00000cam a22000004a 4500 UP-1685523046125428771 Buklod 20230503092606.0 a r |||| u| ta 060816s1994 xx |||| r |||| u| d (iLib)UPMNL-00000056192 LG 995 1994 N8 T56 Tingda, Ruth Thelma P. Integration of PHC concepts in the revised DECS' BSN curriculum in selected schools in Baguio and Region I Ruth Thelma P. Tingda. 122 leaves. Thesis (Master of Arts in Nursing)--University of the Philippines Manila. This study determined the extent of integration of Primary Health Care concepts in the revised DECS' BSN curriculum as perceived by graduating nursing students for the school year 1992-1993 in eight nursing colleges in Baguio City and Region I. Likewise, it aimed to seek answers on the extent of importance, relevance, applicability and adequacy of PHC concepts, the overall extent of attainment of the terminal competencies, the extent of PHC concepts integrated in Levels 2, 3 and 4, the extent of effect of selected factors on PHC concepts integration, and the extent of effect of selected teaching strategies on PHC integration.The study employed a descriptive survey design. The 800 respondents were chosen by quota (100 students in each school) and clustered random sampling procedures. Questionnaire was the tool used to gather data which were later on consolidated manually by computing for the frequencies and mean scores. Inferential statistics through computer was done for the analysis of variance (ANOVA), particularly F test and further tested with DMRT or Duncan's Multiple Range Test to compare group of means of items with significant F values. The .05level of significance was used as point of reference.This study carried the following hypotheses:1. There is no significant difference in the perceptions of graduating students from the eight selected nursing schools on the extent of importance, relevance, applicability and adequacy of PHC concepts integrated in the revised DECS' BSN curriculum.2. There is no significant difference in the perceptions of graduating students from the eight selected nursing schools on the overall extent of attainment of the terminal competencies in the revised DECS' BSN curriculum.3. There is no significant difference in the perceptions of graduating students from the eight selected nursing schools on the extent of integration of PHC concepts in Levels 2, 3 and 4 of the revised DECS' BSN curriculum.4. There is no significant difference on the effect of selected factors on the integration of PHC in the revised DECS' BSN curriculum as perceived by the graduating students from the eight selected nursing schools.5. There is no significant difference in the perceptions of graduating students form the eight selected nursing schools on the effect of selected teaching strategies on PHC integration in the revised DECS' BSN curriculum. The formulation of these hypotheses were backed up by the conceptual framework supported by the review of literature.Findings. 1) There is a significant difference in the perceptions of graduating students on the extent of importance, relevance, applicability and adequacy of PHC concepts integrated in the revised DECS' BSN curriculum in the eight selected nursing schools. The graduating students agree that PHC concepts are very important as reflected in the extent of importance which was "very much" while the extent of relevance, applicability and adequacy of PHC concepts was "much". Of the four criteria, the adequacy criterion ranked lowest in all the eight schools.2. There is no significant difference in the perceptions of graduating students on overall extent of attainment of the terminal competencies in the revised DECS' BSN curriculum. However, there is a significant difference in the extent of attainment of each of the 3 terminal competencies among the schools. These competencies were: on effective communication, use of management elements, and use of research findings. There is no significant difference on the extent of attainment on the use of the nursing process. The extent of attainment of these five terminal competencies is lowest in the utilization of research process and findings highest in the assumption of responsibility for personal and professional growth.3. There is a significant difference in the perceptions of graduating students on the extent of integration of PHC concepts in Levels 2, 3 and 4 of the revised DECS' BSN curriculum in the selected nursing schools. The overall extent of integration of PHC concepts in Levels 2, 3 and 4 in the selected schools was "much", the same extent of integration of PHC concepts in each level regardless of the school, PHC concepts were most integrated in Level 4, then Level 2, and least integrated in Level 3. In all the three year levels, concepts on multi-sectoral approach was the least integrated. The most integrated PHC concept was support mechanism for both Level 2 and 3, while it was the appropriate technology concept for Level 4.4. There is a significant difference in the perceptions of graduating students on the extent of effect of each of the selected factors in the eight selected nursing schools. The extent of effect of the selected factors in PHC integration in the selected schools based on mean score was "much" and the faculty's competence and the teaching strategy factors were rated to have the most effect among all the four factors.5. There is a significant difference in the perceptions on graduating students on the extent of effect of selected teaching strategies on PHC integration according to school. Baed on the mean scores, the extent of effect of the teaching strategies according to and regardless of school was "much". The use of seminar-workshop was perceived to have the most effect while the use of role-play had the least effect.The following recommendations were arrived at based on the study's findings:To the Department of Education, Culture and Sports Bureau of Higher Education: to continue and re-inforce the existing cooperative effort between the DECS and the nursing leaders and educators to pursue its efforts to make nursing curriculum relevant and responsive to the developmental goals and needs of the Philippine Society.To the Colleges of Nursing: 1) put emphasis in the development of students' research competencies as applied in PHC setting and other fields of nursing not only in the fourth year but throughout the entire duration of the BSN course; 2) to sponsor orientations or faculty educational development programs geared towards a common orientation on PHC integration in the curriculum.To Future Researchers: 1) to conduct researches on the integration of PHC concepts in actual professional nursing practice; 2) to investigate on how other factors influence the demonstration of the PHC concepts in the Philippines health care system; 3) to conduct studies on ways to improve teaching strategies utilized in the supervision of students in any clinical setting. Nursing curriculum. Primary health care. UPMNL NURS LG 995 1994 N8 T56 UPMNL UPMNL-MAIN LG 995 1994 N8 T56 Book