of nurses as correlates to their quality of patient care. This is
because it involves different factors which are explained in detail by the theory
mentioned above. The theory allows us to take in consideration the aspects of the nurses
that correlates to their quality of patient care. It is important to find out if professional
qualities and competencies of nurses relatively affects the quality of patient care.
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Conceptual Framework
INDEPENDENT VARIABLES DEPENDENT VARIABLES
PROFESSIONAL QUALITIES Q
Professional
PROFESSIONAL Qualification
QUALITIES U
Personal Qualities A
Professional Proficiencies L
I
T
COMPETENCIES OF NURSES Y
Safe and Quality Nursing Care
Communication O
Collaboration & Teamwork F
Health Education P
Legal Responsibilities A
Ethico - Moral Responsibilities T
Personal & Professional I
Development E
N
Record Management T
Management of Resources and
Environment C
Quality Improvement A
Research R
E
Moderating Variable
Demographic Profile of Nurses Demographic Profile of Patients

Sex, Age, Religion, Civil Status, Sex, Age, Civil Status, Religion,
Educational attainment, Employment status, Educational attainment, Ward
System of Authority, Length of service, and Reason for Confinement
Monthly income and In-Service training
attended for the past 3 years
Figure 1. Schematic Diagram Showing the framework of the study
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This study is based on the concept that the quality of care of nurses are influenced
by certain variable such as professional qualities and competencies of nurses. In this
study, the dependent variable is the quality of patient care which is based on the previous
study by Abude et al. (2017) in the evaluation of the nurses by the patients.
The independent variables are the professional qualities and competencies of
nurses. The indicators for the professional qualities are professional qualifications,
personal qualities, and professional proficiencies. On the other hand, the indicator for
competencies of nurses are safe and quality nursing care, communication, collaboration
& teamwork, health education, legal responsibilities, ethico - moral responsibilities,
personal & professional development, record management, management of resources
and environment, quality improvement and research. These independent variables may
affect the dependent variable quality of care.
The demographic profile of the respondents such as sex, age, religion, civil status,
educational attainment, employment status, system of authority, length of service,
monthly income and in-service training attended for the past 3 years for nurses and sex,
age, civil status, religion, educational attainment, ward and reason for confinement for
patients were used as moderating variable which influences professional qualities,
competencies of nurses and quality of patient care.
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Significance of the Study
The results of the study will benefit the following:
Hospital Administrators. This research study will give insights about the
professional qualities and competencies of nurses. Thus, can help St. Anthony College of
Roxas City Inc (Hospital) administration for the improvement of rendering care to that
patients and quality of service in the health care delivery system. These data can be a
wellspring of evaluation to test the nurses’ skills in providing quality of patient care.
Nursing Director. This research study will give awareness to the importance of
competencies of nurses. Likewise, it can be a means of improving the application of each
competency to provide quality patient care.
Nurses. The result of the study will guide nurse practitioners in cultivating and
developing them about the significance of competencies of nurses as a set of standards
for the practice of nursing profession and to be a basis for the improvement and quality
of patient care.
Clinical Instructors. The result of the study will provide assistance to the nursing
academe for the continuing education of clinical instructors especially to the student
nurses to train and nurture them intensely both in providing them knowledge on
professional qualities and enhancing their skills in the application of nursing
competencies and help them in preparing student nurses for the profession. Also,
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ingraining them the thought of what a competence nurse should become, mainly from
novice to expert.
Nursing Students. This study will provide vital information to student nurses in
order for them to know in advance their significant roles and responsibilities to practice
as a professional nurse. Likewise, it is beneficial for them to know their legal
responsibilities. In that manner, allowing them to perform their duty as a professional
nurse during their exposure in the area to become effective and efficient nurses of the
future.
Patients. The result of the study will also provide benefit for all the patients
admitted in St. Anthony College of Roxas City (Hospital) in receiving nursing care, quality
services from competent nurses of the hospital and increasing patient’s satisfaction and
trust to the nurses.
Researchers. This study will be beneficial to the current researcher and to the
future ones in conducting study with concerns regarding professional qualities and
competencies of nurses as correlates to their quality of patient care. This can also serve
as a basis for comparison on their findings to the present situation in light of the fact that
this will enhance their capacity to think and formulate new problems, find solutions and
implement the results.
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Scope and Limitations of the Study
This study covers the nurses and patients of Saint Anthony College of Roxas City
Inc. (Hospital) as respondents. 30 nurses from the Emergency Room Unit, Eye Unit,
Dialysis Unit, TB-DOTS Unit, Blessed Rosalie Rendu Ward, Saint Catherine Laboure Ward
and Saint Joseph Ward of the hospital were used for pilot testing and 70 nurses from the
Pedia Ward, Medical Ward, Surgical Ward, Mother-Baby Friendly Unit, Neonatal Intensive
Care Unit, IHM and IHM extension, Service Ward, Operation Room and Nursing Service
Office were subjected as the final respondents of the study. Only the nurses in the
morning and afternoon shift are included in the study. Nurses in the night shift and
Intensive care unit are excluded in the study. The study covers 55 patients admitted in
the Surgical Ward, Medical Ward, Mother-Baby Friendly Unit, IHM and IHM extension and
Service Ward were subjected as the final respondents of the study during the
administration of questionnaires for two consecutive days and all of them were able to
answer the said questionnaire.
The instrument used in gathering the needed data are questionnaire, interview
and observation. The statistical tool used to analyze and interpret the gathered data were
Frequency count, percentage, Mean, Pearson Correlation Coefficient and Multiple
regression and All statistical computations were processed using the Statistical Package
for the Social Sciences (SPSS) software with the level of significance set at 0.05 alpha.
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Definition of Terms
The following terms are defined conceptually and operationally.
Care. The provision of what is necessary for the health, welfare, maintenance, and
protection of someone or something. (World Health Organization). In this study, it defines
to the care rendered by nurses.
Competencies. Refer to skills or knowledge that lead to superior performance
(Webster New Explorer Encyclopedic dictionary, 2006). In this study, it is professional
standards to maintain safe and clinically competent nursing practice.
Correlates. Mutual relationship or connection, in which one thing affects or
depends on another. completed (Webster New Explorer Encyclopedic dictionary, 2006).
In this study, it displays the relationship of the three variables.
Nurse. A person trained to care for the sick or infirm, especially in a hospital
(Webster New Explorer Encyclopedic dictionary, 2006). In this study, they are considered
as one of the respondents of this study.
Nursing. Care of individuals of all ages, families, groups and communities, sick or
well and in all settings (World Health Organization). In this study, it defines health care
sector focused on the care of individuals.
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Patient. A person who is receiving medical care, or who is cared for by a particular
health care provider (Webster New Explorer Encyclopedic dictionary, 2006). In this study,
they are the one receiving care rendered by the nurses and also one of our respondents.
Patient care. Providing care that is respectful of, and responsive to, individual
patient preferences, needs and values, and ensuring that patient values guide all clinical
decisions (WHO). In this study, it defines to the care rendered by nurses to the patient.
Professional. Relating to a person's work, especially work that requires special
training (Webster New Explorer Encyclopedic Dictionary, 2006). In this study, this refers
to the occupation of the respondents.
Qualities. Signifies features or characteristics of a person or thing (Webster New
Explorer Encyclopedic Dictionary, 2006). In this study, this refers to the nurse’s
characteristics that they should embody.
Quality. Standard of something as measured against other things of a similar kind;
the degree of excellence of something (Webster New Explorer Encyclopedic dictionary,
2006). In this study, it refers to the degree of care rendered by nurses.
Quality of patient care - is the extent to which health care services provided to
individuals and patient populations improve desired health outcomes. (World Health
Organization). In this study, it refers to the degree of care rendered by nurses towards
the patient.
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CHAPTER II
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter discusses the legal bases, conceptual literature, foreign and local
studies related to professional qualities and competencies of nurses as correlates to their
quality of patient care. It also includes a synthesis.
Legal Bases
The standards of Professional Nursing Practice are authoritative statements of the
duties that all registered nurses, regardless of roles, population or specialty are expected
to perform competently (ANA, 2010, p. 2). The ANA further states that the standards can
change as the dynamics of professional nursing evolve and that specific clinical
circumstances or condition might affect the application of the standards at any given
time.
The Registered Nurses Association of British Columbia (2003) and the College of
Nurses of Ontario (2002) defined nursing standards as guide to the knowledge, skills,
judgment and attitudes that are needed to practice safely. They reflect a desired and
achievable level of performance against which actual performance can be compared.
The impetus in the development of nursing standards emanated from Article III,
Sec 4 (h) of Republic Act No. 7164 (Philippines Nursing Act of 1991) which enumerated
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the powers, duties and functions of the Professional Regulatory Board of Nursing
(PRBON). Among others, the PRBON shall “Promulgate decisions or adopt measures as
may be necessary for the improvement of the nursing practice, for the advancement of
the profession…”
Thus, in September 1994, the PRBON, then chaired by Aurora S. Yapchiongco,
called for a consultative meeting of president/representatives of national nursing
associations and concerned groups and individuals on “Safe Nursing Practice.” Thereafter,
it organized a two-day workshop, the output of which was incorporated in the document
on Standards of Safe Nursing Practice. after several meetings and discussion, BON
Resolution No. 82 issued on September 30,1998 adopted and promulgated the Standards.
In 2001, the Association of Nursing Service Administrators of the Philippines (ANSAP),
together with the PRBON and the Philippines Nurses Association (PNA), developed the
Standards of Nursing Services. This document progressed with its 2008 edition.
These initiatives were further strengthened with the passing of the R.A. 9173
(Philippine Nursing Act of 2002). Article III, Sec. 9 (c) of the law stated that: “the PRBON
is empowered to monitor and enforce quality standards of nursing practice in the
Philippines and exercise the powers necessary to ensure the maintenance of efficient,
ethical, and technical, moral and professional standards in the practice of nursing taking
into account the health need of the nation.”
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With the legal mandate, the PRBON assumed the responsibility in the
improvement and effective implementation of the core competency standards of nursing
practice in the Philippines which represent the minimum knowledge, skills and attitudes
necessary to provide competent, efficient and safe nursing care, and maintain the
integrity of the nursing profession.
The 2005 Standards identified four major competencies of a beginning nurse: (1)
Patient Care Competencies; (2) Empowering Competencies; (3) Enhancing Competencies;
and (4) Enabling Competencies. Under each competency were key areas of responsibility.
Then in 2009, the PRBON undertook and extensive and comprehensive review of
the 2005 nursing core competency standards. The Nursing Core Competency Revisiting
Project (NCCRP) was a collaborative activity of the PRBON with Nursing partners from the
service and the academe who are members of various nursing specialty organizations and
interest groups, together with the Commission on Higher Education- Technical
Committee on Nursing Education (CHED-TCNE), and the UP Manila College of Nursing as
the World Health Organization (WHO) Collaborating Center for Nursing Leadership and
Development.
The revisiting process included work setting scenario analysis, benchmarking core
competency standards with other countries, field validation studies on the nurses’ roles
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and responsibilities in the hospitals and community settings, integrative review of output
from the validation strategies, presentation of validation analysis, core competency
validation, and public consultation.
From the results of this extensive study spanning a period of three (3) years, the
PRBON came up with 2012 National Nursing Core Competency Standards (NNCCS) which
can be applied to the practice of professional nurses and can serve as a guide for nursing
specialty practice. Three (3) major roles of nurses have been defines: (1) Beginning
Nurses’ Roles in Client Care; (2) Beginning Nurses’ Roles in Leadership and Management;
(3) Beginning nurses’ role in Research.
Standards of care describe the competencies of the nurse and indicators of
performance. Below is the structure and sequence of formulating the nursing standards.
The primary purpose of nursing standards is to promote, guide, and direct professional
nursing practice. The nursing standards will be used by the individual nurses, the public,
the employers, the regulatory boards, the academe and other stakeholders. (College of
Nurses of Ontario, 2002; Registered Nurses Association of B.C., 2003). Specifically, have a
better understanding of their professional obligation, Use nursing standards as basis for
enhancing their competence and professional development, Advocate for changes in
policies and practice and define and resolve professional practice issues and concerns.
The PRBON can use theses as bases for legal responsibility to protect the public by
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regulating nursing practice by recognizing the entry level education programs, providing
guidance to nurses of their professional obligations, providing a foundation for the
assessment of their professional performance, clarifying to the public and other health
care professionals what the profession expects of its members and serving as a basis in
addressing incompetent and unethical nursing practice. The PRBON and its Technical
Working Group continually worked on the competency standards by refining the set of
competencies and the indicators performance using the following four domains: Value-
Based Nursing Practice, Knowledge-Driven Nursing Practice, Outcome-Oriented
Professional Relationship, Leadership and Governance.
Conceptual Literature
The definition of nursing professionalization in the clinical area is a difficult issue.
Barber (2012) defined four properties for a professional manner: High degree of
systematic and public knowledge, awareness about the interests of society rather than
the personal interests, a high degree of self-control in behavior through moral codes, and
existence of a reward system as a sign for success. In nursing, some scholars have defined
codes of professional behavior as: Respecting the dignity, values, and beliefs of the
patients, maintaining patients’ trust, making informed decisions, provision of competent
and safe care, maintaining standards of activities, presenting the image of nursing, and
having a harmony with the law in action. Lui et al. (2013) stated that the use of codes of
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professional behavior is important, but it is difficult in clinical practice. The main code of
professional behavior in their study was “safe and competent care.” This item is
considered as the main foundation for nursing professionalization by other nursing
associations in the West.
As cited by Kim et al (2015) that the main features of the nursing
professionalization values are classified into three main groups: (1) personal-based
features such as the ability to understand the feelings and problems of others, willingness
to help others, ability to work with others, tolerance and flexibility in communicating with
others; (2) knowledge-based features such as knowledge and skills, scientific accuracy,
and ability to research; and (3) state-dependent properties such as willingness to take
responsibility and emphasizing on the attractive external appearance. Core values set
forth by American Association of Critical-Care Nursing (1998 and revised last 2015)
include human dignity, integrity, autonomy, altruism, and social justice. Hall (2012)
formulated five attributes to the most mature professions such as law and medicine,
which are use of professional reference agencies, community service, autonomy, self-
regulation, and sense of commitment and professionalism. In nursing professionalization,
the “professional self” is one of the most important attitudinal elements. Professional
identity is a secret knowledge that shows the continuation of a profession. Professional
attitude is a sense of experiences that makes up a professional identity. Professional self-
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concept is the result of the university system, skills training, and professional
development. It shows the sense of being a professional among graduate students was
stronger than among experienced nurses. Finally, they say professionalization is a
framework for identifying a career in a social context, which emphasizes on attitudinal
dimension of professionalization showing the importance of attitude within a profession
and its professionals.
Studies showed among nurses following the standards of practice and
psychomotor competences, there are those who value professionalization. United
Kingdom Central Council in (2013) the scope of Professional Practice, in an article titled
“Review Professional Action,” defined the nursing profession by these characteristics:
Professional nursing is characterized by clinical working. This view has led to the
expansion of the nursing role, so that they allowed getting involved in the therapeutic
activities based on their personal qualifications and are actively involved in patient care.
So, professionalization is a certain style of management and implementation through
which the professionals know about their commitments and obligations. It is also for
those who are self-learning and self-controlled. This is consistent with the word
“knowledgeable doer” that can be found in new dialogs in nursing.
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Mayer (2014) emphasizes that in a modern society, the professions must be of
good quality, reasonable, and affordable. He indicates that we can be sure about a
professional service when the presented service is market-oriented. Thus, creating an
environment where the focus is on value and satisfaction of the customer is important.
According to Storch & Kenny (2013) an ethical approach to the foundations of
health professionals is multidimensional. It includes professional etiquette, chores and
responsibilities to patients and colleagues or politics with its focus on the society. The
focus should be doctors‟ and nurses‟ responsibility towards patients and professional
relationship. This focus can help in providing a foundation for setting up a new health care
team.
Bartels & Bednash, (2015) claimed that current solution for the ongoing nursing
shortage focuses on increasing the number of registered nurses rather than placing
emphasis on the competency of those nurses in providing quality nursing care and
ensuring safe nursing practice. Without a well-structured nursing competency program,
nursing leaders and nurse mangers could face difficulties in protecting the public from
malpractice, errors, and sustaining the credibility of nursing as a profession. The problem
addressed is how a healthcare service in the Kingdom of Saudi Arabia can improve the
quality of nursing care and ensure safe nursing practice in their healthcare facilities.
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According to Axley (2013), nursing competency was introduced in the mid and late
1990s as a strategy to evaluate nurse graduates and clinical-based nurses as safe and
efficient healthcare providers. The concept of nursing competency is widely used to
measure nursing competence in various contexts of nursing practice in terms of
educational, technical, and clinical settings with a mix of human social skills. He stated
that most of the nursing studies agreed on the concept of nursing competency and is
focused on the ability of nurses to demonstrate knowledge, skills, and attitudes
appropriately for specific activities in specific situations. He asserted that the absence of
a nursing competency assessment mechanism may lead to poor decisions, serious
malpractice, health care errors, and negative patient outcomes. He also indicated that the
nursing competencies are derived from the nursing practice standards in relation to
clinical and technical judgments, critical thinking, and nursing education. He addressed
that continual change in nursing practice is due to the incorporation of evidence-based
interventions and improvements in technologies, which leads to continuing competency
assessment of nurses. He recommended that nurses need to demonstrate their
competence in clinical practice and recognize self-limitations as defined in the scope of
nursing practice. He recommended that there be a collaborative effort between nurses
and other healthcare providers to incorporate updated knowledge and skills in their own
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clinical practice, appreciate each other's roles and responsibilities, and develop and
maintain self-competence through lifelong education and experience.
Bashook (2014) described a competency model as the formal structure for
credentialing primary healthcare providers including nurses who graduated with
baccalaureate degrees. The model focuses on the evaluation of individuals and
demonstration of gained knowledge, skills, and attitudes in a caring and appropriate
manner. The model framework involves an assessment blueprint that includes knowledge
tests, simulated observations, interviewing skills, documentation, and assessment of
cultural differences to validate attitude scales. He advised healthcare leaders and
stakeholders to construct new competency assessment methods to ensure the accuracy
of the content and the integrity of the technical practice. Competency assessment
programs need to be piloted for testing and revising the assessment as needed to meet
the accreditation, credentialing, and licensing requirements.
Dracu and Bryan-Brown (2016) described the Nursing Competency Model as a
model that is focused on assisting competent expert nursing mentors to prepare new
graduate nurses to practice safely and efficiently. They stated that using a competency
program is to prepare new graduate nurses to practice safely and efficiently and provides
an opportunity for expert nurses to impart their experience and knowledge to the nurses
of tomorrow. They said that the Nursing Competency Model process allows new graduate
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nurses to learn from their own experiences helps them to make career decisions, and
assists them build networks with their peers and other members of the healthcare
multidisciplinary teams.
Ironside (2013) defined the nursing competency model as a paradigm that shifts
from one of demonstrating competency to one of continuing competency. He stated that
the Nursing Competency program focuses on nurses striving to keep patients safe. The
nursing education program advocates for patient safety. He indicated that the continuing
nursing competency requires renewed partnership between education and clinical
practice settings, regulation concerns, and collective effort as well as supportive
intervention for safeguarding patients. He recommended that nursing leaders in both
education and clinical services should discuss the performance of the novice nurses,
prepare them for the realities of practice, and conduct a competency assessment upon
arrival to the clinical setting. He also discussed that patient safety is the focus of nursing
practice and continues to be the most challenging in education and clinical practice
settings. He highlighted that novices are expected to demonstrate their competence
through the application of general competencies in clinical areas. He commented that
experts demonstrate their competence through the development of necessary
competencies related to clinical specialties of the nursing practice. He commented that
the safety of nursing practice is based on the progress of nursing knowledge, skills, and
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31

attitudes are continuingly competency-based to meet evidence-based nursing practice,
accreditation, and certification requirements. He recommended that nursing education
faculties and nursing services organizations need to collaborate actively for seeking ways
to produce and retain competent nurses throughout their nursing careers.
Klein (2015) described the nursing competency model as a set of proficiencies
required of professional nurses to meet their assigned job roles and responsibilities in
completion of tasks efficiently. Klein indicated that the model includes the necessary
clinical competencies as practice standards to assess nursing performance in a specific
situation or role. Klein said that this should be an ongoing process throughout the
education and training programs. In this way Klein said the healthcare industry would
ensure that they were producing to become highly competent nurses who delivered safe
efficient care to the patient.
Leigh et al. (2014) presented the concept of the Nursing Competency Model that
focuses on the assessment of nursing competence at different stages of their career in
relation to their personal attributions, knowledge, practice-based skills, judgment of
decision-making, and attitudes. Leigh et al. stated that the competency model consists of
key qualities and essential elements to develop, implement, and maintain competencies
in relation to validity, feasibility, fidelity, and practical considerations to actual practices.
Leigh et al. explained that the competency model consists of combined assessment
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methods to ensure consistency and accuracy of performance assessments. Leigh et al.
recommended that the competency model can be used for improving the performance
of n by applying competencies in different situations, and integrating new knowledge,
skills, and attitude of advanced practices.
Lenburg, et. Al (2013) introduced the theoretical framework of the Competency
Outcomes Performance Assessment (COPA) Model developed by Lenburg in 1999.
Lenburg et al. said the COPA Model is designed for promoting safe and efficient nursing
practice through competency-based, practice-oriented methods, and measurement of
performance outcomes. He stated that the concept of the COPA Model is based on six
vital conceptual pillars focused on core competencies, competency outcomes, learning
strategies, and performance evaluation. He also reported that the COPA Model was
adopted by a number of healthcare organizations, providing them with useful methods
for enrichment of traditional education and clinical practice standards.
Black et al. (2016) defined the competence of a registered nurse as their ability to
comprehend and apply appropriate knowledge, skills, attitudes, and judgments to allow
nurses to provide competent and ethical nursing care with safe nursing practice in a
variety of nursing settings. Black et al. asserted that the identified core competencies
required for registered nurses are generic and common and are related to professional
nursing roles, healthcare context, and global trends. Black et al. concluded that the
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development of core competencies would help prepare and equip the newly registered
nurses to adopt and manage current and future challenges within the healthcare system.
Memarian et al. (2014) highlighted that effective control, supervision, and
management systems are essential to monitor nursing clinical competency and to ensure
provision of ethical nursing care that allows ethical decision making that respects,
supports, and focuses on patients’ needs. Memarian et al. reported on a study performed
to identify, describe, and explain the interactions between individuals and groups using
clinical competency as an ongoing process. Memarian et al. indicated that the study
results revealed that ethical and morale conduct leads nurses to be responsible,
accountable, and encourages them to use acquired knowledge and skills appropriately
and effectively. These factors help improve nursing clinical competency. Memarian et al.
recommended that Nurse Educators and Managers include professional commitment and
ethical conduct in practical needs-based ward training to enable nurses to attain clinical
competency, and to acquire new skills and knowledge with ethics to achieve the optimal
goals of their profession and organization.
Scott-Tilley (2013) described that the nursing competency model is a mechanism
that exists to provide a framework for tracking knowledge, skills, and attitudes of nurses
throughout their careers. Scott-Tilley stated that the concept behind the nursing
competency model helps to ensure nurses remain up to date with current best practices
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34

in education at the graduate and advanced levels. Scott-Tilley recommended that all
registered nurses have continuing competency assessments by using an ongoing
evaluation of nursing performance to demonstrate their ability to deliver nursing care
based on identified core competencies. Scott-Tilley stated that nursing leaders are
responsible to develop a well-structured nursing competency program that provides for
safe patient care, a choice for nurses to document their competencies, and cost-effective
initiatives. Scott-Tilley added that a collaborative approach is needed by nurse educators,
nurse practitioners, and nurse managers to narrow the gap between practice and
education by creating useful methods for tracking nursing competence and improving
nursing performance.
Davis et al. (2016) point out that the best nursing competencies are those that
were developed by nurses themselves to provide a structure for their own profession and
derive standards for their nursing practice. The development of a core competency
framework integrates roles of expert nurses, practice and service development, lifelong
learning, and leadership and management functions. The core competency framework
helps nurses to measure their current knowledge and skills, identify areas for
improvements, and determine paths for self-development and self-growth in the nursing
profession. Davis et al. concluded that nurses are in need of clear directions, guidelines,
and standards that structure their nursing practice by integrating the nursing profession
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35

with a competency framework that will provide a base for clinical practice and a tool for
planning educational programs. They also point out that the best nursing competencies
are those that were developed by nurses themselves to provide a structure for their own
profession and derive standards for their nursing practice. The development of a core
competency framework integrates roles of expert nurses, practice and service
development, lifelong learning, and leadership and management functions. The core
competency framework helps nurses to measure their current knowledge and skills,
identify areas for improvements, and determine paths for self-development and self-
growth in the nursing profession. Davis et al. concluded that nurses are in need of clear
directions, guidelines, and standards that structure their nursing practice by integrating
the nursing profession with a competency framework that will provide a base for clinical
practice and a tool for planning educational programs.
Alien et al. (2015) indicated that competency evaluation becomes a challenge in
the United States due to the diversity of nursing practice in relation to patient safety.
Alien et al. commented that the current competency evaluation focused on clinical skills
assessment, not on the actual knowledge behind the skills and requires the evaluation of
nursing capabilities and abilities to achieve desired outcomes. Alien et al. emphasized the
need for continual competency evaluation throughout the nursing career by allowing
nurses to identify their training needs for promoting their ongoing competence and
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professional growth. Alien et al. highlighted the importance of demonstrating
competence using high-fidelity simulation models to ensure nursing respond to crisis
effectively through their ability to think critically, make sound clinical judgments, and take
patients’ values into consideration. Alien et al. recommended that nursing leaders,
educators, and practitioners develop appropriate standards, policies, and regulations
related to the competency evaluation to avoid nursing practice errors when nurses work
under pressure without harming patients’ safety.
Gardner et al. (2013) stated that the nursing competency-based practice
framework describes the core competency standards for the advanced level of nursing
practice related to complexity, innovative, and non-standard solutions to achieve optimal
patient outcomes. Developing competency-based practice standards for nurses with
advanced degrees is important to balance between education and clinical practice to
assess nursing knowledge, clinical skills, and attitudes in complex clinical situations.
Gardner et al. discussed the nursing competencies required for the advanced nursing
practice to include holistic nursing care approaches, problem solving in a turbulent
environment, management of continual changes, ability to take appropriate action, and
make effective decisions. Gardner et al. recommended that nurses at the advanced level
are expected to demonstrate their competence of self-efficacy, self-growth, and self-
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development, effective interaction with others, creative thinking, and ability to manage
complex and nonlinear challenges.
According to the American Nurses Association (2013), continuing competence is
definable and measurable and is the shared responsibility of the profession, regulatory
bodies, organizations/workplaces, and individual nurses. The current Code of Ethics for
Nurses (ANA, 2013) supports the concept of continued competency in nursing,
emphasizing individual nurse responsibility for the quality of his or her practice.
RELATED STUDIES
Foreign Studies
In the study “Newly Graduated Nurses´ Perception of Competence, Critical
Thinking and Research Utilization” by Wangensteen et. al findings are all 83% of the newly
graduated nurses reported a NCS total score classified as “good” (67%; VAS 50-75) or
“very good” (16%; VAS >75). The remaining respondents reported their competence level
as “quite good” (17%; VAS 25-49). None of the newly graduated nurses reported a NCS
total score classified as “low competence” (VAS). More than 30% of the newly graduated
nurses perceived their competence “very good” for two of the competence categories.
These were helping role (34%), which is related to helping the patient to cope and
providing ethical and individualized care, and Diagnostic functions (31%), which is a
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category implying to detect changes in patients’ conditions and to anticipate problems.
Approximately four out of ten newly graduated nurses perceived their Ensuring quality
competence as “quite good” (31%; VAS 25-49) or “low” (7%; VAS <25).
In addition to that, “Core Competency of Staff Nurses in Binh Dinh Provincial
General Hospital, Vietnam” by Tam et. al aims of this study were to examine the level of
nursing competency and compare nursing competency of staff nurses with different
personal characteristic including gender, education, working experience and working area
in Binh Dinh Provincial General Hospital, Vietnam. The sample was 217 staff nurses who
were randomly selected from Binh Dinh Provincial General Hospital, Vietnam. Data were
collected by using self-reported questionnaires including Demographic questionnaire and
Competency Inventory for Registered Nurses (CIRN). The questionnaires were translated
into Vietnamese languages by using back translation technique of Cha et al. (2007) which
maintain the validity of original one. CIRN was tested reliability with 30 staff nurses and
the Cronbach alpha’s coefficient was at .89. and the results states that there was a
significant difference of nursing competency of staff nurses by education (F (2,214) = 33.3,
p < .05). Nurses with bachelor degree assessed their competency different with staff
nurses earned associated and diploma degree (p < .05). Staff nurses holding bachelor
degree self-reported their total nursing competency ranged higher than staff nurses with
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associated degree and diploma degree. Similarly, staff nurses with associated degree had
higher nursing competency than staff nurses with diploma degree.
A study entitled “Medication Competence of Nursing Students in Finland” by
Sulosaari et. al states that The overall findings of this study indicates deficiencies in
nursing students’ medication competence, and as it is associated with the safety of
medication care, attention needs to be put on nurses’ educational preparation. The core
elements of medication competence, including theoretical and practical medication
competence and decision making, are significantly interrelated, highlighting the need
to provide integrated and comprehensive medication education to support students’
competence development. In the study entitled “Nurse manager competencies” by Linda
Kay Chase states that the significant findings demonstrate the overall mean ratings of
importance competencies in 2010 were higher (mean=3.54) as compared to 1994
(mean=3.37). Effect size measures demonstrate a medium overall effect of 0.65 indicating
a change in overall ratings with the 2010 study results yielding higher importance ratings.
The conclusions that can be drawn from the study findings are that importance ratings
have changed over time although new competencies have emerged in response to
changes in today’s healthcare environments. It is equally important to recognize that
while changes have occurred some of the important competencies have remained the
same.
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Local studies
Lazarte et. al (2016) with the study entitled “Core Competencies of Beginning Staff
Nurses: A Basis for Staff Development Training Program” showed that the nine areas of
strengths according to the Head Nurses’ evaluation with a weighted mean more than or
equal to 4.2 are: Safety and Quality Nursing Care with value of 4.57 (Very High);
Management of Resources and Environment with value of 4.42 (Very High); Legal
Responsibility with value of 4.68 (Very High); EthicoMoral Responsibility with value of
4.22 (Very High); Professional Development with value of 4.37 (Very High); Quality
Improvement with value of 4.27 (Very High); Records Management with value of 4.23
(Very High); Communication with value of 4.46 (Very High); and, Collaboration and
Teamwork with value of 4.29 (Very High). The two weak areas according to the Head
Nurses’ evaluation with a weighted mean of less than 4.2 are: Health education with a
value of 3.59 (High) and, research with a value of 3.66 (High). He also stated that the Head
Nurses have identified nine strong areas of competencies compared to the Beginning
Staff Nurses evaluation. The similar identified areas of strength are Safe and Quality Care;
Legal Responsibilities, and Ethico-Moral Responsibilities; Management of Resources and
Environment; Quality Improvement; Record Management; Communication and
Collaboration and Teamwork. However, the results produced level of competencies which
can be considered weak, although these have ‘high’ to ‘average’ rates based on
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41

descriptive values raised in this study. These fields should be considered given emphasis
for the formulation of a training program. Analogous high levels of areas of competency
are: Personal and Professional Development, Health Education and Research.
Another study entitled “Nurses Perceptions of their Competence in Managing
Patient Situations in Acute Care” by Donna Marie Donilon where the findings of this study
indicate that nurses in the study sample perceive their competence in managing patient
situations is in the “good range” as indicated by the most frequent scores being 8 -9, on
the scale of 6-8 being “good”, and 9-10 being “excellent”, with the overall average score
being 8.56+/- 1.13. The overall score for nurses’ self-perceived competence is on the
higher end of the scale, indicating nurses in the study feel competent in managing patient
situations in acute care. The findings provide insight into the level of nurses’ self-
perceived competence in specific aspects of managing patient situations.
A study entitled “Level of Awareness on the 11 Key Areas of Responsibilities of
Nurses of St. Anthony College of Roxas City, Inc. (Hospital) by Fuentes et. al findings states
that the nurse-respondents are aware in terms of safe and quality nursing care, in terms
of management of resources, in terms of health education, in terms of legal
responsibilities, in terms of ethico-moral responsibility, in terms of personal and personal
development, in terms of quality improvement, in terms of research, in terms of records
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42

management, in terms of communication and in terms of collaboration and teamwork as
their major key areas of responsibilities of nurses.
“Caring Behavior of Intensive Care Unit Staff Nurses at Saint Anthony College
Hospital: A Perceptual Study” by Bajamonde et. Al results revealed that there was a mean
difference in the caring behavior of staff nurses as perceived by them and the caring
behavior of staff nurses as perceived by their patients. However, the mean difference was
not significant because the computed t-value was less than the tabular t-value with 54
degrees of freedom and 5% level of significance which further implies that there was no
significant difference in the caring behavior of staff nurses as perceived by their patients
and the caring behavior of staff nurses as perceived by themselves.
In the study conducted by Abude et. Al. entitled “Level of the Patients Satisfaction
on the Nursing Care Rendered by the Staff Nurses Admitted in Saint Anthony College of
Roxas City, Inc. (Hospital) states that the level of satisfaction with nursing care is at the
normal level and is generally satisfied. It seems that the staff nurses do their job according
to what the hospital requires and what the patient’s expect them but lacking in
internalization and reflecting on it. They tend to lack in communication skills whenever
dealing with patients due to their workloads and long duty hours but this must not be an
excuse to give the holistic approach to the patients.
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A study entitled “Compliance of Nurses to National Core Competency Standards”
by Maria Cecilia O. Mortinez, the results are generally the staff nurses were Nurse 3
assigned at the General Wards, mostly from Hospital D and with work experience of 1 to
3 years; the respondents and their supervisors gave a rating of very high level of
compliance in Patient Care, Empowering, Enhancing and Enabling Competencies; When
grouped according to work position, there was a significant difference on the level of
compliance in terms the competency: Patient Care – Communication, Enhancing and
Enabling; in terms of unit of practice / department, there was a significant difference on
the level of compliance in terms Enabling Competency; in terms of length of work
experience as nurse practitioner, there were no significant difference in any of the 4
Competency Standards; in terms of hospital assigned; there was a significant difference
in terms of the competencies: Patient Care, Enhancing and Enabling; lastly, there was a
significant differences in the evaluation of the staff nurses and their supervisors in terms
of the competencies: Patient Care – Safe and Quality Nursing Care, Empowering,
Enhancing and Enabling; The problems encountered by staff nurses in complying were
time constraints, work overload, communication barriers and lack of feedback. It is
recommended that staff nurses should continue to become familiar and updated with the
Core Competency Standards.
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Synthesis of the study
Nurses are healthcare professional that plays a crucial role in all aspects of patient-
care as they are involved from prevention to treatment and end-of-life care. They are
largest group of health care providers and have a key role in promotion of public health
and delivering better services (Heydari, Mazlom, Ranjbar and Scurlock-Evans, 2014). As
part of the healthcare team, they must always ensure that they give the best care
possible. These are necessary for assessing and evaluating their clinical competence
which is central to patient care outcomes.
There are (7) studies that are related to competencies of nurses. Three (3) of which
are all them same, perceived by the researchers. That in the study of Tam et.al, Sulosaari
et. Al, Wangesteen et. Al stated that nurses perceived their competence as “very good”
as these were helping role which is related to helping the patients conditions and
anticipate problems.
Another four (4) studies that are related to competencies of nurses. First, a study
entitled “Level of Awareness on the 11 Key Areas of Responsibilities of Nurses of St.
Anthony College of Roxas City, Inc. (Hospital) by Fuentes et. al findings states that the
nurse-respondents are aware in terms of safe and quality nursing care, in terms of
management of resources, in terms of health education, in terms of legal responsibilities,
in terms of ethico-moral responsibility, in terms of personal and personal development,
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45

in terms of quality improvement, in terms of research, in terms of records management,
in terms of communication and in terms of collaboration and teamwork as their major
key areas of responsibilities of nurses.
Second, another study entitled “Caring Behavior of Intensive Care Unit Staff
Nurses at Saint Anthony College Hospital: A Perceptual Study” by Bajamonde et. Al results
revealed that there was a mean difference in the caring behavior of staff nurses as
perceived by them and the caring behavior of staff nurses as perceived by their patients.
However, the mean difference was not significant because the computed t-value was less
than the tabular t-value with 54 degrees of freedom and 5% level of significance which
further implies that there was no significant difference in the caring behavior of staff
nurses as perceived by their patients and the caring behavior of staff nurses as perceived
by themselves.
Third, in the study conducted by Abude et. Al. entitled “Level of the Patients
Satisfaction on the Nursing Care Rendered by the Staff Nurses Admitted in Saint Anthony
College of Roxas City, Inc. (Hospital) states that the level of satisfaction with nursing care
is at the normal level and is generally satisfied. It seems that the staff nurses do their job
according to what the hospital requires and what the patient’s expect them but lacking in
internalization and reflecting on it. They tend to lack in communication skills whenever
.
46

dealing with patients due to their workloads and long duty hours but this must not be an
excuse to give the holistic approach to the patients.
Lastly, by Lazarte et. al (2016) with the study entitled “Core Competencies of
Beginning Staff Nurses: A Basis for Staff Development Training Program” showed that the
nine areas of strengths according to the Head Nurses’ evaluation with a weighted mean
more than or equal to 4.2 are: Safety and Quality Nursing Care with value of 4.57 (Very
High); Management of Resources and Environment with value of 4.42 (Very High); Legal
Responsibility with value of 4.68 (Very High); EthicoMoral Responsibility with value of
4.22 (Very High); Professional Development with value of 4.37 (Very High); Quality
Improvement with value of 4.27 (Very High); Records Management with value of 4.23
(Very High); Communication with value of 4.46 (Very High); and, Collaboration and
Teamwork with value of 4.29 (Very High). The two weak areas according to the Head
Nurses’ evaluation with a weighted mean of less than 4.2 are: Health education with a
value of 3.59 (High) and, research with a value of 3.66 (High). These fields should be
considered given emphasis for the formulation of a training program.
Nursing competencies have special qualities. They exemplify excellence, provide
competitive advantage and have the effect of bringing the organization better than
average degree of success over a long term.
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CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter deals with a detailed description of the research design. It also
includes the research locale, respondents of the study, research instrument, validity and
reliability of the questionnaires, data gathering procedure and data analysis procedures.
Research Design
According to Cooper and Schinder (2001), a research design is the “blue print” of
the study. It guides the collection, measurement and analysis of the data. Sanchez et al.
(1996) stated that, it is a plan course of action which the research follows in order to
answer the research question/s solve the research problem. The design becomes the
basis for determining what data will be collected, and how they will be analyzed and
interpreted. The research design is seen as the structural frame of the study (Burns and
Grave, 2001). The study design helped the researcher to plan and implement the study
toward answering the research question.
The design used in this study was descriptive-correlation research design.
According to Gay and Irasian (2003), Descriptive-correlation research combines both the
descriptive and correlation designs which are concerned with conditions of relationships
that exist; practices that prevail; beliefs, processes that are going on; effects that are
being felt; or trends that are developing. On the other hand, correlation research which
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is also known as relationship investigation, typically studies a number of variables
believed to be related to major and complex variables. This method was used since the
data needed to answer the problem.
Research Locale
This study was conducted in St. Anthony College of Roxas City Inc. (Hospital),
during the First semester of school year 2018-2019. The hospital, SACH, is located in San
Roque Ext., Roxas City. It is owned and managed by the Daughter of Charity of St. Vincent
De Paul.
Respondents of the Study
The respondents used in this study were 70 nurses and 55 patients at St. Anthony
College of Roxas City, Inc. (Hospitsl)
Table 1. Respondents of the study
Respondents Population Percent

Nurses 70 56 %
Patients 55 44 %
Total 125 100 %
Research Instrument
Data of this research were gathered using the researcher-formulated survey
questionnaires. The first questionnaire for nurses are consist of three parts. Part 1
gathered data on demographic profile of respondents such as sex, age, religion, civil
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49

status, educational attainment, employment status, system of authority, length of
service, monthly income and in-service training attended for the past 3 years. Part II of
the questionnaire elicit information on professional qualities in terms of professional
qualifications, personal qualities and professional proficiencies. The third part of the
questionnaire gathered on competencies of nurses such as safe and quality nursing care,
communication, collaboration & teamwork, health education, legal responsibilities,
ethico - moral responsibilities, personal & professional development, record
management, management of resources and environment, quality improvement and
research. The Second questionnaire are for patients are consist of two parts. Part 1 are
the demographic profile of the respondents according to certain personal data. Part II of
the questionnaire consist of the quality of patient care. Individual and group interviews
were also conducted to confirm the response on the questionnaires. Concepts included
in Part II and Part III were taken from the books, related studies of the graduate students
and CHED memorandum Order #14. For the survey on Professional Qualities,
Competencies of nurses and quality of patient care respondents will score the items using
the following Likert Scale:
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Professional Qualities
Score Description Scale Interval Verbal Interpretation
5 Strongly Agree (SA) 4.21 – 5.00 Excellent
4 Agree (A) 3.41 – 4.20 Very Good
3 Fairly Agree (FA) 2.61 – 3.40 Good
2 Disagree (DA) 1.81 – 2.60 Fair
1 Strongly Disagree (SD) 1.00 – 1.80 Poor
Competencies of Nurses
5 Strongly Agree (SA) 4.21 – 5.00 Excellent
4 Agree (A) 3.41 – 4.20 Very Good
3 Fairly Agree (FA) 2.61 – 3.40 Good
2 Disagree (DA) 1.81 – 2.60 Fair
1 Strongly Disagree (SD) 1.00 – 1.80 Poor
Quality of Patient Care
5 Strongly Agree (SA) 4.21 – 5.00 Optimum Quality Care
4 Agree (A) 3.41 – 4.20 Average Quality Care
3 Fairly Agree (FA) 2.61 – 3.40 Minimum Quality Care
2 Disagree (DA) 1.81 – 2.60 Very Little Quality Care
1 Strongly Disagree (SD) 1.00 – 1.80 No Quality at all
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Validity and Reliability of the Questionnaires
The quality of instrument used in research is very important, since the conclusions
drawn from the finding of a study are based on the data collected. For inferences drawn
from the study to be valid, the researcher instrument must be valid and reliable (Fraenkel
and Wallen, 1996)
Validity refers to the appropriateness, meaningfulness, and usefulness of
inferences a researcher makes on the data collected. A research instruments is valid when
it measures what is intends to measure (David, 2005)
To ensure the validity of the researcher-formulated questionnaires it was
subjected to face validation on its content by the experts.
Reliability means the extent to which a research instruments is dependable,
consistent and stable (Meriam, 1975). In other words, the test agrees with itself
After validation of the instruments that was pilot tested to 30 nurses and 25
patients from Saint Anthony College of Roxas City Inc. (Hospital). The data of the pilot-
administered questionnaires were submitted for analysis using the Cronbach’s alpha
using the SPSS to determine their reliability.
According to Milton Smith, a reliability coefficient of 0.80 or more but not more
than 1.0 is considered reliable. The reliability coefficient for nurses was 0.97 while for
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52

patients was 0.84. thus using Smith’s guideline, the questionnaire was deemed reliable
and hence utilized in this study.
Data Gathering Procedure
The researchers sought permission from the hospital administrator of Saint
Anthony College of Roxas City Inc. to conduct the study among the nurses and patients.
The researchers personally delivered and administered the data gathering instruments to
the respondents in a place designated for the activity to ensure correctness and
completeness in the retrieval the researchers were able to get almost one hundred
percent retrieval rate of all the questionnaire distributed. Quantitative data obtained was
tabulated and submitted for processing using the appropriate statistical tools. Individual
and group interviews were also conducted by the researcher and corroborate response
made by the respondents in the questionnaires.
Data Analysis Procedures
The data gathered were analyzed with the use of the following statistical tools:
frequency counts, percentage, rank, mean, Pearson Correlation Coefficient and Multiple
Regression Analysis.
The researchers use the frequency count, percentage and rank to determine the
demographic profile of the respondents.
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The mean was used in order to determine the Professional Qualities,
Competencies of Nurses and the Quality of patient care of Nurses.
To determine if the Professional Qualities and Competencies of Nurses are
significantly related to their patient care, the Pearson Correlation Coefficient was used.
And in order to determine which demographic profile of the respondents are
significant predictors of professional qualities, competencies of nurses and quality of
patient care, the Multiple Regression Analysis was used.
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CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter presents a thorough discussion of the findings of the study, which
includes the analysis and interpretation of the presented results which are further
supported by related studies and readings.
Demographic Profile of the Nurse-Respondents
Table 2. Demographic Profile of the Nurse-Respondents
Variables Number Percent
Sex
Male 15 21.43
Female 55 78.57
Total 70 100
Age
18-34 years old 58 82.86
35-50 years old 11 15.71
51 years old and older 1 1.43
Total 70 100
Religion
Catholic 69 98.60
Non-Catholic 1 1.40
Total 70 100
Civil Status
Single 54 77.10
Married 16 22.90
Total 70 100
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Educational Attainment
Bachelor’s Degree 63 90.00
Master’s Degree 7 10.00
Doctoral’ Degree 0 100
Total 70 90.00
System of Authority
Supervisor 5 7.10
Head Nurse 4 5.70
Staff Nurse 61 87.20
Total 70 100
Length of Service
1 year and below 18 25.70
2 to 9 years 44 62.90
10 years and above 8 11.40
Total 70 100
Monthly Income
Less than 8,000 7 10.00
8,000-16,000 56 80.00
16,000 and above 7 10.00
Total 70 100
In service training attended for past
3 years
1-2 local trainings attended 48 68.6
3-4 local trainings attended 4 5.7
5 and above local trainings attended 3 4.3
With national trainings attended 15 21.4
Total 70 100
Table 2 displays distribution of the 70 staff nurses covered in the study according
to selected variables such as sex, age, religion, civil status, educational attainment,
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employment status, system of authority, length of service, monthly income and in-service
training attended for the past 3 years. Statistics revealed that out of 70 staff nurses, the
female were predominant because they constituted 78.87 percent. Fifty-eight of them
(82.86%) were with ages between 18-34 years old. Sixty-nine of them (98.60%) were
catholic. Fifty-four of them (77.10%) were single. Sixty-three of them (90.00%) were
bachelor’s degree. Sixty-one of them (87.20%) were staff nurses. Most of them (62.90%)
were in the range of 2-9 years of service and majority of them (80.00%) had monthly
income of Php. 8,000- 16-000 with 48 of them (68.6%) had 1-2 local training attended for
the past 3 years and with 15 (21.4%) national training attended.
For Sex, as of 2014, there were 3.5 million employed nurses, about 3.2 million of
whom were female and 330,000 males. Florence Nightingale considered nursing as a
suitable job for women because it was an extension of their domestic roles. Nightingale’s
image of nurse as a subordinate, nurturing, domestic, humble, self-sacrificing as well as
not too educated became prevalent in society. Men who enter nursing typically face
questions about their masculinity or sexuality. Sociologists describe the sex role
socialization as “instrumental” for men and “expressive” for women. Girard 2014 et.al
states that the value given to women and her place in society is naturally reflected to the
nursing profession. This also presents particular problems to the image of nursing as a
career. Although, negative image is not anything new to nurses and they have battled a
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negative image since the profession began, several writers believe that women came a
long way by themselves in the last century without any help from men.
For age, most of the nurses aged 18-34 years old --primarily women -- who became
registered nurses increased by 62% from 2009-2015, combined with the fact that
registered nurses today tend to enter training at older ages than a generation ago,
according to researchers from the RAND corporation.
For Religion, since our nurse-respondents were working in a catholic institution, it
is expected that nurses were Catholics. The National Association of Catholic Nurses, gives
nurses of different backgrounds, but with the same Roman Catholic values, the
opportunity to promote moral principles within the Catholic context in nursing and
stimulate desire for professional development.
For Civil Status, according to our nurse-respondents, they choose to be single.
According to an article entitled “Woman being Single” by Scrubsmag states that being
single lets nurses pursue new career choices without as many constraints. Singles also
tend to be more fulfilled in their job, valuing job satisfaction more highly than their
married peers. They also have more flexibility to work unusual shifts and make more
available in the workplace, which could pay off later on.
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For Educational Attainment, according to Nurses Journal (2018) a bachelor’s
degree is a minimal preparation for professional practice for almost the last two decades.
A nurse’s need to be prepared for the expanding professional roles as a result of an
evolving health care environment which is increasing in complexity. This will also promote
into a leadership promotion that could act as a stepping stone in a nurse’s career.
For System of Authority, most nurses are staff nurses. A staff nurse is generally a
registered nurse who cares for patients dealing with physical/mental illnesses and/or
injuries. These nurses fill the majority of positions that are available to nurses within a
medical institute or facility and are able to operate in different areas of health care. Staff
nurses can work in a variety of settings such as at a local clinic, healthcare facility, doctor’s
office, community health care center, hospital or in number of other health care
organizations.
For Length of Service, according to the nursing journal Philippines (2018), nurses
tend to go abroad after 2-5 years of experienced because of low compensation and salary.
This will result to shortage of staff and low quality of care. Some nurses pay the hospital
to let them volunteer without salary, to earn work hours to help them work abroad. Also,
long experiences here in the Philippines can enhance their skills and knowledge in
rendering care to the patients abroad.
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For Monthly Income, the salary of the nurses varies on their position, incentives,
deductions, bonuses and other factors. This implies that nurses working in the Philippines
have low salary compared to the nurses working abroad. Salary for nurses in the
Philippines are not enough to sustain their needs especially those who support their
family. This is the main reason why most health professionals practice abroad or even
consider changing careers.
For In-service Training, nurses should have experience communicating with
doctors and other medical professionals, caring for patients and performing various
diagnostic medical tests. Experience are typically gained through trainings in local,
national and international areas. In this result, this implies that nurses don’t have time to
attend national and international trainings. Some nurses weren’t able to have an
opportunity to attend due to work overload. Thus, affect their skills in rendering quality
care to the patients.
Demographic Profile of the Patient-Respondents
Table 3. Demographic Profile of the Patient-Respondents
Variables Number Percent

Sex
Male 23 41.80
Female 32 58.20
Total 55 100
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Age
18-34 years old 11 20.00
35-50 years old 13 23.60
51 years old and older 31 56.40
Total 55 100
Religion
Catholic 52 94.50
Non-Catholic 3 5.50
Total 55 100
Civil Status
Single 12 21.80
Married 43 78.20
Total 55 100
Educational Attainment
Elementary Undergraduate 6 10.90
Elementary Graduate 9 16.40
High School Undergraduate 4 7.30
High School Graduate 16 29.10
College Undergraduate 5 9.10
College Graduate 13 23.600
Bachelor w/ MA Units 1 1.80
Masters 1 1.80
Total 55 100
Ward
Service Ward 29 52.70
Pay Ward 14 25.50
Private Room 12 21.80
Total 55 100
Reason for Confinement
Medical 40 72.70
Surgical 7 12.70
OB-Gyne 8 14.50
Total 55 100
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Table 3 displays distribution of the 55 patients covered in the study according to
selected variables, namely: sex, age, religion, civil status, educational attainment, area of
confinement, and reason for confinement. Statistics revealed that out of 55 patients, the
females are predominant because they constituted 58.20 percent. Thirty-one of them
(56.40%) were 51 years and above. Forty-three of them (78.20%) were married. Fifty-
three of them (94.50%) were catholic. Sixteen of them (29.10%) were high school
graduate. Most of them (59.70%) were confined in service ward and majority of their
reason of confinement were due to medical reason (72.70%).
For Sex, females by nature are affectionate, patient can easily relate to whoever
shows their care to them. In relations to comparing gender with their quality of care,
previous studies revealed that female patients were more satisfied with nursing care
provided than male patients. Women however, make greater use of preventive health
services and more likely to seek medical treatment when they are ill. They may help
explain why women live longer than men after the diagnosis of a potentially fatal disease.
Women are more likely than men to have extensive social support networks of family and
friends, another factor related to living longer (Etaugh & Bridges 2013).
For Age, 51 years old and older are prevalent being admitted due to the defining
characteristics of aging is the progressive deterioration of body’s physiological functions
with the passage of time. This includes deterioration of immune system leading to
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increase incidence of infectious diseases, decline body’s metabolism leading to metabolic
diseases such as atherosclerosis and hypertension, accelerated organ failure (cardiac
failure, kidney failure etc).
For Religion, this implies that Roman Catholic believes that they need care from
nurses or medical staff regarding of their own beliefs. Religious beliefs are often
intertwined with health practices, influencing the acceptance of illness, treatment and
nursing care. Treating the patients as an individual is important because of differences
such as religion, culture, education, socioeconomic status and family traditions.
For Civil Status, according to the recent researchers Lee and Ono (2012), majority
are married and this implies that married patients, because of their experience, they can
share their views and insights particularly on health related concerns and issues. They
focused on the so called “cohabitation gap” or differences in subjective wellbeing
between those in marital unions and those in non-marital unions. This literature generally
shows that married persons have higher levels of subjective well-being that cohabiters,
although the size of the gap seems to be moderated by contextual factors such as gender
inequality and religious context.
For Educational Attainment, majority are high school graduate in light of the
reason that they honestly claimed that during their time they lack financial resources to
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finish their studies. Also, they want to work after they graduated high school to help assist
their family in their financial needs.
For area of confinement, patients most likely to stay in service ward due to
financial constraint and the length of their hospitability. The longer the patient needs to
be admitted, the higher the finances will be. Private rooms’ unavailability can also lead to
utilization of service ward to increase admissions.
For reason for confinement, it reveals that majority of the patient-respondents
are admitted because of medical reasons. This implies, the first and the most important
reason is that inpatients in medical clinics frequently suffer from chronic disease and have
longer staying periods in hospital than surgical inpatients. The hospital length of stay of
inpatients in medical clinics (an average of 17 days) was longer than that for surgical
inpatients (an average of 9 days).
Professional Qualities of Nurses
Table 4. Professional Qualities of Nurses
Statement Mean Score Verbal Interpretation
A. Professional Qualifications
1. Am a graduate of bachelor of science 4.99 Excellent
of nursing.
2. Have a license to practice nursing in 5.00 Excellent
the country.
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3. Am a citizen and resident of the 5.00 Excellent

Philippines.
4. Have not been convicted of any 4.93 Excellent
offense involving moral turpitude.
5. Am physically and mentally fit. 4.96 Excellent
Mean Score 4.98 Excellent
B. Personal Qualities
1. Have a warm personality and concern 4.83 Excellent
for people.
2. Treat everyone equally well regardless 4.93 Excellent

of his or her work experiences.
3. Have initiative to improve self and 4.90 Excellent
service.
4. Have interest and willingness to work 4.90 Excellent
and learn.
5. Have the ability to think critically and 4.84 Excellent
creativity.
C. Professional Proficiencies
1. Have the capacity and ability to work 4.83 Excellent
cooperatively with others.
2. Have a skill in decision making, 4.93 Excellent
communicating and relating with others.
3. Have an active participation in issues 4.90 Excellent
confronting nurses and nursing
profession.
4. Am resourceful and creative in giving 4.90 Excellent
patient care
5. Am research-oriented to the disease 4.84 Excellent
condition of my patient.
Grand Mean Score 4.84 Excellent
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Legend: Strongly Agree: 4.21 – 5.0; Agree 3.41 – 4.20; Fairly Agree 2.61 – 3.40;
Disagree 1.81 – 2.60; Strongly Disagree 1.0-1.80
When all 70 nurses were taken as a whole group, table 4 discloses that their grand
mean score on the 15 statements on their professional qualities was 4.84. This grand
mean score which was the average of the 15 means implies that nurses had an “Excellent”
professional qualities. This implies that the Professional Qualities is “Excellent”. Further
examination of the data reveals in terms of Professional Qualifications, Professional
Qualities and Personal Proficiencies ranged from 4.66 to 4.98. The highest mean of 4.98
with an interpretation of “Excellent” is the Professional Qualifications. This implies that
they are qualified to practice the profession and do their duties. The lowest mean of 4.66
with an interpretation of “Excellent” on Professional Proficiencies. This implies that they
further need to be research oriented and have an active participation on the nursing
profession.
Competencies of Nurses.
Table. 5 Competencies of Nurses
A. Safe and Quality Nursing Care

1. Demonstrate knowledge on the 4.60 Excellent
health/illness status of individuals/
groups and implements planned
nursing care
2. Provide sound decision making in 4.59 Excellent
the care of individuals/groups.
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3. Promote safety and ensures 4.76 Excellent

continuity of care.
4. Set priorities in nursing care and 4.74 Excellent
responds to the urgency of the
patient’s condition.
5. Formulate and utilize a plan of care 4.69 Excellent
in collaboration with patients and
other members of the health care
team.
B. Management of Resources and
Environment
1. Organize resources and work load 4.70 Excellent
to facilitate patient’s care.
2. Utilize resources to support patient 4.70 Excellent

care.
3. Ensure functioning of resources. 4.67 Excellent
4. Check proper functioning of 4.64 Excellent

equipment.
5. Maintain a safe environment. 4.81 Excellent
C. Health Education
1. Assess the learning needs of the 4.61 Excellent
patient and family.
2. Develop health education plan 4.53 Excellent
based on assessed and anticipated
needs.
3.Develop learning materials for 4.43 Excellent
health education.
4. Implement the health education 4.43 Excellent
plan.
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5. Evaluate the outcome of health 4.49 Excellent

education.
D. Legal Responsibility
1. Adhere to the practices in 4.76 Excellent
accordance with the nursing law and
other relevant legislations including
contracts and informed consent.
2. Adhere to organizational policies 4.76 Excellent
and procedures, local and national.
3. Document care rendered to 4.84 Excellent
patient.
4. Secure waiver of responsibilities for 4.91 Excellent
refusal to undergo treatment of
procedures.
5. Comply with the required 4.77 Excellent
continuing professional education.
E. Ethico – Moral Responsibilities
1. Report unethical and immoral 4.64 Excellent
incidents to proper authorities.
2. Accept responsibilities and 4.71 Excellent
accountability for my own decisions
and actions.
3. Adhere to the national and 4.74 Excellent
international code of ethics for
nurses.
4. Render nursing care consistent 4.79 Excellent
with the client’s bill of rights.
5. Project a positive image of the 4.79 Excellent
professions
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F. Personal and Professional

Development
1. Identify one’s strengths, 4.71 Excellent
weaknesses, limitations.
2. Demonstrate good manners and 4.76 Excellent
right conduct at all times.
3. Assess own performance against 4.69 Excellent

standard of practice.
4. Support activities related to 4.63 Excellent
nursing and health issues.
5. Try new strategies and approaches. 4.56 Excellent
G. Quality Improvement
1. Identify appropriate quality 4.61 Excellent
improvement methodologies for the
clinical problems.
2. Participate in nursing audits and 4.59 Excellent
rounds.
3. Identify and reports variances. 4.56 Excellent
4. Recommend solution to identified 4.49 Excellent

problems
5. Recommend improvement of 4.56 Excellent
systems and processes.
H. Research
1. Gather date using different 4.39 Excellent

methodologies.
2. Recommend actions for 4.39 Excellent
implementation/
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3. Disseminate result of research 4.41 Excellent

findings.
4. Apply research findings in nursing 4.41 Excellent
practice.
5. Interpret data gathered based on 4.43 Excellent
significant findings.
I. Record Management
1. Maintain accurate and updated 4.71 Excellent

documentation of patient care.
2. Record outcome of patient care. 4.80 Excellent
3. Observe legal imperatives in record 4.73 Excellent
keeping.
4. Observe confidentiality and privacy 4.77 Excellent
of the client’s records.
5. Follow protocol in releasing records 4.74 Excellent
and other information.
J. Communication
1. Establish rapport with patients. 4.83 Excellent
2. Listen attentively to client’s queries 4.81 Excellent
and requests.
3. Identify verbal and non-verbal 4.74 Excellent
cues.
4. Utilize formal and informal 4.76 Excellent
channels.
5. Respond to needs of individuals, 4.77 Excellent
families, groups, and communities.
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K. Collaboration and Teamwork

1. Establish collaborative 4.81 Excellent
relationships with colleagues and
other members of the health team.
2. Collaborate plan of care with other 4.73 Excellent
members of the health team.
3. Respect the role of the health care 4.90 Excellent
team.
4. Recommend appropriate 4.79 Excellent
intervention to improve client care.
5. Maintain good interpersonal 4.83 Excellent
relationship with clients, colleagues
and other members of health team.
Grand Mean Score 4.67 Excellent
Legend: Strongly Agree 4.21 – 5.0; Agree 3.41 – 4.20; Fairly Agree 2.61 – 3.40;
Disagree 1.81 – 2.60; Strongly Disagree 1.0-1.80
When all 70 nurses were taken as a whole group, table 5 discloses that their grand
mean score on the 55 statements on their competencies of nurses was 4.67. This grand
mean score which was the average of the 55 means implies that nurses had an “Excellent”
competencies. This implies that the competencies of nurses are “Excellent”. Further
examination of the data reveals in terms of Safe and quality nursing care, communication,
collaboration and teamwork, health education, legal responsibilities, ethico-moral
responsibilities, personal and professional development, record management,
management of resources and environment, quality improvement and research ranged
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from 4.41 to 4.81. The highest mean of 4.81 with an interpretation of “Excellent” are the
legal responsibilities and Collaboration and teamwork. This implies positive practice
environment is one where the nurse performs in a supportive, safe, caring, encouraging,
and positively charged workplace. Where the individual’s potentials are maximally
develop. It includes the physical, psychological, socio-political, cultural and spiritual
dimensions of the work setting. The lowest mean of 4.41 with an interpretation of
“Excellent” on Record and Management. This implies that they further need to adhere to
ethical, moral and legal standards in provision of care. (Philippine Professional Nursing
practice standards)
Quality of Patient Care

Table. 6. Quality of Patient Care

A. Nurse’s Knowledge
1. Doesn’t tell me the side effects of my 3.60 Average Quality Care
medications.
2. Tell my watcher the side effects of my 2.98 Minimum Quality Care
medication.
3. Advise me on what and what not to 4.15 Average Quality Care
eat.
4. Make sure that I understand what 4.18 Average Quality Care
they instructed by making me repeat it.
5. Do not explain hospital policies, rules, 2.85 Minimum Quality Care

and regulations.
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72

6. Explain to me the importance of 4.02 Average Quality Care

accurate measurement of my intake and
output.
7. Teach me about relaxation techniques 3.96 Average Quality Care

or ways to develop good sleeping habit.
8. Doesn’t teach some exercises that are 3.02 Minimum Quality Care
applicable to me.
9.Doesn’t provide explanation before 2.62 Minimum Quality Care

implementing each procedure.
10. Doesn’t discuss the importance of 2.78 Minimum Quality Care

having a good faith.
Mean Score 3.42 Average Quality Care

B. Nurse’s Skills
1. Feel only a little pain when nurses give 4.18 Average Quality Care
me injections.
2. Observe that nurses hit my vein only 4.14 Average Quality Care
once in inserting and IV/dextrose.
3. Notice that nurses are tinkering their 2 Very Little Quality Care
gadgets while on duty.
4. Observe that nurses don’t assist 2.56 Very Little Quality Care
doctors in making rounds and in doing
procedures.
5. Observe that nurses doesn’t control 2.24 Very Little Quality Care
and check my dextrose.
6. Observe that nurses are expert and 4.15 Average Quality Care
confident in giving injections and
medications.
7. Notice that nurses fell aspleep during 1.64 No Quality at all
their duty.
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8. Observe that nurses makes sure that 3.96 Average Quality Care
my room is well-ventilated.
9. Observe that nurses make sure that 4.13 Average Quality Care
the room is clean and odor free.
10. Observe that nurses attends to my 4.24 Optimum Quality Care
need immediately.
Mean Score 3.32 Minimum Quality Care
C. Nurse’s Attitude
1. Are always cheerful. 4.24 Optimum Quality Care
2. Are cranky. 2.18 Very Little Quality Care
3. Are always in a hurry. 2.40 Very Little Quality Care
4. Introduce themselves. 3.44 Average Quality Care
5. Addresses me in respectful manner. 4.35 Optimum Quality Care
6. Doesn’t spend time in knowing my 2.87 Minimum Quality Care

well-being.
7. Doesn’t show concern by not asking 2.71 Minimum Quality Care

how I feel.
8. Speak in modulated tone during night 4.27 Optimum Quality Care

time.
9. Motivated me when im feeling down. 3.64 Average Quality Care
10. Doesn’t listen attentively when I talk 2.38 Very Little Quality Care
ako.
Mean Score 3.25 Minimum Quality Care

Grand Mean Score 3.33 Minimum Quality Care
Legend: Optimum Quality Care 4.21-5.0; Average Quality Care 3.41-4.20;
Minimum Quality Care 2.61-3.40; Very Little Quality Care 1.81-2.60; No Quality at
all 1.0-1.80
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When all 55 patients were taken as a whole group, table 6 discloses that their
grand mean score on the 30 statements on their quality of patient care was 3.33. This
grand mean score which was the average of the 30 means implies that nurses had a
“Minimum Quality Care”. This implies that the quality of patient care is only at minimum
quality care. Further examination of the data reveals in terms of Nurse’s knowledge, skills
and attitude ranged from 3.25 to 3.42. The highest mean of 3.42 with an interpretation
of average quality is care is on nurses’ knowledge. This implies that they are
knowledgeable enough on rendering care to the patients. Nursing knowledge is the
means by which the whole purpose of caring for patients is achieved because it underpins
what we actually do. The lowest mean of 3.25 with an interpretation of “Minimum Quality
Care” is on nurses’ attituse. This implies that some nurses are beginner in the profession,
lack of intensive training and heavier work load.
Relationship of the Professional Qualities of Nurses to their Patient Care
Table. 7 Relationship of the Professional Qualities of Nurses to their Patient Care
Pearson
Variable Mean
Correlation Sig. Remarks Decision
Professional 4.971
Qualities Not Accept Null
-0.026 0.833
Significant Hypothesis
Patients Care 3.414
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Table 7 shows that the Pearson Correlation of -0.026 has a significant value of
0.833 which is greater than the 0.01 alpha. This result reveals that there is no significant
relationship between the Professional Qualities of Nurses to their Patient Care, thus the
null hypothesis was accepted. This means that if the nurses have excellent Professional
Qualities would not necessarily result to an Optimum Quality care or if the nurses have
poor professional qualities would not also result to a no quality at all.
Relationship of the Competencies of Nurses to their Patient Care
Table. 8 Relationship of the Competencies of Nurses to their Patient Care
Variable Mean Pearson

Correlation Sig. Remarks Decision
Nursing 4.914
Competencies Not Accept Null
0.043 0.722
Significant Hypothesis
Patients Care 3.414
Table 8 shows that the Pearson Correlation of 0.043 has a significant value of 0.722
which is greater than the 0.01 alpha. This result reveals that there is no significant
relationship between the competencies of nurses and their patient care, thus the null
hypothesis was accepted. This means that if nurses have excellent competencies would
not necessarily result to an excellent patient care or if the nurses have poor competencies
would not also result to a poor patient care.
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Table 9. Multiple Regression Analysis of the Nurse-Respondents Demographic Profile
as Predictor of their Professional Qualities.
Predictors Unstandardized Standardi t Sig. 95.0%

Coefficients zed Confidence
Coefficie Interval for B
nts
B Std. Beta Lower Upper
Error Bound Bound
Sex .071 .060 .175 1.174 .245 -.050 .192
Age .029 .078 .073 .366 .716 -.128 .186
Religion .027 .178 .019 .150 .881 -.329 .382
Civil Status -.007 .074 -.018 -.095 .925 -.154 .140
Educational .089 .090 .161 .991 .326 -.091 .269
Attainment
System of -.007 .063 -.023 -.111 .912 -.133 .119
Authority
Length of Service .034 .044 .120 .760 .450 -.055 .123
Monthly Income -.064 .076 -.171 -.842 .403 -.215 .088
In service .015 0.016 .109 .901 .371 -.018 .047
training
attended for the
past 3 years
Table 9. shows that the demographic profile of the Nurse-respondents are not
significant predictors of their Professional Qualities because the significant values of the
respective demographic profile are greater than 0.05 alpha.
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77

Table 10. Multiple Regression Analysis of the Nurse-Respondents Demographic Profile
as Predictor of their Competencies.
Predictors Unstandardized Standardized t Sig. 95.0% Confidence

Coefficients Coefficients Interval for B
Error Bound Bound
Sex .132 .098 .193 1.343 .184 -.065 .328
Age .047 .129 .072 .365 .716 -.212 .306
Religion .073 .294 .031 .248 .805 -.514 .660
Civil Status -.022 .122 -.032 -.177 .860 -.265 .222
Educational -.024 .149 -.026 -.161 .873 -.321 .273
Attainment
System of -.025 .104 -.049 -.241 .811 -.233 .183
Authority
Length of -.055 .073 -.117 -.758 .451 -.202 .091
Service
Monthly .068 .124 .108 .544 .588 -.181 .317
Income
In service .016 .027 .070 .583 .562 -.039 .070
training
attended
for the past
3 years
Table 10. shows that the demographic profile of the Nurse-respondents are not
significant predictors of their competencies because the significant values of the
respective demographic profile are greater than 0.05 alpha.
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78

Table 11. Multiple Regression Analysis of the Patient-respondents Demographic
Profile as Predictor of their Patient Care.
Predictors Unstandardized Standardized t Sig. 95.0%

Coefficients Coefficients Confidence
Interval for B
Error Bound Bound
Sex -.240 .202 -.172 1.187 .240 -.644 .164
Age -.017 .266 -.012 -.063 .950 -.550 .516
Religion -.402 .604 -.083 -.665 .508 -1.610 .807
Civil Status -.149 .250 -.109 -.595 .554 -.650 .352
Educational .040 .306 .021 .131 .896 -.572 .652
Attainment
Ward -.095 .214 -.092 -.445 .658 -.524 .333
Reason for .135 .151 .140 .898 .373 -.166 .436
confinement
Table 11 shows that the demographic profile of the Patient-respondents are not
significant predictors of their Patient Care because the significant values of the respective
demographic profile are greater than 0.05 alpha.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND IMPLICATIONS
This chapter deals with the summary of the study, conclusions drawn from the
findings and the recommendations suggested by the researchers.
Summary of Findings
The main purpose of this study is to determine the professional qualities and
College of Roxas City, Inc. (Hospital)
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of nurses at Saint Anthony College of Roxas City,
Inc. (Hospital) in terms of:
1.1 Sex;
1.2 Age;
1.3 Religion;
1.4 Civil status;
1.6 Employment Status;
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1.7 System of Authority;
1.8 Length of Service;
1.9 Monthly Income; and
1.10 In-service training attended for the past 3 years?
2. What is the demographic profile of patients admitted at Saint Anthony College of
Roxas City, Inc. (Hospital) in terms of:
2.1 Sex;
2.2 Age;
2.3 Civil Status;
2.4 Religion;
2.6 Ward; and
2.7 Reason for Confinement?
3. What are the professional qualities of the respondents in terms of:
3.1 Professional Qualifications;
3.2 Personal Qualities; and
3.3 Professional Proficiencies?
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4. What are the competencies of the respondents in terms of:
4.1 Safe and Quality Nursing Care;
4.2 Communication;
4.3 Collaboration and Teamwork;
4.4 Health Education;
4.5 Legal Responsibilities;
4.6 Ethico - Moral Responsibilities;
4.7 Personal and Professional Development;
4.8 Record Management;
4.9 Management of Resources and Environment;
4.10 Quality Improvement; and
4.11 Research?
5. What is the quality of patient care of nurses at Saint Anthony College of Roxas City,
Inc. in terms of:
5.1 Knowledge;
5.2 Skills; and
5.3 Attitude?
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6. Are the professional qualities and competencies of nurses are significantly related
to their quality of patient care?
7. Which demographic profile of the respondents are significant predictors of
professional qualities, competencies of nurses and quality of patient care?
The descriptive-correlation research design was applied to this study. According to
Gay and Irasian (2003), Descriptive-correlation research combines both the descriptive
and correlation designs which are concerned with conditions of relationships that exist;
practices that prevail; beliefs, processes that are going on; effects that are being felt; or
trends that are developing. On the other hand, correlation research which is also known
as relationship investigation, typically studies a number of variables believed to be related
to major and complex variables.
This research design was deemed appropriate for this particular study because the
main concern was to determine the professional qualities and competencies of nurses as
correlates to their quality of patient care at Saint Anthony College of Roxas City, Inc.
(Hospital)
This study utilized 70 staff nurses and 55 patients admitted at Saint Anthony
College of Roxas City, Inc. (Hospital) as respondents. The research instrument used to
gather the needed data was a researcher’s questionnaire subjected to validity and
reliability testing. The computed Cronbach alpha was 0.97 and 0.84 which was considered
.
83

reliable, hence was utilized in this study. Having established the validity and reliability of
the questionnaire, it was produced according to the number of nurse and patient
respondents. The researchers requested permission from the nursing director to
administer the questionnaires. The data gathered were analyzed with the use of the
following statistical tools frequency counts, percentage, mean, pearson correlation
coefficient and multiple regression analysis.
The researchers used the frequency count and percentage to determine the
demographic profile of the respondents. The mean was used in order to determine the
professional qualities, competencies of nurses and the quality of patient care of nurses.
To determine if the professional qualities and competencies of nurses are significantly
related to their patient care, the pearson correlation coefficient was used and in order to
determine which demographic profile of the respondents are significant predictors of
professional qualities, competencies of nurses and quality of patient care, the Multiple
Regression Analysis was used.
Statistics revealed that out of 70 staff nurses, the female were predominant
because they constituted 78.87 percent. Fifty-eight of them (82.86%) were with ages
between 18-34 years old. Sixty-nine of them (98.60%) were catholic. Fifty-four of them
(77.10%) were single. Sixty-three of them (90.00%) were bachelor’s degree. Sixty-one of
them (87.20%) were staff nurses. Most of them (62.90%) were in the range of 2-9 years
of service and majority of them (80.00%) had monthly income of Php. 8,000- 16-000 with
.
84

48 of them (68.6%) had 1-2 local training attended for the past 3 years and with 15 (21.4%)
national training attended.
Statistics revealed that out of 55 patients, the females are predominant because
they constituted 58.20 percent. Thirty-one of them (56.40%) were 51 years and above.
Forty-three of them (78.20%) were married. Fifty-three of them (94.50%) were catholic.
Sixteen of them (29.10%) were high school graduate. Most of them (59.70%) were
confined in service ward and majority of their reason of confinement were due to medical
reason (72.70%).
The grand mean score on the 15 statements on their professional qualities was
4.84. This grand mean score which was the average of the 15 means implies that nurses
had an “Excellent” professional qualities.
The grand mean score on the 55 statements on their competencies of nurses was
had an “Excellent” competencies.
The grand mean score on the 30 statements on their quality of patient care was
had a “Minimum Quality Care” as perceived by their patients.
The pearson correlation of the professional qualities of nurses to their patient care
was -0.026 has a significant value of 0.833 which is greater than the 0.01 alpha and the
.
85

pearson correlation of the competencies of nurses to their patient care was of 0.043 has
a significant value of 0.722 which is greater than the 0.01 alpha.
In multiple regression analysis, the demographic profile of the Nurse-respondents
are not significant predictors of their professional qualities because the significant values
of the respective demographic profile are greater than 0.05 alpha. The demographic
profile of the Nurse-respondents are not significant predictors of their competencies of
nurses because the significant values of the respective demographic profile are greater
than 0.05 alpha. The demographic profile of the Patient-respondents are not significant
predictors of their Patient Care because the significant values of the respective
demographic profile are greater than 0.05 alpha.
Conclusions
Since, the Professional qualities and competencies of nurses are not significantly
related to their quality of patient care so, the null hypothesis was accepted
And since, the demographic profile of the respondents are not significant
predictors to professional qualities, competencies of nurses and quality of patient care.
Therefore, the null hypothesis was accepted.
Recommendations
Based on the findings and conclusion of the study, the following recommendations
were suggested by the researchers:
That nurses should not be confident enough to believed that they have an
excellent professional qualities and competencies as it contradicts to the result of the
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86

quality of care for patients. Second, that they must observe the quality of care they
rendered to the patient if their nursing care is based from the indicators written under
the competencies of nurses. Lastly, that they may continue to update themselves for
personal and professional growth of nurses embedded with the Vincentian core values
and spirituality as well as that they must attend more trainings and seminars for them to
enhance their skills, knowledge and attitude in rendering care to their patients.
That future researchers may continue to conduct studies about professional
qualities, competencies of nurses, and quality of patient care. That they may utilize the
variables that are used in this study. lastly, that through this study, we may able to
enhance their knowledge and understanding about the qualities and competencies of
nurses in giving quality of care to patients.
Implications
Nursing is a profession or practice of providing care for the sick and dying. Without
well qualified, competent and committed nurses, patients won't be able to receive quality
care. Giving good quality care is important as it signifies how responsible nurses are. A
good quality care to patients can let the nurses establish good relationship as well as
performing tasks that help improve their well-being. This to avoid mistakes like
medication error, poor infection control and accidents that can aggravate the condition
of the patient.
.
87

REFERENCES
A. BOOKS
Axley, L. Competency: A concept Analysis. Nursing Forum, 43(9), 214-222. Wiley-
Blackwell. PMID: 19076465. (2013).
American Nurses Association (ANA). Nursing: Scope and Standards of Practice,
2nd edition. Maryland: Silver Spring, 2010.
Dr. Reynaldo A. Padilla. Ethics for the health Care Professionals, 2009
Dr. Carl E. Balita and Eufemia F. Octaviano. Theoretical Foundations of Nursing:
The Philippine Perspective, 2008
Laurentina Paler-Calmorin and Ma. Lauremelch Calmorin-Piedad. Nursing
Research, 2008
Lydia M. Venzon, RN, MAN, PhD, FPCHA and Ronald M. Venzon, RN, MAN.
Professional Nursing in the Philippines, eleventh edition, 2010
Memarian, R., Salsali, M., Vanaki, Z., Ahmadi, F., & Hajizadeh, E. Professional
ethics an important factor in clinical competency in nursing. Nursing Ethics, 14(2), 203-
214. PMID: 17425149. (2014)
.
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Meriam Webster Incorporated. Webster New Explorer Encyclopedic dictionary,
2006.
Republic of the Philippines, Professional Regulatory Commission Board of Nursing
Resolution No. 220, Series of 2004. Code of Ethics for Nurses in the Philippines.
Republic of the Philippines, Professional Regulation Commission, Board of
Nursing. The 2012 National Nursing Core Competency Standards.
B. ARTICLES
Alien, P., Lauchner, K., Bridges, R. Francis-Johnson, P., McBride, SG, & Olivarez, A.
Jr. (2015). Evaluating continuing competency: A challenge for nursing. The Journal of
Continuing Education in Nursing, 39(2). PMID: 18323145.
Davis, R., Turner, E., Hicks, D., & Tipson, M. (2016). Developing an integrated
career and competency framework for diabetes nursing. Journal of Clinical Nursing,
17(2), 168-174.
Dracu, K. & Bryan-Brown, C. (2016). From novice to expert to mentor: Shaping the
future. American Journal of Critical Care, 13(6), 448-450. PMID: 15568649.
Gardner, A., Hase, S. & Carryer, J. (2013). From competence to capability: a study
of nurse practitioners in clinical practice. Journal of Clinical Nursing, 17(2), 250-258
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Ironside, P. (2013). Safeguarding patients through continuing competency. The
Journal of Continuing Education in Nursing, 39(2), 92-94. PMID: 18323147.
Klein, C. (2015, September). Linking competency-based assessment to successful
clinical practice. Journal of Nursing Education, 45(9), 379-383. PMID: 17002086.
Scott-Tilley, D. (2013). Competency in nursing: A concept analysis. The Journal of
Continuing Education in Nursing, 39(2), 58-66. PMID: 18323142.
C. RELATED STUDIES
Abude,C., Cabantug, L.M, Distura, C.M. Matencio, M.A. Level of Patients
satisfaction on the nursing care rendered by the staff nurses admitted at Saint Anthony
College of Roxas City Inc. (Hospital), (2017)
Bartels, J. & Bednash, G. Answering the call for quality nursing care and patient
safety: A new model for nursing education. Nursing Administration Quarterly, 29(1), 5-
13. PMID: 15779700. (2015)
Bashook, P. G. Best practices for assessing competence and performance of the
behavioral health workforce. Administration and Policy in Mental Health, 32(5-6), 563-
592. (2014)
.
90

Black, J., Allen, D., Redfern, L., Muzio, L., Rushowick, B., Balaski, M., Round, B.
Competencies in the context of entry-level registered nurse practice: a collaborative
project in Canada. International Nursing Review, 55(2), 171-178. PMID: 18477101.( 2016)
Cross, S., Block, D., LaVohn, J., Reckinger, D., Olson Keller, L. Strohschein…Savik, K.
(2013). Development of the public health nursing competency instrument. Public Health
Nursing, 23(2), 108-114. PMID: 16684186. (2014)
Fuentes, J.A. and Enagan, R. Level of awareness on the 11 key areas of
responsibilities of nurses of Saint Anthony College of Roxas City (Hospital) 2013
Leigh, I, Smith, I., Babeau, M., Lichtenberg, Nelson, P. & Portnoy, S., …Kaslow, N.
Competency assessment models. Professional Psychology: Research and Practice, 38(5),
463-473. (2014).
D. MEDIA/INTERNET
Australia Nursing and Midwifery Council. National Competency Standards for the
Registered Nurses. Retrieved October 20, 2018 from
https://acnp.org.au/sites/default/files/33/competency_standards_rn.pdf
Canadian Nurses Association. Canadian Nurse Practitioner Core Competency
Framework. Retrieve October 20,2018 from
.
91

http://cno.org/global assets/for/rnec/pdf/competencyframwork_en.pdf
College of Registered Nurses of British Columbia (2003). Nursing Standards.
Retrieve October 20,2018 from
https://crnbc.ca/Standards/PracticeStandards/Pages/Default.aspx.
National Nursing Core Competency Standards (NNCCS). Training Modules of the
Philippines. Makati City: International Labour Organization, 2014. Retrieved October 13,
2018 from
http://www.cno.org/en/learn-about-standards-guidelines/standards-and-guidelines/.
Nursing Council of New Zealand. Competencies for the Nurse Practitioner Scope
of Practice. Retrieved October 20, 2018 from
File:///C;/Users/user/Downloads/NP%@0competencies%20December%202012.pdf
Republic of the Philippines, Professional Regulation Commission, Board of
Nursing. Embedding and Spreading of the 2012 National Nursing Core Competency
Standards for the Bachelor of Science of Nursing (BSN) Program. Monograph 2.
Retrieved October 13,2018 from
http://www.prc.gov.ph/uploaded/documents/BONMonograph2_p.pdf
.
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Appendix A
SCHEDULE OF ACTIVITIES
Gantt chart showing the Schedule of Activities in Completing the Research Paper
Second Semester
2017-2018
ACTIVITIES FEBRUARY MARCH APRIL
W W W W W W
4 1 2 3 4 1
1. Preparation of schedule
of activities
2. Problem identification
3. Formulation of Problem
Statement
4. Administrative Clearance
5. Review of RL and RS
6. Writing of Chapter 1,2
and 3
7. Defense of Research
Proposal
.
93

First Semester
2018-2019
ACTIVITIES SEPTEMBER OCTOBER
D D D D D D D D D D D D D D D
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
8. Formulation of
Questionnaire
9. Validation of
Questionnaire
10. Pre-testing of
Questionnaire
11. Processing of
Data for Reliability
12. Administration
of Questionnaire
13. Data Collection
14. Analysis and
interpretation of
Data
15. Writing of the
report
16. Submission of
the report for
correction and
revision
17. Final oral
presentation
18. Review and
revision
19. Submission of
the final copy
.
94

Appendix B-1
LETTER OF PERMISSION TO CONDUCT A STUDY
26 SEPTEMBER 2018
SR. NORMITA L. GUEVARA, D.C.

Hospital Administrator
St. Anthony College of Roxas City Inc.
San Roque Ext. Roxas City, Capiz
Dear Sister,
The Charity of Jesus Christ Crucified Impels Us!
In partial fulfillment of the requirements in Nursing Research II subject leading to the Degree of
Bachelor of Science in Nursing, we the researchers are currently conducting a study entitled:
“Professional Qualities and Competencies of Nurses as Correlates to their Quality of Patient
Care at St. Anthony College of Roxas City Inc. (Hospital)” This study aims to determine the
professional qualities and competencies of nurses as correlates to their quality of patient care at
St. Anthony College of Roxas City Inc. (Hospital).
In line with this, we would like to ask permission from your good office to conduct study and
distribute questionnaires to the staff nurses and patients of this institution.
Your approval is highly appreciated regarding this matter. Thank you very much and God Bless.
Respectfully Yours,
KRISTIAN DAVE B. DIVA, S.N.
CRISTEL A. ESTAMPADOR, S.N.
JOANA MARIE S. PANGAN, S.N.
EDEL MICHAEL D. VILLARUZ, S.N.

Researchers
Noted by:
SR. MARY JOHN L. VILLEZA, O.P., R.N., M.A.Ed.
Nursing Research Adviser
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Appendix B-2
26 SEPTEMBER 2018
MRS. JASMIN COSSETTE V. VELA, R.N., M.S.N.

Nursing Service Director
Dear Maam,
In line with this, we would like to ask permission from your good office to conduct study and
distribute questionnaires to the staff nurses and patients of this institution.
Your approval is highly appreciated regarding this matter. Thank you very much and God Bless.
Respectfully Yours,

Researchers
Noted by:

.
96

Appendix B-3
26 SEPTEMBER 2018
MRS. MABEL ALONA A. MACAHILIG, R.N., M.S.N.

Dean, College of Nursing
Dear Ma’am,
We, the researcher of BSN-IV class of 2019 will be conducting a research study entitled
Care at St. Anthony College of Roxas City Inc. (Hospital)” as partial fulfillment of the requirements
in Nursing Research II subject.
In line with this, we are respectfully requesting permission from your good office to please allow
us to conduct the said study.
Your approval will be highly appreciated. Thank you very much.
Respectfully Yours,

Researchers
Noted by:

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97

Appendix C-1
LETTER REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
28 SEPTEMBER 2018
MR. SAMSON B. BEGAS Ph. D.

Dean, College of Education
Colegio De La Purisima Concepcion
Arzobispo St., Roxas City, Capiz
Dear Sir,
In this regard, may we request your expert assistant to validate our data gathering instrument.
Hoping for your kind approval regarding this matter. Here with attached is our questionnaire.
Thank you very much and God Bless.
Respectfully Yours,

Researchers
Noted by:

.
98

Appendix C-2
26 SEPTEMBER 2018
MRS. RUBILYN B. SUMAYLO, R.N., M.S.N., L.P.T.

Senior High School Department, Principal
Dear Ma’am,
Hoping for your kind approval regarding this matter. Herewith attached is our questionnaire.
Respectfully Yours,

Researchers
Noted by:

.
99

Appendix C-3
26 SEPTEMBER 2018
MRS. MABEL ALONA A. MACAHILIG, R.N., M.S.N.

Dean, College of Nursing
Dear Ma’am,
Hoping for your kind approval regarding this matter. Here with attached is our questionnaire.
Respectfully Yours,

Researchers
Noted by:

.
100

Appendix D
LETTER TO THE STATISTICIAN
01 OCTOBER 2018
MR. FRANCIS E. LOPEZ, CPA

Faculty Member
Dear Sir,
In line with this we would like to request your statistical expertise to interpret our data we’ve
gathered in our study.
Hoping for your kind approval regarding this matter. Herewith attached is our questionnaire and
results.
Thank you very much and God bless.
Respectfully Yours,

Group Leader
Noted by:

.
101

Appendix E
LETTER FOR RESPONDENTS
Dear Sir/Madam,
Warmest Greetings!
“Professional Qualities and Competencies of Nurses as Correlates to their Quality of Patient Care at
St. Anthony College of Roxas City Inc. (Hospital)” This study will help the nurses to be aware of their
professional qualities and competencies and enhance their skills in providing care to the patient.
The questionnaire and interview last only about 5 -10 minutes and would be arrange at a time
convenient to you. Participation in this study is entirely voluntarily and there are no known or
anticipated risk. All information provided will be kept in utmost confidentiality and would be used only
for academic purposes. Your name will not appear in any research study or publications resulting from
this study unless agreed to. After the data have been analyzed, you will receive a copy of the executive
summary. If you would be interested in greater detail, an electronic copy (e.g. PDF) of the entire
research study can be made available to you.
Attached herewith, a copy of the consent form to take part in this endeavor. If you agree, kindly sign
the consent form acknowledging your consent and permission for us to conduct this study.
Your approval is greatly appreciated. Thank you in advance for your interest and assistance regarding
this matter.
Respectfully Yours,

Group Leader
Noted by:

.
102

Appendix F
CONSENT TO TAKE PART IN RESEARCH STUDY
I ____________________________________ voluntarily agree to participate in this research

study entitled “Professional Qualities and Competencies of Nurses as Correlates to their
Quality of Patient Care at St. Anthony College of Roxas City Inc. (Hospital)”
As the respondents of this research study I understand and agree:
 that even if I agree to participate now, I can withdraw at any time or refuse to answer
any question without any consequence of any kind.
 the purpose and nature of the study was explained to me and I had the opportunity to
ask questions about the study.
 that I will not receive any goods from participating in this research.
 that my answers to the questions are being recorded.
 that all information I provide for this study are treated confidentially.
 that in any report on the results of this research my identity will remain anonymous.
 that signed consent forms and original recordings will be kept.
 that under freedom of information I am entitled to access the information I have
provided at any time while it is in storage.
 that I am free to contact any of the people involved in the research to seek further
clarification and information.
Signature of Participant: ______________________________________ Date: _________

Signature over printed name
Signature of Researcher: ______________________________________ Date: _________

Signature of Researcher Adviser: ________________________________ Date: _________

.
103

Appendix G-1
RESEARCH INSTRUMENT FOR NURSES
“PROFESSIONAL QUALITIES AND COMPETENCIES OF NURSES AS CORRELATES
TO THEIR QUALITY OF PATIENT CARE AT SAINT ANTHONY COLLEGE
OF ROXAS CITY, INC. (HOSPITAL)”.
QUESTIONNAIRE
This questionnaire is intended to measure the professional qualities and
College of Roxas city, Inc. (Hospital)”. Do not leave any item in the questionnaire
unanswered. Please answer the questions truthfully. Your answers in this questionnaire
shall be treated with utmost confidentiality.
PART I. DEMOGRAPHIC PROFILE OF RESPONDENTS
Direction: Please indicate your answer by checking the appropriate boxes below.
1. Sex: 2. Age:
Male 18 - 34 years old
Female 35 – 50 years old
51 years old and older
.
104

3. Religion:
Catholic Non-Catholic
4. Civil status: 5. Educational attainment:
Single Bachelor’s Degree
Married Master’s Degree
Doctoral’ Degree
6. System of Authority 7. Length of Service
Supervisor 1 year and below
Head Nurse 2 to 9 years
Staff Nurse 10 years and above
8. Monthly Income 9. In-service training attended for the past 3
years?
Less than 8,000 Local: # attended ______
8,000 to 16,000 National: # attended ______
16,000 and above International # attended ____
.
105

PART II. PROFESSIONAL QUALITIES
Direction: Please check (/) the corresponding box of your answer. Please do not leave
any statement unanswered. Thank you.
5 – Strongly Agree, 4 – Agree, 3 – Undecided, 2 – Disagree, 1 – Strongly Disagree
Statements 5 4 3 2 1
A. Professional Qualifications
As a staff nurse, I….
1. Am a graduate of bachelor of science
degree in nursing.
2. Have a license to practice nursing in the
country.
3. Am a citizen and resident of the
Philippines.
4. Have not been convicted of any offense
involving moral turpitude.
5. Am physically and mentally fit.
B. Personal Qualities
1. Have a warm personality and concern
for people.
2. Treat everyone equally well regardless
of his or her work experience
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106

3. Have initiative to improve self and

service.
4. Have interest and willingness to work
and learn.
5. Have the ability to think critically and
creatively.
C. Professional proficiencies
1. Have the capacity and ability to work
cooperatively with others
2. Have a skill in decision making,
communicating and relating with others.
3. Have an active participation in issues
confronting nurses and nursing
profession.
4. Am resourceful and creative in giving
patient care.
5. Am research-oriented to the disease
condition of my patient.
.
107

PART III. COMPETENCIES OF NURSES
Direction: Please check (/) the corresponding box of your answer. Please do not leave
any statement unanswered. Thank you.
5 – Strongly Agree, 4 – Agree, 3 – Undecided, 2 – Disagree, 1 – Strongly Disagree
Statements 5 4 3 2 1
A. Safe and Quality Nursing Care
1. Demonstrate knowledge on the
health/illness status of individuals/
groups and implements planned
nursing care
2. Provide sound decision making in
the care of individuals/groups.
3. Promote safety and ensures
continuity of care.
4. Set priorities in nursing care and
responds to the urgency of the
patient’s condition.
5. Formulate and utilize a plan of care
in collaboration with patients and
other members of the health care
team.
B. Management of Resources and Environment
.
108

1. Organize resources and work load to

facilitate patient’s care.
2. Utilize resources to support patient
care.
3. Ensure functioning of resources.

4. Check proper functioning of
equipment.
5. Maintain a safe environment.

C. Health Education
1. Assess the learning needs of the
patient and family.
2. Develop health education plan
based on assessed and anticipated
needs.
3. Develop learning materials for
health education.
4. Implement the health education
plan.
5. Evaluate the outcome of health
education.
D. Legal Responsibility
.
109

1. Adhere to the practices in

accordance with the nursing law and
other relevant legislations including
contracts and informed consent.
2. Adhere to organizational policies
and procedures, local and national.
3. Document care rendered to patient.
4. Secure waiver of responsibilities for
refusal to undergo treatment of
procedures.
5. Comply with the required continuing
professional education.
E. Ethico – Moral Responsibilities
1. Report unethical and immoral
incidents to proper authorities.
2. Accept responsibilities and
accountability for my own decisions
and actions.
3. Adhere to the national and
international code of ethics for
nurses.
4. Render nursing care consistent with
the client’s bill of rights.
.
110

5. Project a positive image of the

professions
F. Personal and Professional Development
1. Identify one’s strengths,
weaknesses, limitations.
2. Demonstrate good manners and
right conduct at all times.
3. Assess own performance against
standard of practice.
4. Support activities related to nursing
and health issues.
5. Try new strategies and approaches.
G. Quality Improvement
1. Identify appropriate quality
improvement methodologies for the
clinical problems.
2. Participate in nursing audits and
rounds.
3. Identify and reports variances.
4. Recommend solution to identified
problems.
5. Recommend improvement of
systems and processes.
.
111

H. Research
1. Gather date using different
methodologies.
2. Recommend actions for
implementation/
3. Disseminate result of research
findings.
4. Apply research findings in nursing
practice.
5. Interpret data gathered based on
significant findings.
I. Record Management
1. Maintain accurate and updated
documentation of patient care.
2. Record outcome of patient care.
3. Observe legal imperatives in record
keeping.
4. Observe confidentiality and privacy
of the client’s records.
5. Follow protocol in releasing records
and other information.
J. Communication
.
112

1. Establish rapport with patients.

2. Listen attentively to client’s queries
and requests.
3. Identify verbal and non-verbal cues.
4. Utilize formal and informal channels.
5. Respond to needs of individuals,
families, groups, and communities.
K. Collaboration and Teamwork
1. Establish collaborative relationships
with colleagues and other members
of the health team.
2. Collaborate plan of care with other
members of the health team.
3. Respect the role of the health care
team.
4. Recommend appropriate
intervention to improve client care.
5. Maintain good interpersonal
relationship with clients, colleagues
and other members of health team.
.
113

Appendix G-2
RESEARCH INSTRUMENT FOR PATIENTS
“PROFESSIONAL QUALITIES AND COMPETENCIES OF NURSES AS CORRELATES
TO THEIR QUALITY OF PATIENT CARE AT SAINT ANTHONY COLLEGE
OF ROXAS CITY, INC. (HOSPITAL)”.
QUESTIONNAIRE
This questionnaire is intended to measure the quality of patients care. Please do

not leave any item in the questionnaire unanswered and answer the questions truthfully.
Your answers in this questionnaire shall be treated with utmost confidentiality.
PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS
DIRECTION: Please indicate your answer by checking the appropriate box and for others,
kindly specify your answer in the space provided.
1. Sex:
Male Female
2. Age:
18-34 years old
35-50 years old
51 and above years old
. Civil Status:
Single Married
4. Religion:
Catholic
Non-Catholic
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114

5. Educational Attainment:
Elementary Undergraduate College Undergraduate
Elementary Graduate College Graduate
High School Undergraduate Bachelor with MA Units
High School Graduate Masters
6. Area of Confinement:
Service Ward Pay Ward Private Room
7. Reason for Confinement:
Medical Surgical OB-Gyne
PART II. QUALITY OF PATIENT CARE
Direction: Below are statements that describe the nursing care rendered by our staff nurses in
hospital. Check the number based on your observation or experiences in your stay in this hospital.
Patient’s responses are scaled and interpreted as:

5 – Totally Agree ( Tood nga nagapati)
4 – Agree (Nagapati)
3 – Uncertain (Hindi Sigurado)
2 – Disagree ( Wala nagapati)
1 – Totally Disagree (Tood nga wala nagapati)
No. Statements 5 4 3 2 1
As a patient, I observe that the nurses…
Bilang patiente, Na-observahan nakon nga ang nars
1. Doesn’t tell me the side effects of my medications.
Wala ginahambal ang malain nga epekto sang akon

mga bulong.
2. Tell my watcher the side effects of my medication.
Ginahambal sa akon bantay/miyembro sang pamilya

ang malain nga epekto sang akon mga bulong.
.
115

3. Advise me on what and what not to eat.
Gina-advisan sang kung ano ang pwede kag ano hindi

ko pwede makaon.
4. Make sure that I understand what they instructed by

making me repeat it.
Ginasigurado nga naintindihan ko ang ila gin tudlo ukon

ginhambal sa pamaagi nga ginapaliwat sa akon ang ila
gin hambal.
5. Do not explain hospital policies, rules, and regulations.
Wala gina-eksplekar ang mga polisiya, patakaran kag

regulasyon sang Hospital.
6. Explain to me the importance of accurate measurement

of my intake and output.
Gina-eksplikar ang importansya sang tama nga

pagsukat sang akon nga gina-inom kag ginapa-gwa.
7. Teach me about relaxation techniques or ways to

develop good sleeping habit.
Ginatudluan ako sang mga pamaagi nga makarelax

para makatulog sang maayo.
8. Doesn’t teach some exercises that are applicable to me.
Wala ako gina tudluan sang mga ehersisyo nga naga-

kaigo para sa akon.
9. Doesn’t provide explanation before implementing each

procedure.
Wala naga-hatag sang eksplinasyon bag- mag-

implementar sang kada-procedure.
.
116

10. Doesn’t discuss the importance of having a good faith.
Wala gina-diskusyonan and importansya sang pag-

agum sang maayo nga pag tuo.
B. Nurses’ Skills
As a patient, I…
1. Feel only a little pain when nurses give me injections.
Gabatyag ako sang gamay nga sakit kung magahatag

injection ang nars.
2. Observe that nurses hit my vein only once in inserting

and IV/dextrose
Naobserbahan ko nga ma-igo sang nars and akon ugat

sang isa lang ka beses kung mag-tuslok IV/dextrose.
3. Notice that nurses are tinkering their gadgets while on

duty.
Nanutisaran ko nga ang mga nars naga-kuti sang ila

mga gadget habang nagaduty.
4. Observe that nurses don’t assist doctors in making

rounds and in doing procedures.
Naobserbahan ko nga wala naga asistar ang nars kung

magbisita ang doctor kag kung mag-himo sang mga
prosidur.
5. Observe that nurses doesn’t control and check my

dextrose.
Naobserbahan ko nga wala gina control kag gina

checkan sang nars ang akon nga dextrose.
.
117

6. Observe that nurses are expert and confident in giving

injections and medications.
Naobserbahan ko nga eksperto kag may kompyansa

ang mga nars kung mag hatag injection kag mga
bulong.
7. Notice that nurses fell aspleep during their duty.
Nakita ko nga nagakatulog ang mga nars samtang ga

duty.
8. Observe that nurses makes sure that my room is well-

ventilated.
Naobserbahan ko nga ginasigurado gid sang mga nars

nga maayo ang bentilasyon sang kwarto ko.
9. Observe that nurses make sure that the room is clean

and odor free.
Naobserbahan ko nga ginasigurado sang mga narses

nga malimpyo kag wala malain nga baho ang kwarto.
10. Observe that nurses attends to my need immediately.
Naobserbahan ko nga naga-atendir insigida ang mga

nars sa akon mga kinahanglanon.
C. Nurses’ Attitude
As a patient, I observe that the nurses…
1. Are always cheerful.
Pirmi masinadyahon.
2. Are cranky.
.
118

Pirmi Galasa-lasa.
3. Are always in a hurry.
Pirmi naga-sako.
4. Introduce themselves.
Naga-pakilala sang iya kaugalingon.
5. Addresses me in respectful manner.
Nagapakita sang respeto.
6. Doesn’t spend time in knowing my well being
Wala naga-hatag sang oras para mabal-an ang akon

nga kahimtangan.
7. Doesn’t show concern by not asking how I feel.
Wala naga-pakita sang pagkabalaka sang akon

ginabatyag.
8. Speak in modulated tone during night time.
Mahagan-hagan ang tono sang tingog kung gab-i
9. Motivated me when im feeling down.
Gina-motibar ako kung nagakasubo ako.
10. Doesn’t listen attentively when I talk ako.
Wala naga-pamati maayo kung naga-istorya.
.
119

Appendix H
INTERVIEW GUIDE QUESTIONS
1.) What is your reason why you decided to admit here at Saint Anthony
College of Roxas City, Inc. (Hospital)?
2.) What factors influenced you to choose Saint Anthony College of Roxas City, Inc.
(Hospital) rather than other hospitals?
3.) What is your opinion on the famous cliché that “nursing is caring”?
4.) What is your opinion on the care rendered by nurses at Saint Anthony College of
Roxas City, Inc. (Hospital)?
5.) Do you like the attitude of the nurses?
6.) Have you ever encountered problems and difficulties during your stay here at
Saint Anthony College of Roxas City, Inc. (Hospital)?
7.) Did you learn a lot about your sickness during your stay here in this hospital?
8.) Are you satisfied with the care given by the nurses in this in this hospital?
9.) What are your comments and suggestions regarding the care rendered by the
nurses?
10.) Would you recommend your sick relative or friends to be admitted here at Saint
Anthony College of Roxas City, Inc. (Hospital)?
.
120

Appendix I
SUMMARY OF OBSERVATION
The interview was conducted simultaneously during the distribution of the
questionnaires to 55 patients of Saint Antony College of Roxas City, Inc. (Hospital). Based
on our observation majority of the respondents were able to respond to the questions
that we asked. The patient-respondents were fully aware of the quality of care rendered
by nurses. We can say that some of them were not happy with the service that they
received, few were uncertain and mostly believed that nurses at Saint Antony College of
Roxas City, Inc. (Hospital) were competent in providing safe quality practice.
Some comments regarding the environment such as the ventilation and the
cleanliness of the room claimed that they are not satisfied with the services offered by
the hospital especially in the ward unit. Nevertheless, patients admitted in the private
rooms claimed that they receive quality service. In terms of the attitude of nurses, they
claimed that most nurses are respectful, cheerful as well as responsible enough to do
their responsibilities but they observe that some nurses are always in a hurry. In
conclusion, most of them affirmed that Saint Antony College of Roxas City, Inc. (Hospital)
rendered holistic care, provided them adequate services and competent on performing
their duties.
.
121

Appendix J
HISTORY OF THE HOSPITAL
History of SACH
St. Anthony College Hospital was founded in June 1956 by Mr. and Mrs. Pio Bernas
who, having realized the need for more health care facilities in Roxas City and in Capiz,
initiated the project with the help of Dr. Guadencio Ortañez. Having given his blessing for
the project, the Most Reverend Antonio F. Frondosa, D.D., former Bishop of Capiz sought
the assistance of the Daughters of Charity of St. Vincent de Paul. Four Daughters of Charity
– Sr. Vincenta Ayerbe, D.C., Sr. Alicia P. Ongsuco, D.C., Sr. Eleuteria S. Ambulo, D.C., and
Sr. Maura Matayabas, D.C., - answered the call.
The seven-door apartment of the Bernas Family was converted into a health
facility 50 beds. Two years later, the school was established with the hospital, as its clinical
laboratory.
From its 50-bed capacity, the hospital has grown into 135 and in fidelity to the
Mission of the Daughters of Charity of St. Vincent de Paul, 36 beds have been added
recently for the hospital’s service ward. Now known as St. Anthony College of Roxas City
Inc., the hospital with its complex buildings and expanded Ancilliary Services renders
excellent service to every Capiceño.
.
122

Mission
Inspired by the spirit of St. Vincent de Paul and St. Louise de Marillac, we commit
ourselves to: Vigorously provide value innovative educational and health care services
rooted in Christ, humanely deliver quality educational and healthcare services to
customers especially those living in poverty situations, proactively respond to take care
of God’s creation, ardently sustain and improve educational and health care services
viability, interdependently accelerate leadership through continuous training and
research intensive Vincentian formation.
Vision
An audacious Christ centered institution in the province of Capiz providing quality
educational and health care services system which responds to the needs of persons living
in poverty situations and of God’s Creation.
Core Values
The St. Anthony College hospital believes that sound working relationships could be
attained by observing and living out the following Core Values:
Respect for Human Dignity – Reverence for man and woman and concern for the
promotion of human rights and total development.
.
123

Compassionate Service – Sensitivity to the need of others and zealous response
of caring borne out of gentle and humble heart.
Co-Responsibility – Spirit of dialogue, partnership, participation, teamwork, and
collaboration in all endeavors for the good of all.
Solidarity – Sense of communion with each person with all people on earth
regardless of race, color, creed and socio-economic status an a firm determination
to promote the common good.
Simplicity – Love of, and living out the truth and freedom, honesty and
transparency in relationships, modest and simple lifestyle.
Socio Commitment – Audacious dedication to the transformation of communities
and society through change of personal attitudes and change of unjust social
structures.
.
124

CURRICULUM VITAE
A. PERSONAL INFORMATION
Name: Kristian Dave B. Diva
Sex: Male
Civil Status: Single
Date of Birth: November 6, 1998
Place of Birth: St. Anthony College Hospital, Roxas City
Father’s name: Bert D. Diva
Occupation: Seaman
Mother’s name: Tita B. Diva
Occupation: Self employed
Address: Green Earth Village Mongpong Roxas City
B. EDUCATIONAL ATTAINMENT
LEVEL SCHOOL AWARDS
Elementary Level Colegio de la Purisima  Cultural Award

Concepcion
.
125

Secondary Level Colegio de la Purisima  Regional Scilympics (Science

Concepcion Investigatory Project) Best
Research Award
 Service Award (First
Lieutenant)
 Loyalty Award “Sarayawan”
Member
 Performer of the Year
 Gov. Victor A. Tanco Cultural
Award
 Department of Tourism Capiz
Chapter Cultural Award
 Hon. Allan B. Celino Cultural
Award
 Outstanding Cultural Award in
Dance Arts
Tertiary Level St. Anthony College of

Roxas, Inc.
.
126

C. ORGANIZATION
Name of Organization Position Year
Sarayawan Dance Company Performer 2009 - 2015
Student Council Officer Asst. Secretary 2014 - 2015
Saot Capiz Performing Arts Performer 2014 - 2015

Society of St. Vincent de Paul President 2017 - 2019
D. SEMINARS ATTENDED
Seminar Venue Date
4th Regional Folk Dance Iloilo National High August 15 – 17, 2014
Seminar – Workshop School, Iloilo City
(Dance Demonstrator)
National Commission for Negros Occidental November 10 – 11, 2014

Culture and Arts (NCCA) Multi-Purpose Activity
DAYAW 2014 Indigenous Center, Bacolod City,
Peoples Festival in Visayas Negros Occidental
Facts and Fallacies with Filamer Christian September 9, 2016
Ethico-Legal Aspects on Social University – Roblee
Media Hall, Roxas City
.
127

Name: Cristel A. Estampador
Sex: Female
Date of Birth: February 13, 1988
Place of Birth: Roxas City, Capiz
Father’s name: Arnaldo L. Estampador
Occupation: None
Mother’s name: Marilou B. Estampador
Occupation: Businesswoman
Address: San Roque St. Roxas City, Capiz
LEVEL SCHOOL AWARDS
Elementary Level Pres. Manuel A. Roxas

Memorial School-
South
(Year 1994-2000)
Secondary Level Capiz National High
School
(Year 2000-2004)
.
128

Tertiary Level St. Anthony College of  1st Honor

Roxas, Inc. (Year 2004-  Clinical Awardee
2007)
C. ORGANIZATION
Society of St. Vincent de Paul Member 2017-2019
Seminar Venue Date
Certificate of Royal Commission November 2012 -2014
Cardiopulmonary Medical Center, Yanbu
Resuscitation (BLS Provider)
Breast Feeding Symposium Royal Commission January 2013

Medical Center, Yanbu
Infection Control Symposium Royal Commission October 2013

Medical Center, Yanbu

.
129

Name: Joana Marie S. Pangan
Sex: Female
Date of Birth: July 22, 1999
Place of Birth: Abu Dhabi, UAE
Father’s name: Melchor Pangan
Occupation: None
Mother’s name: Gloria B. Sacare
Occupation: Nurse
Address: Brgy. Adlawan, Roxas City
LEVEL SCHOOL AWARDS
Elementary Level Adlawan Elementary  With Honors
School (Year 2007-
2011)
College of St. John-
Roxas de Lasalle
.
130

Supervised (2011-
2012)
Secondary Level College of St. John-
Roxas de Lasalle
Supervised
Roxas, Inc.
C. ORGANIZATION
Children of Mary Vice President 2016-2017
Seminar Venue Date
.
131

Name: Edel Michael D. Villaruz
Sex: Male
Date of Birth: April 6, 1998
Place of Birth: Roxas City, Capiz
Father’s name: Edgardo Villaruz
Occupation: Electrical Engineer
Mother’s name: Elnora Villaruz
Occupation: Housewife
Address: Catmon St. Brgy. Tiza, Roxas City
LEVEL SCHOOL AWARDS
Elementary Level Capiz Commercial School  Athlete of the Year
Secondary Level Capiz National High School  Athlete of the Year
Roxas, Inc.
.
132

A. ORGANIZATION
Children of Mary Member 2015-2017
Society of St. Vincent de Paul P.C.O. 2018-2019
C. SEMINARS ATTENDED
Seminar Venue Date
Cyber Bullying Capiz Gymnasium November 23, 2015

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ST. ANTHONY COLLEGE OF ROXAS CITY, INC. BSN

THE RESEARCH PROBLEM

Background of the Study

nursing competency levels in providing high-quality nursing care. Nursing competency is

and responsible for patient safety and quality.

ST. ANTHONY COLLEGE OF ROXAS CITY, INC. BSN

competency throughout careers.

Nurse competence is a component of the American Nurses Credentialing Center’s

Magnet and Pathway to Excellence Programs® (2014). Competence in nursing practice is

competency include patient outcomes, leadership development, quality, accountability,

Ensuring competence in nursing practice is a major priority for staff development

departments in hospitals. In accordance with the American Nurses Association (ANA)

ST. ANTHONY COLLEGE OF ROXAS CITY, INC. BSN

to patients (ANA, 2012), a significant component of which is to recognize and respond to

subtle cues and changes in patient’s condition.

As published by Risk Management in Healthcare Institutions: A strategic approach

(2012). Competence is a learning outcome for which most hospital or institution-based

Unfortunate fresh graduates are exploited rather than be trained to be competent,

committed and caring professionals in some training-based hospitals. This drastically

mislead to the problem of declining quality healthcare professional services.

According to the Journal of Nursing Management (2016) Insufficient nursing

difficulty in communicating with colleagues, patients or clients. Nurses who lack 2

related to incompetency of health care providers were an alarming issue of concerned.

ST. ANTHONY COLLEGE OF ROXAS CITY, INC. BSN

nursing care. In the Philippines, a survey conducted by Philippine Nurses Association

patients were related to nurses.

increased workload leading to too tied-up patient responsibilities. Most hospital

nursing competencies in the country.

ST. ANTHONY COLLEGE OF ROXAS CITY, INC. BSN

implementation of the core competency standards of nursing practice in the Philippines

professional qualities and competencies of nurses as correlates to their quality of patient

nursing care is only at normal level and generally satisfied.

ST. ANTHONY COLLEGE OF ROXAS CITY, INC. BSN

Statement of the Problem

competencies of nurses as correlates to their quality of patient care at Saint Anthony

College of Roxas City, Inc. (Hospital)

Specifically, this study sought to answer the following questions:

Inc. (Hospital) in terms of:

1.4 Civil status;

1.5 Educational Attainment;

1.6 Employment Status;

1.7 System of Authority;

1.8 Length of Service;

1.9 Monthly Income; and

1.10 In-service training attended for the past 3 years?

ST. ANTHONY COLLEGE OF ROXAS CITY, INC. BSN

2. What is the demographic profile of patients admitted at Saint Anthony College of

Roxas City, Inc. (Hospital) in terms of:

2.3 Civil Status;

2.5 Educational Attainment;

2.6 Ward; and

2.7 Reason for Confinement?

3. What are the professional qualities of the respondents in terms of:

3.1 Professional Qualifications;

3.2 Personal Qualities; and

3.3 Professional Proficiencies?

4. What are the competencies of the respondents in terms of:

4.1 Safe and Quality Nursing Care;

4.3 Collaboration and Teamwork;

4.4 Health Education;

ST. ANTHONY COLLEGE OF ROXAS CITY, INC. BSN

4.5 Legal Responsibilities;

4.6 Ethico - Moral Responsibilities;