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Chapter I

INTRODUCTION

Management emphasizes control. It is the process of leading and directing all or

part of an organization through the deployment and manipulation of resources. The act,

manner or practice of managing, handling, supervision or control is another description

of management (Marquis& Huston, 2006). It is defined in many ways, generally as a

process of coordinating, integrating human, technical, other resources to accomplish

specific results (Haimann, 1989). A process by which a cooperative group directs

actions toward common goals and involves techniques by which a distinguished group

and people (Venzon, 2003).

In nursing, management relates to planning, organization, staffing, directing

(leading) and controlling (evaluating), the activities of nursing enterprise or division of

nursing departments and the sub unions of the departments. Management knowledge

is universal. It uses a systematic body of knowledge that includes concepts, principles

and theories applicable to all nursing management situations. It is merely more on the

application of the art and science of management to the discipline of nursing. Nursing

management consists of group managers who mange the nursing organization and

enterprise. Finally, this is the process by which nurse managers practice their

profession through managing the disciplines of human relations, labor relations,

personal management and industrial engineering into a unifying force for effective

management (Suhnsburg, 2002).

There are three(3) styles of behavioral management namely: (1)authoritarian, in

which strong control is maintained over the work group, motivated by coercion anddirected with commands, decision making does not involve others and its

communication flows downward. This then results in well defined group actions that

are usually predictable and less frustration in the work group. (2) Democratic, in which

less control is maintained, economic and ego awards are used to motivate and

communication flows up and down. Thus, decision making involves others that are

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directed through suggestions and guidance. This type promotes autonomy and growth

in individual workers. (3) Laissez faire, in which it has little or no control over work

group, motivation by support when requested by the group or individuals and

communication has upward and downward flow among members of the group. Since

this style is nondirected, it can be frustrating and disinterest can occur (Marquis&

Huston, 2006).

There are many possibilities of the division of the managing styles. In theory,

one can distinguish two basic styles: directive and integrative. Generalizations

describing both styles result in the fact that they do not reflect reality taking place at

work. Because of it they cannot be applied in such a form. Therefore, it is necessary to

build up the theoretical concept of the managing styles through decreasing their

generality and adjusting them to the reality requirements at the same time (Stychno,

2002). Healthcare in the United States is constantly changing and becoming increasing

more complex. An essential portion of the recent Institute of Medicine report, The Future

of Nursing: Leading Change, Advancing Health, focuses on the significance of nurses

as leaders in healthcare. The American Nurses Association continues to encourage and

support nurses to play a more proactive leadership role in the various settings in which

they practice and at the state and national level (Smith, 2011).

Cross cultural management, when working in the Philippines, will be more

successful when bearing in mind that each person has a very distinct role within the

organization and management would not be expected to consult with lower-ranking

individuals when decision-making. In the Philippines, as in other hierarchical societies,

managers may take a somewhat paternalistic attitude to their employees. They may

demonstrate a concern for employees that goes beyond the workplace and strictly

professional concerns.

In some nursing departments, nursing students must participate in clinical

rotations at various healthcare facilities in addition to traditional classroom studies.

During these rotations, students use their skills and knowledge to actively provide

nursing care to patients. A nursing clinical instructor not only supervises, but also

evaluates the students 'performances in three (4) aspects: (1) Skills - one of the main

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duties of the nursing clinical instructor is to evaluate her students' nursing skills in the

clinical setting. Although these skills vary from one facility to another and from one

patient to another, nursing students must have a confident and thorough understanding

of the hands-on skills required for the job. (2) Knowledge - Throughout the evaluation

process, nursing instructors should regularly question their students. This task involves

asking them questions related to their patient's current health situation and preferably

related to the topics currently being covered in the classroom. (3) Critical thinking -

Along with general knowledge and hands-on skills, nursing instructors must also

continuously evaluate the critical thinking skills of their nursing students. Critical thinking

involves assessing the current situation, relating that information to their bank of

knowledge and determining the appropriate actions. (4) Assistance - Although the main

duty of the nursing clinical instructor is to supervise and evaluate the student's

performance, the instructor must be able to provide assistance when necessary. If the

instructor's evaluation of the student is poor, he must attempt to teach the student and

increase her knowledge of the material.

The aim of the paper was an attempt to check what management styles are used

by the clinical instructors in handling their students during clinical rotations.

Related Studies

Presented in this section are related literatures that are relevant in the present

study taken from various sources such as books, magazines, journals and the internet.

According to Moreno, et. al (2001), the clinical instructor is an integral part of the

education of allied health students. The relationship between the clinical instructor and

the student will assist the student with developing good patient care skills. In addition,clinical instructors need to display behaviors that model professionalism and provide a

nurturing atmosphere for students. It is the time when students gain the necessary tools

to become proficient in clinical skills; the clinical instructor is a critical link in that

development.

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Moreover, according to Laurent (2002), a clinical instructor is a person who

provides direct supervision and instruction to students in the clinical aspect of training

education. He also stated that clinical instructors have an important role in the

facilitation and integration of training knowledge and skills; thus, it is important to identify

and promote helpful clinical instructor qualities. Clinical education is an important aspect

of many allied health programs; however, the experience can be negative for everyone

involved if the program does not have qualified clinical instructors.

The clinical instructors ethical value system is involved in her/his process of

decision making. Clinical management and supervision is recognized as a

developmental opportunity to develop clinical leadership. Working with the practitioners

through the milieu of clinical supervision is a powerful way of enabling them to realize

desirable practice. Clinical nursing supervision is an ongoing systematic process that

encourages and supports improved professional practice (Erickson, 1987).

In addition, Erickson (1987) further stated that clinical instruction is a vital

component of the education process for both clinical instructors and students. In the

clinical setting, students are provided with the opportunity to actively practice skills

taught in the didactic environment. Clinical instructors, as well as the clinical site itself,

influence the success of the educational experience of students. Program directors are

responsible for ensuring that the clinical sites selected are educationally appropriate.Additionally, they must ensure that the clinical instructors are teaching and evaluating

students effectively.

Selection of a clinical site usually is based on factors such as location and

willingness to have students; selection is not necessarily based on the quality of

teaching opportunities the clinic can provide nor on the staff availability. However,

clinical sites must possess supportive staff and enough patient cases to provide ample

learning opportunities for students. In addition, clinical instructors have a responsibility

to teach and evaluate students properly in the clinical environment; however, they do

not always have the appropriate preparation. As with other allied health fields, clinical

instructors frequently are chosen based on management skill level and years of practice

and not on the ability to teach and evaluate students effectively (Erickson, 1987).

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Weidner (2005) stated that clinical experience has been always an integral part

of nursing education. It prepares student nurses to be able of "doing" as well as

knowing the clinical principles in practice. The clinical practice stimulates students to

use their critical thinking skills for problem solving. Awareness of the existence of stress

in nursing students by clinical instructors and educators and responding to it will help to

diminish student nurses experience of stress.

In a descriptive correlational study by Beck (1991), one of the most anxiety

producing components of the nursing program which has been identified by nursing

students is that clinical experience was the most stressful part of the nursing program.

Lack of clinical experience, unfamiliar areas, difficult patients, fear of making mistakes

and being evaluated by faculty members were expressed by the students as anxiety-

producing situations in their initial clinical experience.

Furthermore, Ulrich (2003) said that it is important for clinical instructors to meet

with each student prior to initiating the clinical assignment/experience. This preliminary

meeting should "set the stage" for the clinical/supervisory experience. Students benefit

from knowing the expectations of the clinical instructors, and the clinical instructor

should, in turn, explore the student's expectations for the experience and for the

supervisor. This first meeting should provide the participants some sense of what will

develop over the time the student is assigned to this clinical instructor.According to Goldenberg (1993), the role of the clinical instructor is multifaceted

in training clinical education. Responsibilities include not only teaching, but also

evaluating students in multiple domains such as cognitive, affective and psychomotor.

In addition, clinical instructors must demonstrate personal and professional

characteristics that foster student growth and development. Clinical instructors serve as

role models for students; consequently, it is vital that they exhibit mature behaviors and

adhere to professional standards.

An authoritarian leadership style is being used when a leader who dictates

policies and procedures, decides what goals are to be achieved, and directs and

controls all activities without any meaningful participation by the subordinates.

Authoritarian leaders are commonly referred to as autocratic leaders. They provide clear

expectations for what needs to be done, when it should be done, and how it should be

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done. There is also a clear divide between the leader and the followers. Authoritarian

leaders make decisions independently with little or no input from the rest of the group.

Authoritarian leaders uphold stringent control over their followers by directly regulating

rules, methodologies, and actions. Authoritarian leaders construct gaps and build

distance between themselves and their followers with the intention of stressing role

distinctions. Authoritarian leadership typically fosters little creativity in decision-making.

Lewin also found that it is more difficult to move from an authoritarian style to a

democratic style than from a democratic form to a authoritarian form of leadership.

Abuse of this style is usually viewed as controlling, bossy and dictatorial. Authoritarian

leadership is best applied to situations where there is little time for group discussion.

Under democratic leadership, the people have a more participatory role in the

decision making process. One person retains final say over all decisions but allows

others to share insight and ideas.

This is often a highly effective form of leadership. People are more likely to excel

in their positions and develop more skills when they feel empowered, and people are

empowered when they are involved in the decision-making process.

Although it may take some time to achieve full participation from a group, the end

result will be rewarding if you can manage to establish a power-sharing environment in

your group project. You will find that democratic practices often lead to a more

productive and higher quality work group.

Laissez-faire leaders may give their teams complete freedom to do their work

and set their own deadlines. They provide team support with resources and advice, if

needed, but otherwise don't get involved.

This leadership style can be effective if the leader monitors performance and

gives feedback to team members regularly. It is most likely to be effective when

individual team members are experienced, skilled, self-starters.

The main benefit of laissez-faire leadership is that giving team members so much

autonomy can lead to high job satisfaction and increased productivity. The downside is

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that it can be damaging if team members don't manage their time well or if they don't

have the knowledge, skills, or motivation to do their work effectively.

Effective leaders recognize that what they know is very little in comparison to

what they still need to learn. To be more proficient in pursuing and achieving

objectives, a leader should be open to new ideas, insights, and revelations that can

lead to better ways to accomplishing goals. This continuous learning process can be

exercised, in particular, through engaging in a constant dialogue with peers, advisers,

consultants and team members (OTool, 2003).

OTool (2003) further stated that leading others is not simply a matter of style, or

following some how-to guides. Ineffectiveness of leaders seldom results from a lack of

know-how or how-to, nor it is typically due to inadequate managerial skills. Leadershipis even not about creating a great vision. It is about creating conditions under which all

followers can perform independently and effectively toward a common objective.

According to Manohar (2011) bringing unity and coherence to a group of people

is perhaps one of the most difficult tasks, which require effective leadership qualities. Be

it politics, business or even sports, leaders are required in any situation that calls for a

joint effort. Every leader has his / her own unique leadership style. Broadly speaking,

there can be several effective leadership styles namely: Directors Approach, Coaching

Style, Facilitating Approach, and Delegating Approach.

The Director's Approach is a leadership style which is somewhat authoritarian in

its approach since the leader has a specific goal in mind and directs the team towards

the goal according to his plan of action. The leader identifies the requirements of the

situation and creates a plan to handle the situation. The leader is completely in charge

of division of work and specifically assigns roles for each and every team member. The

leader has the final word on all the decisions and rarely asks for suggestions from the

team members. The leader, who uses a director's approach for leading a team, usually

supervises and evaluates the work of every individual.

The Coaching Style involves more mutual interaction of the leader and the team.

In this style, the leader sets the goals and identifies the problems; however the leader

consults with his team members and encourages a healthy dialog to facilitate exchange

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of ideas that can be beneficial for the team as a whole. The leader usually arrives at the

decisions after having consulted the team members. This style displays more respect

for individual opinions since the leader is more considerate towards the team members.

The leader tends to encourage and appreciate the efforts of his team and constantly

provides encouragement for the team by inculcating a sense of team spirit. The leader

evaluates the performance of the leaders.

The Facilitating Approach is a more flexible leadership style in which the leader

allows the team members to be a part of almost every process starting from the role-

delegation, goal setting, problem solving as well as the evaluation and overview. The

leader acts more like a facilitator who inspires the team to reach their goal, by giving

them a nudge every now and then. The leader tries to inculcate a sense of individual

responsibility within every individual and hence creates an effective team that can

function with minimum supervision.

However, the Delegating Approach is more democratic than any other styles of

leadership. The employees and the leader are a part of every process. The leader

empowers the team members and allows them to be a part of the planning and

decision-making process and decide their own roles and responsibilities. The leader

accepts the decisions of the team members, allows them to evaluate their own work.

This sense of leadership tends to develop a team, which functions as a cohesive andresponsible team.

According to Jones (2007), Laissez-faire leadership, is typically considered the

least effective option. In stark contrast to the other primary styles, delegative leaders

rarely make decisions, leaving this function up to the group. These leaders seldom offer

guidance to the team and delegate decision-making to trusted team members. While

offering few advantages, this style often creates some disadvantages. Job descriptions

and lines of authority become blurred and confusing. A loss of motivation and positivity

often accompanies the confusion of team members.

Theoretical Framework

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Henri Fayol (1841-1925) on his Management Function Theory, stressed that the

theory of administration was equally applicable to all forms of organized human

cooperation. He first identified the management functions of planning, organizing,

command, coordination and control. Eventually, theorists began to refer these functions

as the management process. Although often modified, these functions or activities have

changed little overtime.

As the relationship between leadership and management continues to prompt

some debate, the literature demonstrates the need for both (Trent 2003). During the

human relations era, many behavioral and social scientists studying management also

studied leardership.

The Leadership Styles Theory of Lewin (1951) and White (1960 isolated common

leadership styles. These styles came to be called authoritarian, democratic, and laissez-

faire. According to the book of Marquis and Houston, authoritarian leadership results in

well defined group actions that are usually predictible, reducing frustration in the work

group and giving members a feeling of security. Productivity is usually high, but

creativity, self motivation, autonomy are reduced. Authoritarian leadership is useful in

crisis situations. While, democratic leadership, is appropriate for groups who work

together for extended periods, promotes autonomy and growth in an individual. This

type of leadership is particularly effective when cooperation and coordination between

groups are necessary. On the other hand, laissez faire is a non directed group, it can be

frustrating, group apathy and disinterest can occur, however when all group members

are highly motivated and self directed, this leadership style can result in much creativity

and productivity. This leadership is appropriate when problems are poorly defined and

brainstorming is needed to generate alternative solutions.

On the other hand, Mary Parker Folletts (1868-1933) Law of the SituationTheory, she suggested that the leadership style should vary to the situation or the

individuals involved. Mary Parker Follett was one of the first theorists that suggest basic

principles of what today would be called participative decision making or participative

management. Follett espoused her belief that managers should have the authority with,

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rather than over the employees. Thus, solutions could be found that satisfied both sides

without having one side dominate the other.

The group chose the theory of Henry Fayol, The Management Function Theory,

because in an organization such as RLE group, it is important for a manager which is

the Clinical Instructor to know the steps in management, so that the formed organization

is directed and will attain its goal. On the other hand, The Leadership Styles Theory of

Lewin and White is also applicable in our study specially to the Clinical Instructors

because this theory would be helpful to them in determining what style of leadership

they will use in managing the students. Whereas, Mary Parker Folletts Law of Situation

Theory gives an idea for managers like Clinical Instructors that a leadership style should

vary in situations or case to case basis.

Conceptual Framework

The research paradigm illustrates the relationship of the different variables. The

Independent variable is the management styles of the Clinical Instructors in terms of

planning, organizing, leadership, and controlling. On the other hand, the Dependent

variable is the clinical performance of the BSN 3 students. The independent variable

affects the dependent variable. The intervening variables are the demographic profiles

of the Clinical Instructors and the BSN 3 students. It indicates the relationships between

observed variables, such as the independent and dependent.

Independent Variable Dependent Variable

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Management Styles:

1. Democratic

2. Authoritarian

3. Laissez-faire

Clinical Performance


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Intervening Variable

Figure 1. Research Paradigm

Figure 1.Research Paradigm

Statement of the Problem

This study aims to determine the management styles of Clinical Instructors and

the clinical performance of the BSN 3 Students of Davao Doctors College.

Specifically, this study seeks to answer the following questions:

1 .What is the demographic profile of the Clinical Instructors in terms of:

1.1 Age;

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Demographic Profile of Clinical

Instructors

1. Age

2. Sex

3. Civil Status

4. Religious Affiliation

5. Educational Attainment


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1.2 Sex;

1.3 Civil Status;

1.4 Religious affiliation; and

1.5 Educational Attainment?

2. What is the demographic profile of the BSN 3 Students in terms of gender?

3. What are the management styles of the Clinical Instructors in terms of:

3.1 Democratic;

3.2 Authoritarian; and

3.3 Laissez-faire?

4. What is the profile of the clinical performance of the BSN 3 students of Davao

Doctors College?

5. Is there a significant relationship between the demographic profile of the

Clinical Instructors and their management styles?

6. Is there a significant relationship between the demographic profile and the

profile of clinical performance of the BSN 3 Students of Davao Doctors

College?

7. Is there a significant relationship between the management styles of the

Clinical Instructors and the profile of clinical performance of the BSN 3

Students of the Davao Doctors College?

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Hypotheses

This study was guided by the following null hypothesis at 0.05 level of

significance.

HO1: There is no significant relationship between the demographic profile of the Clinical

Instructors and their management styles.

HO2: There is no significant relationship between the demographic profile and the

profile of clinical performance of the BSN 3 Students of Davao Doctors College.

HO3: There is no significant relationship between the management styles of the Clinical

Instructors and the profile of clinical performance of the BSN 3 Students of the

Davao Doctors College.

Significance of the Study

The results of this study were seen to be necessary to the following:

DDC Administrator

This will be beneficial for the DDC Administrators for them to evaluate their staffs about

their performances and their level of competencies in teaching the nursing students in

developing their knowledge skills, and attitudes.

Nursing Department Management Team

This study will be significant in the field of nursing care in a way that this will help in

developing a new effective ways in supervising the nursing students. Through this, the

nursing students can provide a more effective and efficient care to their patients.

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Clinical Instructors

This study will be useful to the Clinical Instructors for them to identify what

management style is better to use in handling the students for them to further enhance

their effective supervision manner concerning the students.

Nursing Students. The proposed study will serve as their reference and to know the

management styles of the Clinical Instructors that affects their clinical performance. This

study can be a learning paradigm of the nursing students to enhance their clinical

performances through identifying the highly valuable management skill of their Clinical

Instructors.

Future Researchers. This study will be a road map for the future researchers which will

provide additional knowledge and information regarding the benefit of high-quality

management delivered by the Clinical Instructors. The researchers believed that there

would be an improvement of health in the community if the paper is utilized as a source

of reference data for future study.

Definition of Terms

This section facilitates understanding of the study by defining terms of variables

according to their operational use.

Clinical Performance. It denotes how the student nurse applies their skills to

practice in providing care to their patients efficiently and effectively.

Management style. It denotes the process on how Clinical Instructors make

plan, decide, organize, command, coordinate and control on the student nurses

performance in the field.

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CHAPTER 2

METHODOLOGY

This section shows the research design, setting, participants, instruments, data analysis,

procedures and scope and limitations of the study.

Research Design

The researchers utilized a non-experimental descriptive-correlation research design. It is

descriptive because the researchers aim is for the student to give data for purposes of

describing the management styles of the Clinical Instructors. Correlational studies was utilized

because the researchers wants to examine the extent of the relationship of the management

styles of the Clinical Instructors and the clinical performance of the BSN 3 students of the Davao

Doctors College.

Research Setting

The study was conducted at Davao Doctors College located at General Malvar Street,

Davao City. Davao Doctors College is a non sectarian academic institution. September 1975

marked the birth of the Davao Doctors College which was named before as Davao Doctors

Hospital School of Nursing (DDHSN). The College of Nursing offers a four-year competency-

based, Bachelor of Science in Nursing program currently with CHED CMO #14 series of 2009.

Now, the school also offers courses in-line with medical courses such as RadiologicTechnology, Physical Therapy, Occupational Therapy, Optometry, Psychology and courses in-

line with Education and Hospital Management

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Research Participants

The participants of this study were the BSN 3 students of the school year 2011-

2012 and the Clinical Instructors of NCM 104 of second semester of school year 2011-

2012.

Research Procedure

In the preparatory phase, the researchers were able to formulate topics or titles

that are relevant to the students of Davao Doctors College. By the help of their mentor

and panelists during the title defense the group was able to choose the topic for their

study entitled The Management styles of the Clinical Instructors and the Clinical

Performance of the BSN 3 Students of Davao Doctors College.

The researchers determined the objectives of the survey which was to collect

data that aid in identifying what are the management styles of the involved Clinical

Instructor and its relation to the clinical performance of BSN 3 students. The

researchers constructed questionnaires which include the profile of the students and

certain questions that aid in determining the management style of clinical instructors.

A letter of approval from the clinical instructors was secured by the researchers

before conducting the actual survey. Upon approval, researchers explained the purpose

of conducting the study.

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After acquiring an approval for our study, we were allowed to conduct our data

gathering from selected students from BSN 3. We also explained the purpose of our

study to our respondents to gain cooperation and get realistic data.

Table 1

Distribution of Respondents

Respondents Total

Population

Pretest

Respondents

Actual Sample

BSN 3 62 10 52

CI for NCM-104 17 5 12TOTAL 79 15 64

Sampling Technique

The researchers utilized the universal sampling technique for the totality of group

to which the research findings has applied. The target population was the BSN 3

students of Section A and C S.Y. 2011-2012. The researchers gathered data from the

involved student respondents and the whole number of the Clinical Instructors who

handled NCM 104 S.Y. 2011-2012. The total of the students population is 62, ten

students was chosen to answer for the pretest. The total number of Clinical Instructors

is 17, five of them was chosen to answer for the pretest.

Data Analysis

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Frequency and Percentage. This was utilized to process and evaluate the

demographic profile of the respondents and their clinical performance. This analysis

was used for the statement of the problem #1,2,3

Pearson Moment Product Correlation. This is a parametric statistical test that was

used to evaluate relation between variables. In this study, this test measurement was

used to evaluate the significant relationship between the demographic profile of the

respondents, the Management Styles of the Clinical Instructors and the Clinical

Performance of the BSN 3 Students. This analysis was used for the statement of the

problem # 5,6,7.

Chi Square. This was utilized to determine the significant relationship between the

demographic profile of the respondents, the The Management Styles of the Clinical

Instructors and the Clinical Performance of the BSN 3 Students. This analysis was used

for the statement of the problem # 5,6.

Scope and Delimitation

This study focused on determining the management style and strategies of the

Clinical Instructors appropriate to the clinical performance of the BSN 3 students of

Davao Doctors College on their Related Learning Experience in NCM 104.

The respondents of the study are the clinical instructors of NCM 104 and the

BSN 13A and 13C nursing students of Davao Doctors College last second semester of

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S.Y. 2011-2012.Since individual persons have their own ideas, understanding,

perception and interpretation of their academic status, the researchers of the study

made use of a questionnaire as another tool in measuring the relationship between the

management strategies of the Clinical Instructors and the clinical performance of the

students. The NCM 104 rotational grades last second semester of S.Y. 2011-2012 of

the students will be used as the basis of their clinical performance.

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Bibliography

Books:

Haimann, Theo, 4th Ed. Supervisory Management for Healthcare Organizations. United

States: WM. C. Brown Publishers, 1989.

Marquis, Bessie L., Huston, Carol J., 6th Ed. Leadership Roles and Management

Functions in Nursing. Philadelphia: Lippincott Williams & Wilkins, 2009.

Venzon, Lydia M., 2nd

Ed. Nursing Management Towards Quality Care. Quezon City:

C&E Publishing Inc.2003.

Beck D and R Srivastava. Perceived Level and Source of Stress in Baccalaureate

Nursing Students. United States: Journal of Nursing Education,1991.

OTool, M and Johnson, C. Leadership: A communication perspective . Long Grove IL:

Waveland Press Incorporation, 2003.

Moreno, M.B., et. al. (2001). Student and supervisor perceptions of the equality of

supervision in nursing training education. McGraw-Hill Pub. New York. pp. 32(4):328-

332.

Laurent, J. M. (2002), Student trainer perceptions of clinical supervisor behaviors: a

critical incident study. Phoenix Pub. House. v. 1. p. 47 (3):249-253.

Erickson, E.R. (1987). Program directors and clinical instructors perceptions of

important clinical-instructor behavior categories in the delivery of clinical instruction.

38(4):336-341.Weidner TG (2005). Clinical instructors and student perceptions of helpful clinical

instructor characteristics.36(1):56-61.

Ulrich, A.C. (2003). Clinical supervision skills: A Delphi and critical incident technique

study. Med Teach. 16(2/3):139-158.

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Goldenberg, M.L. (1993). A collaborative model for the clinical education of

baccalaureate nursing students. pp. 16-17.

Beck, R. (1991), Leadership theory lets clinical instructors guide students toward

autonomy. Nursing & Health Care. p. 9:82-86.

Internet:

Moreno, et al. Improving Clinical Instruction. Sherley Giordano, March-April 2008.

Http://findarticles.com/p/articles , 2001.

Laurent, et al. Improving Clinical Instruction. Sherley Giordano, March-April 2008.

Http://findarticles.com/p/articles , 2002.

Retrieved from: www.buzzle.com/.../effective-leadership-styles . Uttara Manohar

(10/3/2011)

Curriculum Vitae

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Name : Jervy M. Delota

Age : 20 years old

Birthday : April 25, 1992

Civil Status : Single

Address : Brgy. Carromata, San Miguel, Surigao del Sur

Educational Background

Elementary : Saint Theresa College of Tandag City (2005)

Highschool : Saint Theresa College of Tandag City (2009)

College : Davao Doctors College

Motto : Everything is possible if you have perseverance

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Name : Rommel A. Depas

Age : 20 years old

Birthday : June 12, 1992


Address : Door 3 Piatos Bldg. Tionko Avenue Davao City


Elementary : Notre Dame of Midsayap Elementary Training

Department (2004)

Highschool : Notre Dame of Midsayap High School (2008)


Motto : Honesty is the best policy

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Name : Jill Ecru G. Derrayal

Age : 19 years old



Address : 6 Zinnia Ave. Ladislawa Garden Village Buhangin Davao

City


Elementary : Panabo Christian School (2005)

Highschool : Davao del Norte State College (2009)


Motto : Live life to the fullest

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Name : Bai Jionny A Dilangalen

Age : 20 years old



Address : 957 Legaspi Compound Camus Street Davao City


Elementary : Albert Einstein School Cotabato City (2004)

Highschool : Albert Eisntein School Cotabato City (2008)


Motto : Beauty is useless but the character is the best

25


26/29

Name : Juvic J. Dismas

Age : 19 years old

Birthday : October 24, 1992


Address : Brgy. San Vicente Ferrer Agdao Davao City


Elementary : Jose L. Porras Elementary School (2005)

Highschool : Holy Cross of Agdao (2009)


Motto : Be passionate in your chosen career

26


27/29

Name : Jan Kristoffer Doctor

Age : 20 years old

Birthday : January 29, 1992


Address : Purok Raniag, Maitum, Sarangani Province


Elementary : Malalag Elementary School (2004)

Highschool : Notre Dame of Maitum (2008)


Motto : Time is Gold

27


28/29

Name : Michael Bryan D. Draculan

Age : 21 years old

Birthday : April 20, 1991


Address : Gempesaw Uyanguren Blk. 32 @ Diokno Bldg. 2nd Flr.,

Davao City


Elementary : Digos Montessori Davao del Sur

Highschool : Digos City National High School


Motto : Living young, wild and free.

28


29/29

Name : Kwen Berlie C. Dultra

Age : 19 years old

Birthday : December 07, 1992

Address : Batobato San Isidro Davao Oriental


Elementary : Batobato Central Elem. School (2005)

Highschool : San Isidro National High School (2009)


Motto : No pain, no gain. No guts, no glory.

Win or go home. Where amazing happens.

29

editted ni ms. delota

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