FACTORS AFFECTING THE PERFORMANCES OF BPSU LEVEL II MALE NURSING STUDENTS TOWARDS IMMEDIATE

POST-PARTUM CARE OF THE NEWBORN

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A Thesis Proposal Presented to the Faculty of College of Nursing and MidwiferyBataan Peninsula State University

City of Balanga

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In Partial Fulfillment of the Requirements for the Course Subject Nursing Research

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By:

ARMIGNE JOYCE BALUYOTJENNICA MAE ALQUIZARHAZELYN JOY BARROSKHIMBERLYN CAOILELOUIE ANNE ANGULOANGELICA ALMAZAN

MARIANNE BURCEROSS ANN ABEJARAILEEN CIRIACOELAINE ARTUZ

March 24, 2011

APPROVAL SHEET

In partial fulfillment of the requirements for the Bachelor of Science in Nursing,

this thesis entitled “FACTORS AFFECTING THE PERFOMANCE OF BPSU

LEVEL II MALE NURSING STUDENTS TOWARDS IMMEDIATE POST-

PARTUM CARE OF THE NEWBORN” has been prepared and submitted by

Armigne Joyce Baluyot, Jennica Mae Alquizar, Hazelyn Joy N. Barros, Khimberlyn

O. Caoile, Louie Anne C. Angulo, Angelica C. Almazan, Marianne Burce, Ross Ann

B. Abejar, Aileen T. Ciriaco and Elaine B. Artuz who are hereby recommended for

oral examination.

JOB PAGUIOAdviser

Approved in partial fulfillment of the requirements for Bachelor of Science in

Nursing by the committee on Oral Examination.

LOURDES M. SANTOS Chairman

JOB PAGUIO JAIME M.FORBESCritic/Member Critic/Member

Accepted in partial fulfillment of the requirements for Bachelor of Science in Nursing.

March 2011 JAIME M. FORBES Professor, Nursing

ResearchAcknowledgement

The researchers would like to express our gratitude to all the people who have

given their heart whelming full support in making this thesis a magnificent experience.

To God the Father of all, we thank for the strength that keep us standing and for

the hope that keep us believing that this affiliation would be possible and more

interesting.

We also wanted to thank our family who inspired, encouraged and fully supported

us for every trial that come our way. In giving us not just financial, but moral and

spiritual support. To our group mates who willingly helped us gather the necessary

data’s and information needed for this compilation.

To our instructors, Mr. Jaime Forbes for the opportunity to carry out this thesis,

Mr. Jobbe Paguio for sharing his knowledge and being very supportive throughout the

whole process of making this thesis and Mrs. Lourdes Santos for helping us choose the

best thesis title to pursue.

We sincerely thank and appreciate all the efforts, support and kindness that made

this research study possible.

Dedication

This thesis is dedicated to our Parents who have never failed to give us financial

and moral support, for giving all our need during the time we developed our study and for

teaching us that even the largest task can be accomplished if it is done one step at a time.

There is no doubt in our mind that without their continued support and counsel we could

not have completed this process.

Table of Contents

Title Page…………………………………………………………………………………..I

Approval Sheet…………………………………………………………………………….II

Acknowledgement………………………………………………………………….….....III

Dedication……………………………………………………………………………...…IV

Abstract……………………………………………………………………………………V

Table of Contents…………………………………………………………………………VI

List of Figures and Tables…………………………...………………………………….VII

List of Appendices………………………………………………………………………VIII

Chapter I: The Problem and Its Background….………………………………………..1

Introduction……………………………………………………………………1

Statement of The Problem………………………………………………….....4

Significance of The Study………………………………………………….....5

Scope and Delimitation………………………………………………………..7

Notes in Chapter I……………………………………………………………..9

Chapter II: Theoretical Framework…………………….……………………………..10

Relevant Theory…………………...………………………………………...10

Related Literature…………...……………………………………………….14

Related Studies…………………………………………………………….....36

Conceptual Framework………………………………………........…………42

Hypothesis……………………………………………………........…………43

Definition of Terms…………………………………………………………..44

Notes in Chapter II…………………………………………………………...47

Chapter III: Methods of Research …………………………………...…...………........50

Methods and Technique of The Study……………………………………….50

Population of the Study……………………………………………………....51

Research Instruments………………………………………………………...53

Construction and Validation of Instruments…………………………………54

Data Gathering Procedures………………………………………….……….54

Statistical Treatment…………………………………………………………55

Notes in Chapter III …………………………………………………………56

Chapter IV: Presentation, Analysis and Interpretation of Data……………………..57

Chapter V: Summary, Conclusions and Recommendations…..……………………...77

Summary……………………………………………………………………..77

Summary of Findings………………………………………………………...79

Conclusions…………………………………………………………….…….80

Recommendations……………………………………………………………81

Bibliography…………………………………………………………………………….82

Appendices………………………………………………………………………………83

Curriculum Vitae…………………………………………..………………………….101

LIST OF FIGURES AND TABLES

Figure 1 Paradigm of the Study

Table 1 Population of the Study

Table 2 Distribution of Respondents According to Age

Table 3 Distribution of Respondents According to Civil Status

Table 4 Distribution of Respondents According to Birth Order

Table 5 Distribution of Respondents According to Student Classification

Table 6 Distribution of Respondents According to NCM 102 Grades

Table 7 Distribution of Respondents According to Immediate Post-Partum Care Of

the Newborn as Perceived by the Clinical Instructor

Table 8 Relationship of the profile of male nursing students in terms of age, civil

status, birth order and student classification towards their rendering

immediate post-partum care of the newborn

Table 9 Relationship of the profile of male nursing students in terms of age, civil

status, birth order and student classification between their level of

academic performance

Table 10 Relationship between the level of academic performance of level II male

nursing students and their level of performance in rendering immediate

post- partum care

LIST OF APPENDICES

A – Communication Letters

B – Questionnaire for Students

C – Questionnaire for Clinical Instructors

D – Questionnaire for Staff Nurses

E – Computation of factors in performance towards Immediate Post-Partum Care of the

Newborn in terms of age of the male nursing students

F – Computation of factors in performance towards Immediate Post-Partum Care of the

Newborn in terms of civil status of the male nursing students

G – Computation of factors in performance towards Immediate Post-Partum Care of the

Newborn in terms of birth order of the male nursing students

H – Computation of factors in performance towards Immediate Post-Partum Care of the

Newborn in terms of student classification of the male nursing students

I – Computation of factors in performance towards Immediate Post-Partum Care of the

Newborn in terms of level of academic performance of the male nursing students

ABSTRACT

Title: FACTORS AFFECTING THE PERFORMANCES OF BPSU LEVEL IIMALE NURSING STUDENTS TOWARDS IMMEDIATEPOST-PARTUM CARE OF THE NEWBORN

Researchers:

ARMIGNE JOYCE BALUYOTJENNICA MAE ALQUIZARHAZELYN JOY BARROSKHIMBERLYN CAOILELOUIE ANNE ANGULOANGELICA ALMAZANMARIANNE BURCEROSS ANN ABEJARAILEEN CIRIACOELAINE ARTUZ

Adviser:Job Paguio

Immediate Newborn Care is a simple intervention approach integrating the

following steps: immediate drying, uninterrupted skin-to-skin contact between mother

and newborn, cord clamping and cutting, and early initiation of breastfeeding. It was

known that the survival and health of the majority of newborns can be greatly improved

by relatively simple measures. Health providers have technical knowledge to provide

post- partum care especially nursing students. They are trained and already have

experiences on how to care for a newborn on immediately after delivery. They also have

well-developed interventions to promote early, effective, and other components of

essential newborn care.

In this descriptive-correlation study, second year male nursing students of Bataan

Peninsula State University were chosen to be part of it. The study aims to classify their

level of performance towards immediate post- partum care of the newborn. The study

considered the student’s profile such as age, civil status, birth order, student classification

and NCM grade. For the determination of the level of student’s performance rating based

on newborn training, the results of the test given to the respondents were tallied and

group according to the variables then determined the highest frequency. Pearson’s

product moment correlation, coefficient of correlation was employed.

The data showed that skin and scalp care through bed bath needs an area for

improvement for most of the male nursing students performed the task with no mastery.

The level of significant relationship between Newborn care training and professional

variables including the performance rating or instructional effectiveness were also tested.

The findings showed majority of the respondents fall between the age 17-18 years old;

most of the respondents are single, a greater number of the respondents was 2nd in terms

of their birth order, seconded by 1st in their birth order; generally all the respondents had

passing grades in their NCM. As to the relationship between the profile of male nursing

students and their performance towards immediate post-partum care of the newborn, it’s

not significant. As to the relationship between the profile of male nursing students and

their level of academic performance, it’s not significant. As to the relationship between

the male nursing students’ performance in immediate post-partum care of the newborn

and their level of academic performance, it’s not significant.

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Neonatal nursing is a specialized nursing practice of caring for newborn infants

up to 28 days subsequent to birth. The philosophy of caring health providers has always

been that newborns should be handled as gently at birth as they are at any other time

(Pillitteri 2007) In the clinical set-up, newborn nursery care isn’t as easy as it sounds

especially to first time and inexperienced nursing students, also adding up the male

gender is a bit of a pressure. Though females relate more on the stance of maternal-child

nursing where in newborn nursing care is incorporated, all nursing students are obliged to

undergo these care too, in order to finish and comply with their program. Most people

view men as less nurturing, more technologically inclined and more adrenalin driven than

woman are overall. Making it a factor that the male students views newborn nursery care

as the women’s domain, in which they are visitors.

The students expressed concerns about meeting clinical objectives and personal

goals because of their gender and possible misinterpretations of their care. Consequently,

they undertook special precautions when performing postpartum assessments. Faculty

played a significant role in clients' responses to the students and in providing a supportive

learning environment. Faculty needs to be cognizant of students' feelings as they plan

clinical experiences. Identification of student concerns prior to the experience may be

beneficial for enhancing the learning environment. (Patterson & Morin 2002)

As for the apprehension, males are more inclined to have fear or feeling of

anxiety as opposed to females. They may experience dread, anxiety or fear of rejection

with concerning their care. It is not solely on the student alone that newborn nursery care

is assessed. The nursing curriculum among others such as apprehension, related learning

experiences and knowledge affects the overall performance of the students.

Nursing curriculum on the other hand, delivers the knowledge suited for the care

intended for the patients. A stable and effective curriculum will result to more efficient

and wise students when it comes to newborn nursery care. The newborn nursery care

practice is best gauged on the level of knowledge the student has, the more

knowledgeable he is in that particular field, the less likely will he fail or feel threatened

on the prospect of rendering improper care to the newborn. But theory and skill are two

different stories, one may excel in academics while some may exhibit a different attitude

to the actual situation and set-up of the care, and that’s where related learning

experiences take its place. Experience is the best teacher they say; therefore male students

who have previous cases of newborn care are more likely to have a better result than

those of first time male student nurses. Apprehension of the care may also affect the

newborn nursery care practice in such ways as being mentally absent in times that one

feels a lot of anxiety.

A phenomenological research study designed to investigate the lived experience

of male nursing students as they learned to care as nurses. As students progressed through

the program, their experience of gender issues in learning to care was shaped by personal

experiences, the expectations of a predominantly female faculty and nursing staff and

their evolving understanding of the ways of caring that are gender based. (B. L. Paterson,

2006)

Men are now entering the nursing profession in record numbers and challenging

the notion that men are inappropriate in caregiver roles or incapable of providing

compassionate and sensitive care. A limitation of the current state of knowledge

regarding caring and men nurses is that it is primarily focused on men nursing students,

not practicing nurses. Little is known about men nurses’ practices of caring and how such

practices reflect the gendered nature of nursing and nurses’ caring work (J.A. Evans,

2002)

Based on the data from the Bataan Peninsula State University- Registrar’s Office,

the total number of Level II Male Nursing Students in Balanga and Main Campus is

about 855 from academic year 2006 up to the present. It is shown that from academic

year 2006- 2007, the percentage of the Male Nursing enrollees is 28%, then, it decreased

to 26%, 24%, 21% and 18% respectively.

In the light of preceding concepts, the need for this study emerges. It seeks not

only to strengthen the weak points of the male students and their problems in newborn

nursery care practice, but also to reinforce the factors that relays to this care. There is a

necessity to focus on this aspect so as to help the male student nurses to overcome and

further improve their competency in fields such as newborn nursery care where

everybody views as the woman’s domain. Thus, this research gives rise to study those

areas that needs reassessment of the male student nurses’ proficiency, and may eventually

lead to a more effective newborn nursery care practice among male nursing students.

Statement of the Problem

The general problem of the study is: What are the factors that affect the

performance of BPSU Level II Male BS- Nursing student in Rendering Immediate Post-

Partum Care of the Newborn A.Y. 2010-2011?

Specifically, it sought to answer the following questions:

1. What is the profile of the male Nursing Student in terms of:

1.1 age;

1.2 civil status;

1.3 birth order and

1.4 student classification?

2. How may the academic performance of the Male Nursing Student be described in

terms of:

2.1 NCM grade?

3. How may the Immediate Post-Partum Care Of The Newborn as perceived by the

hospital personnel be described in terms of:

3.1 APGAR scoring;

3.2 suctioning of secretions;

3.3 oil bath;

3.4 full bath;

3.5 clamping and cord cutting;

3.6 anthropometric measuring;

3.7 clothing;

3.8 administration of Crede’s Prophylaxis;

3.9 administration of Vit. K;

3.10 foot printing and

3.11 identification?

4. Is there a significant relationship between the profile of the Male Nursing Student

and their performance in rendering immediate post-partum care of the newborn?

5. Is there a significant relationship between profile of Male Nursing Student and the

level of their academic performance?

6. Is there a significant relationship between the level of academic performance of

Male Nursing Students and their performance in rendering immediate post-partum

care of the newborn?

Significance of the Study

The findings of the study will benefit and be helpful to the newborn nursery

hospital unit and the present and future male nursing students regarding the proper skill

on caring for newborns. With the given circumstances, the researcher agrees that the

result of this investigation will benefit the following personalities in the medical

institution for the following reasons:

Male Nursing Students. The outcome of the study will determine the strong and

weak points of male nursing students regarding newborn care. Given that the

investigation focuses on fields such as knowledge, RLE and apprehension, the result will

not only assess their lack of knowledge but also the deficiency in hospital exposure and

ability to grasp and understand what they are thought.

Clinical Instructors. The findings of the study will give significant insights as to

what area the students have problems with and hopefully, give the clinical instructors an

idea to adopt or recreate their teaching strategy to further reinforce the teaching-learning

process and lead to better apprehension of the students’ knowledge about newborn

nursery care. Moreover, the result of the study will be of assistance to them to determine

certain topics or lessons that requires more time and effort to elaborate, or where in

remedial instruction is needed.

Member of the Academic Council. They will be guided with the newborn care

performance of the male student. While also giving the council apparent background as to

the over-all teaching technique of the clinical instructors in certain related subjects.

Furthermore, the findings of the study will also be used as basis for planning and

developing probable teaching program more geared to the male student’s cognitive

development in newborn care. They will also be given a concrete outlook as to the real

problem encountered by the students in handling newborn nursery care cases. Thus,

enabling them to make necessary adjustments in the curriculum and eventually be

effective for the needs of the learners.

Curriculum planners. The study will provide substantial and up-to-date

information as for course revision and redesigning of curriculum to meet immediate

educational needs of our present time in this stage of globalization.

Future researchers and other stakeholders. The end result of the study hopes to

be of help to future researchers as basis of their own studies. Consequently, the findings

of the study can also be used as a step to conduct a study related to newborn care

performance and other related variables.

Scope and Delimitation

The study was a deductive correlation method of research that is centered on the

experiences of newborn nursery care practice among male nursing students of Bataan

Peninsula State University, City of Balanga, Bataan during the academic year 2010-2011

in relation to newborn nursery care practice such as knowledge and related learning

experiences; and the nursing curriculum in terms of subjects such as, pediatric nursing,

obstetrical nursing and theoretical foundations of nursing.

It was limited to all male sophomore students of BPSU-Balanga and Main

Campus, 19 students from the Main Campus and 18 students for Balanga Campus,

making it a total of 37 male nursing students as respondents. The study utilized universal

sampling where in all the respondents will participate on the present study. However,

other campuses other than Balanga and Main Campus are not included to limit the

number of respondents and meet with the desired people needed for the study.

The study focused on the newborn nursery care practice of male nursing students

particularly on knowledge, related learning experiences and apprehension. Knowledge

serves as the foundation and theories that can be applied during newborn care; related

learning experiences leaves the male student with more exposure and idea about newborn

care while apprehension defines their anxiety on the situation. The data gathered will be

tabulated, analyzed and interpreted carefully using appropriate statistical tools like

frequency, percentage and mean. Pearson product-moment correlation coefficient was

applied to compute the relationship between the dependent and independent variable.

Notes in Chapter I

Adelle Pillitteri, “Maternal and Child Health Nursing: Care of the Childbearing and the Childbearing Family”. Library of Congress Cataloging-in-Publication Data, 2007

BJ Patterson, KHMorin, http://lib.bioinfo.pl/, 2002 Retrieved 20 August 2010

B. L. Paterson, “Learning to care: gender issues for male nursing students.” http://www.nursinglibrary.org/Portal/main.aspx?pageid=4024&sid=12961/,2006 Retrieved 11 September 2010

J.A. Evans, “Cautious caregivers: gender stereotypes and the sexualization of men nurses’ touch” http://www.ncbi.nlm.nih.gov/pubmed/12421403, Retrieved 20 August 2010

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents relevant theories, related literature, foreign and local studies

that have implication on the present study, theoretical framework, hypothesis and

definition of terms.

Relevant Theories

This study is premised on the From Novice to Expert Theory by Patricia Benner,

the Self-Care Deficit Theory of Dorothea Orem, and the Adaptation Model of Sister

Callista Roy.

From Novice to Expert Theory. This theory was proposed by Benner (1984)

which introduced the concept that expert nurses develop skills and understanding of

patient care over time through a sound educational base as well as a multitude of

experiences.

The model is situational and describes five levels of skill acquisition and

development: novice, advanced beginner, competent, proficient and expert. The model

posits that changes in four and describes five levels of skill acquisition and development:

novice, advanced beginner, competent, proficient, and expert. The model also posits that

changes in four aspects of performance occur in movement through the levels of skill

acquisition: movement from a reliance on abstract principles and rules to use of past, and

concrete experiences; shift from reliance on analytical, rule-based thinking to intuition;

change in the learner’s perception of the situation from viewing it as a compilation of

equally relevant bits to viewing it as an increasingly complex whole in which certain

parts stand out as more or less relevant; and passage from a detached observer, standing

outside the situation, to one of a position of involvement, fully engaged in the situation.

The performance level can be determined only by consensual validation of expert judges

and the assessment of outcomes of the situation.

The concept of experience is defined as the outcome when preconceived notions

are challenged, refined or refuted in the situation. As the nurse gains experience, clinical

knowledge becomes a blend of practical and theoretical knowledge. Expertise develops

as the student tests and modifies principle-based expectations in the actual situation.

The theory mentioned above is relevant to the given study because the care

rendered by the student s dependent on the background and experiences they have on the

mentioned field, which is neonatal nursing. During their clinical exposure in the nursery,

they still rely on their clinical instructors for further instructions. The clinical instructors

guides and orients the student about the clinical situation in the nursery. These students

fall under the advanced beginner category given that they feel highly responsible for

managing patient care, yet they still rely on the help of those more experienced.

Through practical experience in concrete situations with meaningful elements

which neither the clinical instructor nor student can define in terms of objective features,

the advanced beginner starts intuitively to recognize these elements when they are

present.

The theory represents the clinical instructor as the mentor and the students are

guided by rules and are oriented by task completion. The advanced beginner has enough

experience to grasp aspects of the situation. Unlike attributes and features, aspects cannot

be completely objectified because they require experience based on recognition in the

context of the situation.

Another theory that is relevant to the present study is the Self-Care Deficit

Theory. The three theories derived from Orem's conceptual model are the theory of self-

care deficit, the theory of self-care, and the theory of nursing systems.

The central idea of the Theory Of Nursing Systems is that nursing systems are

formed when nurses use their abilities to prescribe, design, and provide nursing for

legitimate patients by performing discrete actions and systems of actions that regulate the

value of or the exercise of individuals' capabilities to engage in self-care and meet the

self-care requisites of the individual therapeutically.

The nursing systems theory are classified into three categories: Wholly

compensatory system - patient dependent; Partially compensatory- patient can meet some

needs but needs nursing assistance and Supportive educative - patient can meet self care

requisites, but needs assistance with decision making or knowledge

The theory stated above is significant to the study given that the care of the

newborn falls under the wholly compensatory system. As the student is given the task of

rendering newborn care to the neonate, the student must fully understand the importance,

the proper series and sequences, and most importantly the proper delivery of care

intended for the newborn. And given the situation that the first 5 minutes of newborn

outside the womb greatly affects its rate of survival.

Lastly is the Adaptation Model. In this theory, Roy's model of nursing

(1976) sees an individual as a set of interrelated systems, biological, psychological, and

social. The individual tries to maintain a balance between each of these systems and the

outside world. However, there is no absolute level of balance. According to Roy, we all

strive to live within a band where we can cope adequately. This band will be unique to an

individual. The adaptation level is the range of adaptability within which the individual

can deal effectively with new experiences.

The person is an open, adaptive system who uses coping skills to deal with

stressors. An adaptive system has cognator and regulator subsystems which can act to

maintain adaptation in the four adaptive modes: the physiological - physical system, the

self-concept group identity system, the role mastery-function system, and the

interdependency system. The environment then serves as the source of a range of stimuli

that will either threaten or promote the person’s unique wholeness.

The person’s major task is to maintain integrity in the face of these

environmental stimuli. Integrity is defined by Roy and Andrews as the degree of

wholeness achieved by adapting to changes in needs. These stimuli are focal, contextual

and residual. These types of stimuli act together and influence the adaptation level which

is defined as the ability to respond positively in a situation.

The model above is significant to the study because it provides a way of

thinking about people and their environment that is useful in any setting. It helps one

prioritize care and challenges the nurse to move the patient from survival to

transformation. In this case, the student nurse who dreams must learn and appreciate the

changes that make us “human”. The students use their coping skills to deal with these

stressors and absorb what knowledge must be acquired. They need to be able to practice

and comprehend man’s uniqueness for safe and effective nursing practice.

Related Literature

Performances of BPSU Level II Nursing Students in Rendering Immediate

Post-Partum Care Of The Newborn. According to Blanco (2009), there’s no denying

that performing well in clinical is a major challenge for just about any nursing student.

But for minority students—including male students, as well as students of color—success

in the clinical rotation often is linked to faculty members’ sensitivity to issues these

students face that may differ from what non-minority students experience. It also can

depend on adapting teaching strategies to diverse learning styles, advocating for students

who encounter bias in the clinical setting, and creating effective interventions for students

who run into obstacles or need to improve their performance.

Stott (2007), states that male nursing students face particular challenges from an

academic and clinical practice perspective during their university experience. For

example, themes identified from interviews and narratives highlighted the fact that there

is a tendency for male nursing students to feel isolated and excluded from an academic

and clinical perspective. As well as this, the informants in this study clearly highlighted

their preference for engaging in the technical aspects of nursing. The implications for

nurse educators are emphasized and from this, educational strategies are suggested to

facilitate the retention of male nursing students in undergraduate nursing courses. This

gives male nurses an insufficient experience in rendering care and execution of their

skills.

Furthermore, Snavely (2001) reveals that numerical underrepresentation, not

cultural factors, causes tokens to experience greater performance pressure, social

isolation, and role entrapment. Subjects were 322 male and female nursing students from

two similar Midwestern nursing schools. Subjects completed instruments measuring

social isolation, upward communication distortion, performance pressure, and

communication apprehension.

The mentioned statements about the performances of male nurses in newborn care

vary. In these citations, our study can serve as a helpful tool to show what causes or

factors that affects the performances of male nursing students in relation to newborn

nursing care. Male nurses face challenging situations whether or not they are allowed to

handle women. This causes them an alteration in experiences on their part. It gives male

nurses minimal experience thus, not acquiring the needed level of performance they need

to obtain.

APGAR scoring. Sears (2006), stated that Apgar score should have a "For

medical use only" label, but over the years this score has been given to parents who have

perceived the number as a sort of infant IQ test—an unnecessary source of anxiety for

parents of low-scoring babies. There is seldom a correlation between the Apgar score and

the long-term development of babies. If your baby has pink lips and breaths normally,

chances are he or she is a healthy newborn.

According to Finster et. al ( 2005), the Apgar score was devised in 1952 by Dr.

Apgar as a simple and repeatable method to quickly and summarily assess the health of

newborn children immediately after birth. Apgar was an anesthesiologist who developed

the score in order to ascertain the effects of obstetric anesthesia on babies. The Apgar

score is determined by evaluating the newborn baby on five simple criteria on a scale

from zero to two, then summing up the five values thus obtained. The resulting Apgar

score ranges from zero to 10. The five criteria (Appearance, Pulse, Grimace, Activity,

Respiration) are used as a mnemonic learning aid.

The interpretation of scores was stated by Casey et al. (2001). The test is

generally done at one and five minutes after birth, and may be repeated later if the score

is and remains low. Scores 3 and below are generally regarded as critically low, 4 to 6

fairly low, and 7 to 10 generally normal. A low score on the one-minute test may show

that the neonate requires medical attention but is not necessarily an indication that there

will be long-term problems, particularly if there is an improvement by the stage of the

five-minute test. If the Apgar score remains below 3 at later times such as 10, 15, or 30

minutes, there is a risk that the child will suffer longer-term neurological damage. There

is also a small but significant increase of the risk of cerebral palsy. However, the purpose

of the Apgar test is to determine quickly whether a newborn needs immediate medical

care; it was not designed to make long-term predictions on a child's health. A score of 10

is uncommon due to the prevalence of transient cyanosis, and is not substantially

different from a score of 9.

The discussions mentioned about APGAR scoring affects the performance of the

male second year nursing students during their clinical exposure. Therefore, the

researchers consider APGAR scoring as a variable to determine the level of preparedness

of the second year male nursing students in their hospital duties. It is related to present

studies because as future nurses, students should learn how to assess the infant after the

delivery and it is not designed to determine if resuscitation is needed. However, it is a

valuable tool for both pre-hospital responders and providers in the receiving hospital. In

their clinical exposure, they are also trained with this, thus developing their skills in

assessing the newborn. The scoring can be compared to determine if the newborn's status

is remaining the same, improving, or deteriorating. If this is not done in the field, hospital

providers will not have any idea of the newborn's condition post delivery in a pre-hospital

environment. This ensures crews are ready to gather the important data needed.

Suctioning. According to Gardner (2009), premature infants frequently require

the use of an artificial airway and mechanical ventilation to support respiration and to

maintain oxygenation and ventilation. An endotracheal tube (ETT) is the most commonly

used artificial airway in neonates. The presence of an ETT impairs the body's ability to

mobilize and expectorate secretions and may increase mucus production. An ETT in the

trachea causes damage to ciliated cells, inhibits the cough reflex, and bypasses the body's

humidified airway. Damage to the airway and risks associated with ETT suctioning may

be reduced or eliminated by decreasing the length of time neonates and infants remain

intubated.

Similarly, Sheppard (2008) cited that suctioning is standard procedure at hospital

births to vigorously suction newborns' respiratory passages if the amniotic fluid is stained

with meconium. This is done to prevent meconium aspiration syndrome, a condition

where meconium that enters the lungs may result in pneumonia, a collapsed lung, or

various types of lung dysfunction. The procedure is accomplished when the head has

emerged from the birth canal prior to delivery of the shoulders. Like many medical

interventions, suctioning the newborn is based on theory and not on the basis of any

studies that show its effectiveness. A study was instituted to determine if this procedure is

warranted.

Furthermore, Cunningham (2001) stated that all medical personnel involved in

perinatal care are responsible for stabilizing the newborn at delivery. The initial step in

resuscitation both in the delivery room and in the neonatal unit is ensuring patency of the

airway through proper, efficient suctioning. This article outlines a systematic approach to

the procedure.

The mentioned literature about suctioning affects the performance of the male

second year nursing students during their clinical exposure. Thus, the researchers

considered attitude as a variable to determine the level of preparedness of the second year

nursing students in their hospital duties. As future male nurses, the students should learn

the importance of suctioning the newborn to facilitate proper airway and breathing

circulation. It was thought that by doing this it might prevent excess fluid, or meconium

stained fluid, from possibly going into the baby's lungs, if regurgitated up from their

stomach. This intervention is now known to possibly cause spasm of the baby's airways,

an abnormal lowering of the baby's heart rate (bradycardia) and disruption of the baby's

interest in feeding. It may also remove some of the 'good bacteria' in the baby's stomach

that is used to digest milk. The research has found no benefits for routine gastric

suctioning and it is now believed that there is no real justification for this intervention.

Oil Bath. Geist (2006), stated that application of coconut oil or sesame

oil prevents body-heat and bad exposure to cold winds to infants. Oil keeps the skin free

from dryness and scabies. Oil is traditionally used in Asian cultures for centuries for

preventing infections and skin texture in children. Unrefined vegetables oils have

innumerable effects on babies. It is recommended to use coconut oil or sesame oil for

babies.

According to Iannelli (2004), baby needs oil bath at first. Give baby a sponge

bath until her umbilical cord or his circumcision, if any, is healed. After that, baby can

have a full bath. Newborn does not need to have a bath every day. Just clean her face,

neck and diaper area whenever they are dirty. Oil bath is important to babies because it

gives them warmth that they actually need.

Similarly, Steinman (2001), states that babies are born with this beautiful creamy

white coating called the vernix caseosa, a collection of dead cells and mucus that has

protected the child for the entire pregnancy. The vernix is the most exclusive body lotion

a human ever sees and should be massaged into your baby's skin immediately following

birth.

The statements above show the relationship of knowledge of the male nursing

students. This procedure is done to provide the newborn an initial care. It must be

initially done after suctioning of secretions. Oil bath as mentioned above should be

learned by the students because it is the initial bath in full term infants and can be given

once the baby's temperature has stabilized and it is also important in considering what

cleanser to apply on the newborn skin. Therefore, it is very important to protect your

baby's skin from rashes.

Full Bath. According to Eisenberg et. al (2008), there are several choices for

bathing the baby. Many doctors’ advice only sponge baths until the baby's umbilical cord

stump falls off. Sponge baths are a good way to clean your baby even after his cord

stump falls off. Or you can choose to give him a "real" bath! You can use a sink, a baby

tub, your bathtub, or even a big bucket. Here is a rhythmical bathing routine - first one

leg, then the other, then the arms, then baby's trunk, etc. This helps the baby learn the

bath time routine. Clean all baby's creases and folds. The neck, armpits, and behind the

ears typically tend to get dust and milk trapped in the skin folds and need to be cleaned.

Moreover, Hum (2008) stated that bathing is an enjoyable time between you and

your baby. Newborn baby during the first six weeks does not necessarily need a full bath

every day. A soft wash cloth or cotton wool and some warm water will do to clean him

up especially till the baby's umbilical cord drops off. It is important not to get the belly

button are wet, where the umbilical cord is still attached. Bathing tips include: Until your

baby's navel has healed, do sponge baths (cleaning only the parts of your baby that really

need attention-her hands, face, neck and diaper area).Make sure that you have everything

ready before the bath so you will not have to leave your baby. Never ever leave the baby

alone in the bath even for a second..Always test the water with your elbow, the water

should feel just warm. The temperature felt by the hand may feel right, but may scald the

delicate skin of the baby. If you use a baby bathtub, it will make bath time easier for

you. Having a basic knowledge about this issue is important.

Furthermore, Kopetzky G.(2005) mentioned that bathing a newborn baby for the

first time is one of the sweetest and, for some, one of the most anxiety-provoking

milestones of parenthood. Although you may be nervous at first, you’ll soon grow

confident and competent as you learn what works best for you and your baby.

The mentioned literatures state that full bath is given in order to fully remove

excess blood from the mother. It is also a good way to clean the baby and to give

comfort. It is related to the study because it shows the importance of bathing and

cleansing the baby. This is one of the basic procedures that a nurse must do.

Clamping and Cord Cutting. Journal of Perinatology (2003), cited that the main

objective of the review was to assess the short- and long-term effects of placental

transfusion according to the timing of cord clamping and/or the position of the neonate

relative to the level of the placenta and/or the milking of the umbilical cord in infants

born at less than 37 completed weeks' gestation. Delayed cord clamping was defined as

cord clamping between 30–120 seconds after birth. The umbilical cord is often clamped

immediately or within the first 15 s after delivery of the baby.

Weiss (2003), stated that in a normal birth, the child emerges and utilizes the

oxygen flowing through the umbilical cord for the transition period after birth. There is

no rush to cut an umbilical cord in nature. It is vital that the cord be left intact until the

child is breathing well on his own. Oxygen supplied by the placenta makes the transition

from the watery womb to dry land much easier on tiny lungs. The "clamping upon

emergence" protocol followed in many modern hospitals is nothing less than an assault

on the newborn child.

Furthermore, Romano (2001) published “An Integrative Review of the Literature

on Delayed Versus Immediate Cord Clamping” and found many controlled trials

demonstrating beneficial effects of delayed clamping in both term and preterm babies.

These included increased blood volume of up to 40%, reduced likelihood of anemia,

increased blood flow to vital organs and higher body temperatures in the delayed

clamping groups. None of the studies demonstrated harm from delayed clamping and

none replicated findings from a poorly-controlled – but often cited – study done in the

1960’s that showed more jaundice and polycythemia in infants with delayed clamping.

The discussions above show the relationship of knowledge and skills of the male

nursing student in the proper way of clamping and cutting of the umbilical cord. Having a

basic knowledge regarding cord clamping and cutting is important to prevent conditions

that may threaten the life of the newborn. The "clamping upon emergence" must be

followed by the student as a protocol of many modern hospitals.

Anthropometric measurement. Indian Journal of Pediatric (2003), states that

birth weight is not only a critical determinant of survival growth and development of the

baby but also a valuable indicator of maternal health, condition, nutrition, and quality of

antenatal services. The birth weight of newborn was measured preferably within first

hour of life before significant post natal weight loss has occurred.

Journal of Perinatology (2002), mentioned that the birth weight of new born has

been recorded to the nearest 0.1kg on a standardized beam balance with no clothes on the

body of the baby. Two hundred thirty-one newborns that were admitted to the newborn

nursery had anthropometric measurements taken within 3 days of birth.

Furthermore, Stetzer et. al (2001), cited that circumferences of the head, chest,

and abdomen (at liver and umbilical levels), and lengths of the humerus, forearm, femur,

and calf were measured. Multiple measurements of subcutaneous fat thickness were also

taken. The head circumference was measured above the ears equally on both sides and

across the occipital font. The chest circumference was measured across the nipple line

around the back of the newborn during exhalation. The abdominal circumference, taken

at the liver, was measured halfway between the inferior aspect of the xiphoid process and

the umbilicus.

The discussions show that the relationship of the knowledge of the male nursing

students in performing anthropometric measurement of the newborn. The exact

measurement must be obtained to present the condition of the baby. This is also served as

the basic condition of the baby, to know if there are abnormalities of the baby.

Clothing. According to Tomlin (2010), newborn babies need to be kept warm.

That's why baby was bundled up in a receiving blanket in the hospital nursery. Baby

doesn't have the ability to adjust her body temperature the way you do, so it's up to you to

keep her at the right temperature. Newborn baby clothing is generally in soft fabrics. One

type of fabric that should be avoided is the synthetics. This is because they tend to

suffocate the child, as they do not let the pores of the child breath. Since the newborn is

very delicate, all that he or she is draped in is also soft, gentle and very cute. By cute is

meant the prints or work done on them is of dainty designs that include flowers and baby

animals.

Nowadays, most babies start off with a minimum of clothing as claimed by Siegel

(2009). Babies do not like to be either too warm or too cold. They will fuss if their

clothing is too heavy, too hot or too tight. They need to be able to move their bodies

freely, especially their arms and legs.

Moreover, Parlato et al. (2004), shared the view that newborns regulate their body

temperature much less efficiently than the adult and they lose heat more easily especially

from the head. In agreement with the WHO, they therefore recommend that, newborns

should be thoroughly dried immediately after delivery and kept warm, the newborn

should be thoroughly dried with clean towel as soon as the head and body are delivered in

order to prevent hypothermia, this also helps in limiting the loss of body heat, and the

stimulation produced could promote breathing and aid an asphyxiated newborn. The first

and most important items that you need to have on hand when your baby arrives are

receiving blankets. If you have nothing else, you must have these. Immediately after a

baby is received from the mother, he or she is placed and wrapped in a blanket. You can

never have too many receiving blankets. In addition, a few other heavier blankets are

recommended. Since newborns have been warm in their mothers' wombs, it is important

to keep their bodies as warm and as comfortable as possible. The head, which receives

most of the heat or cold, needs to be protected.

The foregoing discussions mentioned above affect how nursing students,

especially male should, clothe newborns upon their delivery. It helps them understand the

importance of keeping the babies warm and comfortable. Having knowledge about the

rationale of care in newborn is also significant to render quality care. Since newborns are

very delicate, they should be given more affection especially in Neonatal Intensive Care

Unit.

Administration of Crede’s Prophylaxis. According to Kallings (2008), silver

nitrate as prophylaxis against gonococcal ophthalmia neonatorum (GON) is still

compulsory in many countries, although disputed. In some communities, however, the

socioeconomic situation is such as to justify a continued use of prophylaxis against GON.

The effect by which silver nitrate acts as a prophylactic agent against GON is probably

more complex than merely depending on the antibacterial effect; any other compound

must be evaluated carefully before it can be recommended as an alternative prophylactic

agent against GON.

Moreover, Schroten (2007), states that in the pre-antibiotic era gonorrhea showed

a high prevalence also in industrialized countries. In Germany, more than 10% of all

newborns developed gonorrheal ophthalmia neonatorum. Clinical courses of gonorrheal

ophthalmia neonatorum were quite different in their severity but often caused significant

impairment of eyesight up to total blindness in more than 5%. This accounted for 25–

40% of cases of blindness in Germany. It was Carl Siegmund Franz Credé (1819–1892),

a German obstetrician, who introduced the eye prophylaxis of eye drops containing 2%

silver nitrate solution to every newborn child in his clinic in Leipzig on June 1st 1880.

The incidence of gonorrheal ophthalmia neonatorum immediately decreased from 10% to

0%.

Furthermore, Schaller (2001), quoted that ophthalmia neonatorum (ON), or

neonatal conjunctivitis, has been a major health problem in many parts of the world for

centuries. At the end of the 19th century in Europe, for example, the prevalence of ON

among live births in maternity hospitals exceeded 10%, producing corneal damage in

20% and blindness in approximately 3% of affected infants (1-3). Up to 50% of children

in blind schools were there because of ON (1, 2). Crede noticed that ON was transmitted

from mother to infant by contagion during delivery, mostly caused by Neisseria

gonorrhoeae, and introduced the simple technique of cleaning the eyes of newborn

infants with a 2% aqueous solution of silver nitrate.

From the discussions above, it is proven that Crede’s Prophylaxis of great help for

babies upon their delivery. Knowing its importance and use will help minimize the cases

of ophthalmia neonatorum and other infection of the eye of newborn. It is related to the

study to further recommend hospital personnel or people to use this especially those who

deliver babies at home.

Administration of Vitamin K. According to Roche (2007), Vitamin K is already

added to formula milk (to provide 50 microgram daily), but there is insufficient vitamin

K in breast milk to prevent VKDB in a minority of babies.  Supplemental vitamin K is

therefore required to supplement the baby’s natural stores during the period of exclusive

breast-feeding.

For Puckett (2004), the practice of administrating Vitamin K was born during the

hospital age of routine separation of mothers from their babies, before rooming-in was an

accepted practice.  The rationale for newborn vitamin K injection at birth is that

newborns are born with a "deficiency" of vitamin K. This perceived "deficiency" can lead

to decreased clotting ability of the blood that can leave the newborn more susceptible to

hemorrhage.  The risk is quite small, only about 1 in 200, but it does exist. 

Furthermore, the Department of Health Circular (2001), regarding the

administration of vitamin K1 (phytomenadione) to newborn babies, recommended that

“All newborn babies receive an appropriate vitamin K regimen to prevent the rare, but

serious disorder of vitamin K deficiency bleeding (VKDB)", also known as hemorrhagic

disease of the newborn. The presence of vitamin K (i.e. vitamin K1 itself or substances

with vitamin K activity) is essential for the formation within the body of prothrombin,

factor VII, factor IX and factor X, and of the coagulation inhibitors, protein C and protein

S.  Lack of vitamin k leads to increase tendency to hemorrhage.

The mentioned statements above give us the knowledge of what is the real

essence of administrating vitamin k in newborn. It shows how important to a newborn to

obtained this procedure. Thus, this study helps us to describe the importance of giving

vitamin k in newborn. It is said that the breast milk of the mother contains a natural blood

clotting mechanism but only insufficient. So a supplemental vitamin k is needed in order

to compensate what is needed. This procedure is included in the immediate care of the

newborn.

Foot printing. According to Viscount (2008), current focus on efforts to reduce

medical errors and improve patient safety has led to a renewed awareness of the

importance of accurate patient identification.  Patient identification procedures typically

begin at birth, with the traditional process of applying identification bracelets and

obtaining footprints of the newborn. Foot printing the newborn has been the standard

system of documenting the unique identifying features of the baby; however, most

footprints obtained at birth contain illegible identifying characteristics and would not be

suitable for identification purposes. In an ongoing effort to promote best practice in

proper identification and patient safety, foot printing procedures should be evaluated. 

Recommended procedures for obtaining quality footprints require knowledge of the

characteristics used to make a positive identification, a commitment to use quality

materials to obtain legible specimens, and a formal training program for staff. 

Department of Pediatrics (2002) mentioned that the use of footprints for infant

identification in newborn nurseries is well established, based on experience with

fingerprints. However, previous studies of the accuracy of newborn foot prints revealed

that the majority of the footprints are technically inadequate for the purpose of

identification. In spite of this, foot printing of newborns is extensively used in most

hospitals. Foot printing is frequently done by untrained personnel, such as a midwife or

medical student, and the quality is extremely variable. Foot printing of newborns is a

convenient and useful method for identification purposes, provided proper techniques and

precautions are observed. To increase the effectiveness of identification, two sets of the

same footprint should be taken at birth.

For Stapleton (2001), every new mother feels certain she knows her own child.

This "woman's intuition" makes baby-switching incidents that much more terrifying. If an

infant's mother cannot positively identify her own offspring, who can? The answer to this

question rests on the soles of the baby's feet. Whenever sensational crimes such as baby-

switching or the abduction of infants or young children appear in the news, interest in

footprint identification techniques increased. The Value of Foot printing Print experts

agree that every individual's prints contain friction ridge minutiae, i.e., ridge details that

are unique to that person. Even the footprints and fingerprints of identical twins are

different. Furthermore, friction ridge minutiae remain naturally unchanged throughout a

person's life. A legible footprint with clear friction ridge minutiae provides the most

certain form of identification available.

The mentioned discussions above show that the infant's footprints and fingerprints

may be taken and thereafter kept with the baby's chart for permanent identification. If

footprints and fingerprints will be obtained, care should be taken in securing them, since

they will be part of the permanent record. Foot printing and fingerprinting have in the

past been recommended for purposes of neonate identification.

Identification. Accurate patient identification (ID) is essential for patient safety,

especially with our smallest and most vulnerable pediatric patients. A recent study of

misidentification in the neonatal intensive care unit (NICU) over a 1-year period found

"not a single day was free of risk for patient misidentification" (Gray et al., 2006).

According to Houston (2001), identification of infants at birth is a critical issue

for hospitals, birthing centers and other institutions where multiple births occur. With

approximately 300,000 infants born worldwide each day, a large hospital may experience

over one hundred new births each day. A large hospital may see as many as a hundred

new infants each day. Correct identification of infants is essential to ensure that each

mother travels home with her own child. In the past infants have been identified by

means of footprints.

Identification of the newborn is a necessary proactive prevention measure

that every medical facility should conduct. The identification of individuals by their

friction ridge minutiae continues to offer law enforcement officials the most certain,

expeditious, and cost-effective method for establishing probable personal identity

(Rabun, 2001).

The discussions above state the importance of proper identification of newborn

babies in every healthcare facility. This step is considered as a factor in newborn care

training of the male second year students of BPSU Balanga and Main campus students in

A.Y. 2010-2011. It identifies the capability of male nursing students in proper rendering

the principle of newborn care. Every new mother feels certain she knows her own child

so, in able to prevent switching of neonates, every hospital personnel must practice the

proper identification of the newborn baby.

Age. According to Victoria (2006), each mature- age student can present many

challenges, such as juggling course commitments with the demands of work and family

life. Despite this, mature- age students usually enjoy the learning experience and do

equally as well as other students.

As revealed by Muldong, (2003) the average age of a registered nurse in 2000

was 43.3 years of age, with only 9% of the nurses under age 30. This claim is supported

by Polit and Beck (2004) when they argued that as age increase, organizational

commitment increases.

Students enter tertiary school after finishing secondary school. In the Philippines,

College life usually starts at the age 16. Some BSN students have taken up nursing as a

second course. Age may represent the maturity of the student. It varies in every

individual for some or more mature than their fellow group. In this book, Teaching

Strategies for nursing educators (2003), teaching the older adults presents challenge,

although none are insurmountable. As with all clients emotional or mental status should

acknowledge and take into account when planning an educational intervention.

The discussions above are statements on how age of the students affects their

performance during their duties. The older students tend to be more effective in caring for

the newborn because they have more experiences and they have higher control over their

emotional and mental status. It is certain that as people age, his responses towards his

responsibility gradually swell to a higher level.

Civil Status. Coleman (2007), mentioned that the OECD (Organization for

economic Co-operation and Development) glossary of statistical terms defines marital

status as the civil status of each individual in relation to the marriage laws or customs of

the country. There are various marital status options such as: married, single, separated,

divorced, living with partner, and widowed.

According to the provisions of the Law no. 105/1992 regarding the regulations of

the international private law, a person’s civil status, capacity and family relationships are

subject to the national law. The national law is the law of the state whose citizen the

individual is; it regulates the status of the Romanian citizens, irrespective of whether their

residence place is within the county borders or abroad. The civil status documents give

proof of a person’s birth, marriage or death; they are registered in the best interests of

both the state and the individual and envisage the protection of the fundamental rights

and freedoms as mentioned by Astral (2004).

Furthermore, Harvey, Jr. (2001) stated that a person's marital status indicates

whether the person is married. In the simplest sense, the only possible answers are

"single" or "married". However, other options are often included, such as "divorced",

"widowed", widow or widower, and "unmarried partners". While anyone who is not

married is technically "single" in legal terms, it is often seen as desirable to include these

other items. Some unmarried people do not identify as "single" for a variety of reasons,

and may be reluctant to describe themselves that way. In some cases, knowing that

people are divorced, widowed, or in a relationship is more useful than simply knowing

that they are unmarried.

The mentioned statements above about civil status are considered as one

of the factors that may affect the performance of the students during their clinical

practice. Students that are married can be more capable in rendering care for newborns

because they already have the experience in attending the needs of the baby. He already

has an idea on what to expect in the nursery area. For example, married male students

have enough preparation based on what they have seen and experienced when their wives

were delivering their own baby.

Birth order. According to Harris (2006), birth order effects may exist within the

context of the family of origin, but that they are not enduring aspects of personality.

When people are with their parents and siblings, firstborns behave differently than later-

borns even during adulthood. However, most people don't spend their adult lives in their

childhood home. Harris provides evidence that the patterns of behavior acquired in the

childhood home don't affect the way people behave outside the home, even during

childhood. Harris concludes that birth order effects keep turning up because people keep

looking for them, and keep analyzing and reanalyzing their data until they find them.

Moreover, Murphy (2005) stated that there is something that influences your

personality even before you take your first breath. This is your birth order. Research

shows that a person's birth order has a direct link with his or her personality. This site is

dedicated to informing you on how your birth order has shaped you into who you are

today, on how your birth order influences your education, and as a guide to both parents

and educators on dealing with each specific birth order type.

In addition, Sulloway (2001) defined birth order as a person's rank by age among

his or her siblings. Birth order is often believed to have a profound and lasting effect on

psychological development. This assertion has been repeatedly challenged by

researchers, yet birth order continues to have a strong presence in pop psychology and

popular culture.

The mentioned statements about birth order shows the importance of being the

first born in the family because they tend to be more responsible in their actions and they

have more experiences in taking care of their siblings. They may treat newborns in NICU

as if they are caring for their younger siblings. Like for example, if the parents are not at

home, firstborns take charge in caring for the baby so they have more knowledge in it.

Student classification. Songsteng (2008) pointed out that students are often

divided into sections upon enrollment. More often than not, those who have high average

in their previous academic endeavors are being placed in higher sections while students

who have not fared well in their previous year of education will find themselves in the

lower sections. This practice is to induce the cream of the crop in the usual Section A and

those average students in the succeeding sections.

In tertiary level, the basis of sectioning of students is according to their courses

and field of specialization that is why there is a distribution of heads. Haveman (2006)

added that in some higher education institutions, the first come basis policy is employed

which means that enrollees who are early in enrollment will be delegated into higher

sections until that section is filled according to ideal number of students.

The best way to measure student’s learning is through evaluation which can come

in the form of test or oral recitations (Bose, 2001). Moreover, grades of the students are

basis used by many academic institutions in delegating them to sections upon enrollment.

The discussions mentioned above about student’s classification may contribute as

a factor in the study. As private institution rely mostly with the number of enrollees to

sustain its operation which means that the more enrollees enrolling in the College the

more it will benefit the over-all operation of the academe. The students are the backbone

of private higher institutions. There must be no discrimination between students. Though

academe adheres to the principle of quality education, it cannot ignore the fact that

students, irregardless of how they fared in their high school education, should be

accommodated by the College.

NCM Grade. Manalo (2008) states that subjects with laboratory are graded

according to the lecture (Lecture Grade) and laboratory performance of students (RLE).

The basis of computation of grade for the lecture is 50% and laboratory which is 50% of

the grade. Point Equivalent Description is (1.00) 98-100 Outstanding, (1.25) 95-97

Outstanding, (1.50) 92-94 High Satisfactory, (1.75) 89-91 High Satisfactory, (2.00) 86-

88 Above Average, (2.25) 83-85 Above Average, (2.50) 80-82 Average, (2.75) 77-79

Fair, (3.00) 75-76 Passing, (5.00) 74-below Failed, (Dr.)- Dropped, (Inc.)- Incomplete

(W.)- Withdrawal, (NGA)- No Grade due to excessive absences.

As mentioned by Kozier et al (2002), RLE is centered in its aim which is the care

and welfare of the students. However, the noble interest is the provision of quality service

which can only be attained when the academic institution has succeeded in guiding the

instruction and professional development of its students. Nursing students must be

equipped with the necessary skills based upon theoretical knowledge.

Students are expected to obtain good scholastic ratings because grades often

receive high premiums for admission in college, for receiving scholarship grants, for

graduation and for employment. For Tanner (2001) grades is an incentive value, a

gatekeeper, a brief and symbolic representation and an indicator of quality performances.

Grades earned in past courses are good indicators.

The mentioned statements above are related to the present study because grade of

the students is one of the factors that can be used to evaluate their level of knowledge.

They also show the importance of other experiences learned by the students not only in

the school but especially in the hospital because it is very necessary for the students to

apply what has been previously learned in the classrooms for the continuity, sequence

and integration of principles, concepts, skills and values which are basically the practical

applications of it. It must be continuously developed so as to ascertain that BSN

graduates are clinically competent to undertake hospital works. Moreover, enough

clinical or RLE exposures are beneficial to nursing graduates taking the board

examination for the fact there might be questions which they actually experience in their

hospital duties.

Related Studies

In the study conducted by Tzeng et. al (2009) entitled “Role Strain of Different

Gender Nursing Students in Obstetrics Practice: A Comparative Study”, the purpose of

this study was to compare gender-based differences in levels of role strain and related

attitudes among nursing students and to examine factors associated with role strain

experienced by students during obstetric practice. A cross-sectional survey was used on a

sample of 95 female and 55 male baccalaureate nursing students who had completed their

obstetric practice at one of two universities in central Taiwan.

Results showed role strain in male nursing students to be significantly higher than

that in female nursing students, especially in terms of role incongruity. The attitude of

male nursing students toward clinical instructors, healthcare providers, and clients and

their families and the stereotyped viewpoint about the gender role and occupation were

all significantly higher than those of their female counterparts. Most variance (57.3%) in

role strain in male nursing students was explained by attitude toward clinical instructors,

attitude toward clients with their families, a lack of interest in nursing, and attitude

toward healthcare providers. By way of comparison, attitude toward clinical instructors,

attitude toward clients and their families, and attitude toward healthcare providers

explained 30.1% of the variance of role strain in female nursing students.

Results of this study may enhance understanding of the experiences of nursing

students in obstetric practice and serve as a reference for nursing educators on curriculum

development and clinical instruction.

Based on this study, in relation with the present study, male nursing students has a

higher tendency to have role strain, thus affecting their performance. Though both female

and male nursing students experiences role strain, males have an overall higher rate in

regards to the matter. It is also affected by different factors such as attitude of male

nursing students toward clinical instructors, healthcare providers, and clients and their

families and the stereotyped viewpoint about the gender role and occupation were all

significantly higher than those of their female counterparts. With that said, the study

shows that male nursing students level of performance are affected by stress and

apprehension towards their perception of the task.

Li-Chun Lee et. al (2007) said on their study “The Affect of Gender on Care

giving: A Study of Male Nurses Caring”, that the essence of nursing, is widely viewed as

a feminine activity. Therefore, determining the existence and extent of differences in

caring shown by male nurses in comparison with their female counterparts is a matter that

requires further discussion. Their study discussed the effects of gender differences on

nursing care provided by male nurses according to analyzing the essential elements of

caring. Findings indicate that certain caring behaviors performed by male nurses differ

from their female colleagues due to extant internal conflicts between masculine and

caring concepts. Their study proposes two suggestions to nursing educators: 1. When

training male nurses, in addition to emphasizing the value of caring, instructors should

also emphasize teaching caring competence; 2. Based on an acceptance of diversity,

instructors should accept the existence of differences between male and female nurse

caring behaviors due to fundamental gender differences.

The study cited are indeed differences between male and female level and type of

care they give to their patients. Male nurses are perceived to be more masculine though

they deem to see nursing in a more professional matter that they gain a different

perspective on nursing. In relation to our study, though the study above has differences, it

shows how male nurses carry out their gender differences in order to care for the patients.

The result of the study shows that nursing training greatly affects the performance of

these male nurses.

Loughrey (2007) focused on research that aims to elucidate, quantitatively, the

gender role perceptions of male nurses in Ireland. Background caring, women and the

female gender role are all historically and fiercely synonymous. However, not all careers

are women. For instance, male nurses also assume caring roles. What we do not know is

how these men actually relate to their own gender role. Is it possible that because of their

immersion in a stereotypically caring career they actually occupy the female gender role?

A quantitative non-experimental descriptive design was adopted. Method. Short-

form tem sex role inventory was mailed to a random sample of 250 male registered

general nurses in Ireland to ascertain whether they perceived themselves to occupy the

male or female gender role. One hundred and four men completed the inventory. Overall,

the sample identified with more female than male gender norms. Specifically, 78

respondents identified themselves as adhering to more female gender role norms than

male gender role norms, whereas 21 respondents identified more strongly with male

gender role norms. Five respondents identified equally with both gender roles. Those who

are identified to view them self of equal with the female norm, has a slightly higher rate

with regards to their performance.

The study quantitatively elucidates the gender perceptions of male nurses in

Ireland for the first time. Adherence to the female gender role may be an important

prerequisite to caring. In relation to the current study, most of male nurses adhere to the

natural male caring norms; it shows that perception of roles also plays a part in the care

of the male nurses.

The studies cited above compared differences with male and female nurses and

students and focused more on male gender roles in nursing. The studies stated different

factors, and how do these factors affect the performance of male nursing students, which

in turn can be used to assess the performance of male nursing student in their clinical

exposure in the neonatal unit. This is the ultimate aim of the current study.

On the other hand, a study conducted by David (2007) on “Gender Profile:

Influence on the Clinical Performance of Staff Nurses in Selected Hospitals in Tarlac

City”, it focuses on research that identified the difference of male and female staff nurses

on specified field such as emergency room, intensive care unit and neonatal care unit

regarding their care. The review of the said study by the researcher indicated inconclusive

results. Some studies found that female perform better and other, that they are equally

competent. A longitudinal study was done to determine if the nurses based on their

gender could be compromised with the care they render to the patients.

Study findings revealed that both male and female nurses have the same

performance though people generally views nursing to be a female-dominant career. The

finding of the study implies that hospitals should give equal opportunity for both the

male and female nurses to practice their profession fairly and squarely. The fact that

female nurses are deemed to perform more effectively does not make the male nurses

incapacitated in dealing with nursing works.

In relation to the study, though they differ in a way that staff nurses were

evaluated. In nursery area, the performance of the male nurses’ coefficient in the study is

not significant, meaning that they are fairly equal with the data gathered amongst the

female nurses. And it appears that age, attitude, civil status and years of experience have

significant relationship with the clinical performance of the male nurses.

Furthermore, Barbara Patterson (2001) conducted a study entitled “Mothers'

Responses to Care Given by Male Nursing Students during and after Birth”, she added

that maternity patients were used in determining whether to accept care by a male student

nurse. Information about the activities that women are comfortable having male nursing

students perform is inconsistent and the reasons for women's comfort or discomfort are

unclear. Furthermore, little is known about what factors patients consider when assigned

a male nursing student.

Yet, knowledge of such factors can enhance understanding and guide the selection

of students in maternity units. They also assessed mothers' likes and dislikes relative to

specific aspects of nursing care that male nurses delivered or witnessed. This is to elicit

their opinions about male nursing students observing or performing such activities as

obtaining vital signs, giving advice about breastfeeding, and inspecting perineal stitches.

The following reflect one mother's thoughts about having a male nursing student

on a postpartum unit: I think it may bother me a little but, I think I could let him learn and

gain experience. The nurse was doing something to me, the student nurse when he came

in, I didn't want him to see me, but it didn't make sense. My doctor is a male. I didn't

think it would bother me that much.

The author stressed out that having male nursing students care for a mother before

and after birth is rather typical. Some patients agree to be assigned by male nurses.

Others strongly disagree when they heard that they would be taken care of by male

nurses. In relation to our study, the deviation about performances are being shown

whether women during and after giving birth have definite thoughts about male student

nurses caring for them. Nurse educators should consider these when assigning men.

Educators should encourage professionalism and competence in their students.

.

Conceptual Framework

Independent Variables Dependent Variables

Figure 1. Paradigm of the Study

Student’s Profile

•Age

•Civil status

•Birth order

•Student classification

Academic Performance of the

Male Nursing Student

•Lecture grade

•RLE grade

Newborn Nursing Care

Training

•APGAR Scoring

•Suctioning of secretions

•Oil bath

•Full bath

•Clamping and cord cutting

•Anthropometric measuring

•Clothing

•Administration of Crede’s

Prophylaxis

• Administration of Vitamin K

•Foot printing

•Identification

The first frame presents the independent variables classifies into two categories:

male nursing students’ profile and Newborn Nursing Care Practice. Male Nursing

students’ profile includes age, civil status, birth order and student classification. Newborn

Nursing Care Training includes: APGAR scoring, suctioning of secretions, oil bath, full

bath, clamping and cord cutting, anthropometric measuring, clothing, administration of

Crede’s Prophylaxis, administration of Vitamin K, foot printing and identification.

The second frame contains the dependent variable which is the academic

performance of the male nursing student in lecture and RLE grade.

The study postulates that the independent variables influence the dependent

variables.

Hypotheses

In this study, the following null hypotheses will be tested.

1. There is no relationship between the profile of the male nursing student and

their performance towards immediate post-partum care of the newborn.

2. There is no relationship between the level of academic performance of the male

nursing students and their performance towards immediate post-partum care of

the newborn.

Definition of terms:

The following terms were defined operationally and/or conceptually:

Age. It refers to the length of time that an organism has lived.

Administration of Crede’s Prophylaxis. Newborn’s receive prophylactic

treatment against gonorrheal conjunctivitis of the newborn or opthalmia neonatorum.

Such infections are acquired from the mother as the infant passes through the birth canal.

Administration of Vitamin K. Vitamin K which is necessary for the formation

of clotting factors is necessary to prevent the infant from bleeding.

Anthropometric measurement. a set of noninvasive, quantitative techniques for

determining the infant's body fat composition by measuring, recording, and analyzing

specific dimensions of the body, such as head circumference, chest circumference,

abdominal circumference, length and weight.

Apgar Scoring. This term provides a valuable index for evaluation of the

newborn infant's condition at birth.

Birth order. It is defined as a person's rank by age among his or her siblings.

Civil Status. This term refers to the position or standing of a person in relation to

marriage or the married state.

Clamping. This term refers to the procedure wherein the cord is being clamped

with the plastic cord clamp and the surgical metal clamp.

Clothing. This is done in order toekept the baby warm and dry.

Cord Cutting. It refers to the use of surgical scissors to cut the cord between the

2 clamps.

Foot printing. This refers to a technique of gathering information as a part of

permanent identification of the infant and thereafter be kept secured in the baby’s

identification chart.

Full bath. Newborns receive complete bathing to wash away vernix caseosa

within an hour after birth.

Identification. A ID band is placed on the limb of the infant which is essential for

safety and to avoid switching.

Lecture grade. A number, letter, or symbol indicating a student's level of

accomplishment in the school.

Oil Bath. Oils onto baby’s skin can relieve irritation and can easily remove some

secretions and discharges

Performances. The term refers to the accomplishment of a given task measured

against preset standards of accuracy, completeness, cost, and speed.

Related Learning Experiences. This course focuses on the enhancement of the

student skills in previous nursing course, mostly in the clinical area with the application

of the nursing process. 

Student Classification. It refers to an indicator of the student's level of study.

Suctioning of Secretions. Being aimed at clearing the baby's airways to help

them to breathe.

Notes in Chapter II

J.Blanco 2009, “Maximizing Minority Students’ Success in Clinicals”. http://www.minoritynurse.com/minority-nursing-students/maximizing-minority-students%E2%80%99-success-clinicals, Retrieved 06 October 2010

A. Stott 2007, “Exploring factors affecting attrition of male students from an undergraduate nursing course: a qualitative study.” http://www.ncbi.nlm.nih.gov/pubmed/16887238, Retrieved 06 October 2010

BK. Snavely 2001, “The male nursing student as a token.” http://www.ncbi.nlm.nih.gov/pubmed/6570058, Retrieved 06 October 2010

Dr. Sears (2006), “APGAR SCORE” http://www.askdrsears.com/html/10/T110227.asp, Retrieved 08 October 2010

B.M. Casey; DD McIntire, KJ Leveno (2001). "The continuing value of the Apgar score for the assessment of newborn infants". N Engl J Med. 344 (7): 467–471. doi:10.1056/NEJM200102153440701, http://en.wikipedia.org/wiki/Apgar_score, Retrieved 08 October 2010

M. Finster; M. Wood. (2005). "The Apgar score has survived the test of time". Anesthesiology 102 (4): 855–857. doi:10.1097/00000542-200504000-00022, http://en.wikipedia.org/wiki/Apgar_score, Retrieved 08 October 2010

D. L. Gardner (2009), “Evidence-Based Guideline for Suctioning the Intubated Neonate and Infant”, http://www.medscape.com/viewarticle/710143, Retrieved 09 October 2010

Sheppard (2008), “Suctioning the Newborn: Worthwhile or Not?”, http://www.healthychild.com/birth/suctioning-the-newborn-worthwhile-or-not/, Retrieved 09 October 2010

Geist (2006), “Oil for baby”, http://www.sakthifoundation.org/bath.htm, Retrieved 09 October 2010

D. Steinmen (2001) “Skin Care for Newborns”, http://www.naturodoc.com/library/children/newborn_skin.htm, Retrieved 09 October 2010

G. Kopetzky(2005), “Bathing Babies” http://www.emedicinehealth.com/bathing_babies/article_em.htm, Retrieved 09 October 2010

Weiss (2003), “How soon do I cut the umbilical cord?” http://empoweredchildbirth.com/articles/birth/cord.html, Retrieved 09 October 2010

Indian Journal of Pediatric (2003), “Birth weight and anthropometry of newborns” http://www.springerlink.com/content/44061qv14487n636/, Retrieved 09 October 2010

Tomlin (2010), “Keeping Your Baby Warm” http://www.yourbabytoday.com/features/keeping_warm/index.html, Retrieved 09 October 2010

M. Kallings (2008), “II Antibacterial Effects of Silver Nitrate as Used for Credé Prophylaxis and of a Colloidal Silver Compound – Hexarginum” http://www.google.com.ph/#hl=en&biw=1280&bih=557&q=silver+nitrate+as+prophylaxis+against+gonococcal+ophthalmia+neonatorum+(GON), Retrieved 09 October 2010

Roche (2007), “Vitamin K administration”. http://www.gosh.nhs.uk/clinical_information/clinical_guidelines/cpg_guideline_00003, Retrieved 09 October 2010

Viscount (2008), “Footprint for Success” http://awhonn.confex.com/awhonn/2008/preliminaryprogram/abstract_2612.htm, Retrieved 09 October 2010

Stapleton (2001), “Best foot forward: infant footprints for personal identification”, http://findarticles.com/p/articles/mi_m2194/is_n11_v63/ai_16473798/, Retrieved 09 October 2010

Gray et al., (2006), “Newborn Identification and Barcodes” http://www.nursingcenter.com/library/JournalArticle.asp?Article_ID=777131, Retrieved 09 October 2010

Houston (2001) “Method of newborn identification and tracking”, http://www.freepatentsonline.com/6187540.html, Retrieved 09 October 2010

Manalo (2008), “Grading System (Subjects without Laboratory)”. http://bsit.dbtc.edu.ph/index.php?id=213, Retrieved 09 October 2010

B. Kozier, et al., Fundamentals of Nursing: Concepts, Process, and Practice. 5th edition, Pearson Education Asia, 2002.

Rabun (2001), “Best foot forward: infant footprints for personal identification”, http://findarticles.com/p/articles/mi_m2194/is_n11_v63/ai_16473798/, Retrieved 09 October 2010

Victoria 2006, “Tertiary studies - mature age students.” http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Tertiary_studies_mature_age_students, Retrieved 06 October 2010

Coleman 2007, “Marital Status Definition” http://www.ehow.com/facts_5304622_marital-status-definition.html, Retrieved 06 October 2010

S. Murphy 2005, “My Birth Order, My Personality” http://www.birthorderandpersonality.com/, Retrieved 06 October 2010

F. J. Sulloway 2001, “Birth order” http://en.wikipedia.org/wiki/Birth_order, Retrieved 07 October 2010

R. H. Haveman (2006), “The Future of Children” http://muse.jhu.edu/login?uri=/journals/future_of_children/v016/16.2haveman.html, Retrieved 07 October 2010

Bose (2001), “Designing Written Assessment of Student Learning” http://www.scribd.com/doc/7791379/Designing-Written-Assessment-of-Student-Learning, Retrieved 07 October 2010

J. O. Sonsteng, (2008) “A Legal Education Renaissance: A Practical Approach for the Twenty-First Century.” William Mitchell Law Review, Vol. 34, No. 1, 2007 (Revised April 2, 2008); page 15, http://en.wikipedia.org/wiki/Legal_education_in_the_United_States, Retrieved 07 October 2010

Tzeng et. Al (2009), “Role strain of different gender nursing students in obstetrics practice: a comparative study”, http://www.ncbi.nlm.nih.gov/pubmed/19352224, retrieved 09 October 2010

Li-Chun Lee et. Al (2007), “The Affect of Gender on Caregiving:A Study of Male Nurses Caring”, http://www.ncbi.nlm.nih.gov/pubmed/20127626, Retrieved 09 October 2010

Loughrey (2007), “Just how male are male nurses”, ,http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2702.2007.02250.x/abstract, Retrieved 09 October 2010

Patterson (2001), “Mothers' Responses to Care Given by Male Nursing Students during and after Birth”, http://onlinelibrary.wiley.com/doi/10.1111/j.1547-5069.1999.tb00426.x/abstract, Retrieved 09 October 2010

CHAPTER III

METHODS OF RESEARCH

This chapter discusses the methods and techniques of the study, population of the

study, research instruments, data gathering procedure and statistical treatment of data

which will be used in the present study.

Methods and Techniques of the Study

This study, which to aimed to determine the influence of the profile of the BPSU

level II male nursing students, their training in Newborn Nursing and level of their

academic performance during academic year 2010- 2011.

Descriptive-correlational method of research was employed in this investigation.

Descriptive-correlational research combines both descriptive and correlational designs.

Descriptive research involves collecting data in order to test hypotheses or answer

questions concerning the current work status of the participants in the study. (Richard

2008) states that descriptive research determines and reports the way things are and a

correlational research design is used to describe the statistical association between two or

more variables.

 Escalona (2005) also mentioned that correlational research, on the other hand,

attempts to determine whether and to what degree, a relationship exists between two or

more quantitative variables. The purpose of correlational research is to establish

relationship (or lack of it) or to use relationships in making prediction. Relationships

investigations typically study a number of variables believed to be related to a major and

complex variables.

Furthermore, Wasson (2002) mentioned that the basic research question for

correlation research is - What is the relationship between two or more variables for a

given set of subjects. Notice that we said relationship between variables and not the effect

of one variable on another variable. In descriptive research we are just describing our

subjects in terms of one or more variables. In contrast with what has (David 2002) stated,

correlational research investigates the relationship between factors or variables, certain

factors are “assumed” to explain or contribute to the existence of a problem or a certain

condition or the variation in a given situation.

Population and Sample of the Study

The study which was conducted at Bataan Peninsula State University- Main and

Balanga Campus, both of which are the campus that facilitates the nursing course. Since

there are very few numbers of the male nursing in the said campuses, all of them were

used as the respondents of the study. Hence, the universal sampling technique was

employed. According to Coello (2004), stochastic universal sampling provides zero bias

and minimum spread. Where fitness proportionate selection chooses several solutions

from the population by repeated random sampling, SUS uses a single random value to

sample all of the solutions by choosing them at evenly spaced intervals.

Table 1 presents the population of the study.

Table 1

Population of the Study

Bataan Peninsula State University

No. of Male Nursing Students

Main Campus 19Balanga Campus 18

TOTAL 37

As shown in the table, there were 19 male nursing students from Main Campus

and 18 from Balanga Campus or a total of 37 who will serve as respondents of the study.

Research Instruments

The primary instrument used to gather the needed data in the study is a survey-

questionnaire. It will be used as the main instrument in gathering pertinent data in this

study. One set of questionnaire for the second year male nursing students, clinical

instructors and for the stuff nurses will be prepared.

The survey-questionnaire for the second year male nursing students was divided

into two parts. Part I dealt on the profile of the second year male nursing students in

terms of age, civil status, birth order, student’s classification and grades in NCM 102.

Part II described the level of performance of second year male nursing students in

rendering immediate post-partum care of the newborn. On the other hand; Part II dealt on

the proper rendering of immediate post partum care of newborn in terms of suctioning,

APGAR’s scoring, cutting the cord, anthropometric measuring, giving medications

clothing the newborn and assessing the vital signs.

The survey-questionnaire for the clinical instructors and staff nurses constituted

one part only – the level of performance of second year male nursing students in

rendering immediate post-partum care of the newborn in terms of suctioning, APGAR’s

scoring, cutting the cord, anthropometric measuring, giving medications clothing the

newborn and assessing the vital signs.

To measure the level of delivery of nursing care by the student, the following

Likert Scale was used:

Nominal Scale Symbol Description Interpretation

5 - 4.21-5.00 - VS – Very Satisfactory

4 - 3.41-4.20 - S –Satisfactory

3 - 2.61-3.40 - G – Good

2 - 1.81-2.60 - P – Poor

1 - 1.00-1.80 - NI – Needs Improvement

Construction and Validation of Instruments

Performs the task perfectly and with mastery.

Performs the task perfectly but with some flaws.

Performs the task appropriately.

Performs the task with little mastery and flaws.

Performs the task with no mastery.

Gathering ideas from previous researches and studies, professional books,

standardized questionnaires, journals, newspapers, and the massive use of internet

websites had been used to aide in formulation of questionnaire.

The content of the drafted questionnaire were checked in accordance to its

closeness on the subject to be measured. Two sets were prepared based on the statement

of the problems. A pre-trial was conducted for the validation of the questionnaire.

Simultaneous reconstruction and revision by the researcher and the checking by the

knowledgeable authorities were executed.

Data Gathering Procedures

To jumpstart the study, the researchers secured an endorsement to conduct the

study from Research Methodology adviser. On the other hand, a letter asking for

permission to float survey-questionnaires among students, clinical instructors of Bataan

Peninsula State University- Balanga and Main Campus and staff nurses was forwarded to

the Chief Nurse.

The researcher proceeded in administering the survey-questionnaire upon

approval. A one whole day will be used in the floating the instrument and retrieval was

done immediately.

Lastly, when all the data have been retrieved, it was tabulated, analyzed and

interpreted using appropriate statistical tools.

Statistical Treatment

The data gathered on the profile of the students, newborn nursing care training

and academic performance was tallied and scored using frequency, percentage and mean

distribution.

Below is the formula for frequency and percentage:

P = fx / N = x 100

where:

f = the number of items the variable is repeated

N = total number of cases

100 = constant value

The significant relationship between the profile of the students, newborn nursing

care training and academic performance will be measured using Pearson’s product-

moment correlation coefficient formula.

Notes in Chapter III

Richard 2008, “Descriptive Correlational Design Studies”. http://www.askpedia.com/q/12F8/descriptive_correlational_design_studies, Retrieved 12 October 2010

L. Escalona 2005, “Attitude Towards Chemistry And Chemistry Performance: A Correlational Study”. http://www.jblcf-bacolod.edu.ph/escalona.php, Retrieved 12 October 2010

J. Wasson 2002, “Ed 603 - Lesson 11 - Correlational Research”. http://www.mnstate.edu/wasson/ed603/ed603lesson11.htm, Retrieved 12 October 2010

Coello 2004, “Stochastic Universal Sampling”. http://www.servinghistory.com/topics/Stochastic_universal_sampling, Retrieved 12 October 2010

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents and analyzes and interprets the essential data gathered in the

light of our study. The chronological arrangement of the specific questions raised in

Chapter I was considered in the presentation, analysis and interpretation to arrive and to

ascertain consistency and better comprehension.

The findings of the study were divided into six (6) parts. The first part presented

the profile of the male nursing students in terms of age, civil status, birth order and

student classification. The second part concentrated on academic performance of the male

nursing students in terms of their NCM 102 grade. The third component revolved on how

the hospital personnel perceived the performance of male nursing students in rendering

immediate post-partum care of the new-born in terms of APGAR scoring, suctioning of

secretions, oil bath, full bath, clamping and cord cutting, anthropometric measuring,

clothing, administration of Crede’s Prophylaxis, administration of Vitamin K, foot

printing and identification. While the fourth part of the study focused on the relationship

between the profile of the male nursing student and their performance in rendering

immediate post-partum care of the newborn. The fifth part comprises the relationship

between the profile of the male nursing student and their level of academic performance.

Lastly, the sixth part discussed the relationship between the academic performance of

male nursing student and their performance in rendering immediate post-partum care of

the newborn.

Descriptive measures of the male nursing sophomore student’s profile such as: age, civil status and birth order and student classification

Table 2 presents the descriptive measures of the respondents according to age.

Table 2

Distribution of Respondents According to Age

Age Frequency Percentage1 17 45.9562 18 48.6493 1 2.7034 1 2.703

TOTAL 37 100

It could be gleaned from the above table that 18 out of 37 or 48.649% were in the

age range of 2, 17 out of 37 or 45.956% were in the age range of 1, 1 out of 37 or 2.703%

were at range 3 and 4 respectively.

Students enter tertiary school after finishing secondary school. In the Philippines,

College life usually starts at the age 16. Some BSN students have taken up nursing as a

second course. Age may represent the maturity of the student. It varies in every

individual for some or more mature than their fellow group. In Teaching Strategies for

nursing educators (2003), teaching the older adults presents challenge, although none are

insurmountable. As with all clients emotional or mental status should acknowledge and

take into account when planning an educational intervention.

This only implies that majority of our respondents, Level II male nursing students

under the age range 2 which is 17-18 years old. They enrolled at the age where most

students go to college which is 16 years old.

Table 3 presents the civil status of the respondents.

Table 3

Distribution of Respondents According to Civil Status

Civil status Frequency PercentageSingle 36 97.297

Married 1 2.703Annulled/Divorced 0 0Widow/Widower 0 0Legally Separated 0 0

TOTAL 37 100

It could be gleaned from the table above that 36 out of 37 or 97.297% of the

respondents are single and only one out of 37 or 2.703% is married. There were no

respondents who are annulled/divorced, widow/widower and legally separated.

Students that are married can be more capable in rendering care for newborns

because they already have the experience in attending the needs of the baby. They

already have ideas on what to expect in the nursery area (Coleman, 2007).

This result implies that the majority of our respondents are single and only one of

the respondent was married. Majority of them don’t have responsibilities yet being a

father who cares for their babies.

Table 4 presents the birth order of the respondents.

Table 4

Distribution of Respondents According to Birth Order

Birth Order Frequency Percentage1st 14 37.8382nd 15 40.5413rd 6 16.216

Others 2 5.405TOTAL 37 100

It could be deduced from the table above the distribution order among male

nursing students rank from highest percentage to the least. The 2nd order having 15

respondents with 40.541 %, the 1st order having 14 respondents with 37.838% as second,

the 3rd in birth order having 6 respondents with 16.21% as third and last order which is

others having 2 respondents.

Moreover, the data shows that a greater number of the Level II Male Nursing

Students are 2nd to the order in their family as well as the 3rd and other, therefore we

conclude that, Level II Male Nursing Students don’t have specific experience in handling

immediate Newborn Care. Unlike the 1st order although, sometimes they don’t handle

their siblings, they saw the actual caring of them. So automatically they have the idea on

how to handle babies.

According to Murphy (2005), there is something that influences your personality

even before you take your first breath. This is your birth order. Research shows that a

person's birth order has a direct link with his or her personality. This site is dedicated to

informing you on how your birth order has shaped you into who you are today, on how

your birth order influences your education, and as a guide to both parents and educators

on dealing with each specific birth order type.

In general, the birth order may affect how an individual performs in his field, for

example you are the oldest child of your parents so you have all the attention and support

from them. In that way you will pursue yourself to focus on your study.

Table 5 presents the descriptive measures of the respondents according to the

student classification.

Table 5

Distribution of Respondents According to Student Classification

Student Classification Frequency Percentage1 30 812 4 113 3 8

TOTAL 37 100

It could be gleaned from the above table that 30 out of 37 or 81% of the

respondents are of the classification 1, 4 or 11% and 3 or 8% of them are in

classifications 2 and 3 respectively.

This only implies that majority of the respondents are regular students. They are

those who are taking the subjects or total units prescribed in the semester. Only for of the

students are irregular and 3 are second coursers.

Descriptive measures of the male nursing sophomore student’s academic performance in NCM 102

Table 6 shows the descriptive measures of the respondents in terms of their NCM 102 grades.

Table 6

Distribution of Respondents According to NCM 102 Grades

NCM 102 Grade Frequency Percentage2.0 3 8.1082.25 6 16.2162.5 12 32.4322.75 15 40.5413.0 1 2.703

TOTAL 37 100

It could be deduced from the table above that most of the respondents got the 2.75

grade which is 40.541% or 15 in total. 12 or 32.432% of them got the 2.5 grade, 6 or

16.216% of them got the 2.25 grade, 3 or 8.108% got the 2.0 grade and only 1 with

2.703% got the 3.0 grade.

According to Tanner (2001) grades is an incentive value, a gatekeeper, a brief and

symbolic representation and an indicator of quality performances. Grades earned in past

courses are good indicators.

In general, all of the respondents passed NCM 102. Still, some of them have

sufficient knowledge and skills during their duty hours. Considering the grade in NCM

102, which is 2.75 or 40.541%, we can say that students who got this and below this

grade lack necessary skills in performing their duties though they passed it. Some are

good on their lecture while some are not in their RLE or duties in hospital.

Descriptive measures of the Immediate Post-Partum Care Of the Newborn as

Perceived by the Clinical Instructor

Table 7 shows the descriptive measures of the Immediate Post-Partum Care Of

The Newborn as perceived by the clinical instructor APGAR scoring, suctioning of

secretions, oil bath, full bath, clamping and cord cutting, anthropometric measuring,

clothing, administration of Crede’s Prophylaxis, administration of Vit. K., foot printing

and identification.

Table 7

Distribution of Respondents According to Immediate Post-Partum Care Of the Newborn as Perceived by the Clinical Instructor

X MEANVERBAL

INTERPRETATIONClear and establish with the

correct use of suction machine.

4 Satisfactory

Perform the first APGAR Scoring correctly.

3.7 Satisfactory

Perform oil bath. 4.19 SatisfactoryClamp and cut umbilical

cord aseptically.4.35 Very Satisfactory

Check the cord appropriately.

4.19 Satisfactory

Perform the second APGAR Scoring.

3.65 Satisfactory

Perform skin and scalp care through Bed Bath.

1.03 Needs improvement

Weighs the baby correctly. 4.38 Very SatisfactoryMeasures the head

circumference with a tape measure drawn across the center of the forehead and around the most prominent

portion of the posterior head.

4.38 Very Satisfactory

Measures the chest circumference at the level

of the nipples.4.51 Very Satisfactory

Measures the length of the baby appropriately.

4.54 Very Satisfactory

Gives Crede’s Prophylaxis from the inner to outer

4.08 Satisfactory

cantus of the eyes.Clothes on with diaper,

bonnet, mittens and booties appropriately.

4.08 Satisfactory

Administer 1mg Vita K important in Vastus

lateralis.4.08 Satisfactory

Palpate fontanels of the newborn.

3.84 Satisfactory

Bonding through rooming in, proper handling and

implementing breastfeeding.

3.92 Satisfactory

Assess vital signs. 4.94 Very SatisfactoryAVERAGE MEAN 4.151 Satisfactory

As shown in the table, the performance level of the respondents regarding clear

and establish with the correct use of suction machine has mean value of 4 in which it

is interpreted as satisfactory.

According to Cunningham (2001), all medical personnel involved in perinatal

care are responsible for stabilizing the newborn at delivery. The initial step in

resuscitation both in the delivery room and in the neonatal unit is ensuring patency of the

airway through proper, efficient suctioning. This article outlines a systematic approach to

the procedure.

It only means that when they perform the clear and establish with the correct use

of suction machine, they can carry out it well. As the table shows, the Level II Male

Nursing Students’ performance level is said to be satisfying.

As reflected in the same table, the level of performance of the respondents in

performing the first APGAR scoring correctly has a mean of 3.7 and was interpreted as

satisfactory.

According to Finster et. al ( 2005), the Apgar score is a simple and repeatable

method to quickly and summarily assess the health of newborn children immediately

after birth. It must be done immediately to determine quickly whether a newborn needs

immediate medical care. It was not designed to make long-term predictions on a child's

health.

This only reveals that whenever they do APGAR they can perform it well. They

also did it in a skillful manner. If this is not done in the field, hospital providers will not

have any idea of the newborn's condition post delivery in a pre-hospital environment.

As shown in the table, the level of performance of the respondents in performing

Oil Bath for the immediate Newborn Care is range as 4.19 and to be classified as

satisfactory. Moreover, this implies that the performance of Level II Male Nursing

Students is satisfactory.

According to Iannelli, (2004) Newborn does not need to have a bath every day.

Baby needs oil bath at first. Oil bath is important to babies because it gives them warmth

that they actually need.

This only implies that it is very important for the male nursing students to perform

oil bath very well. Base on the table above, they did it and performed it well as needed by

the newborn babies.

As shown in the table, the clamping and cutting of umbilical cord aseptically

has a mean value of 4.35 which was interpreted as Very Satisfactory.

According to Weiss (2003), in a normal birth, the child emerges and utilizes the

oxygen flowing through the umbilical cord for the transition period after birth. There is

no rush to cut an umbilical cord in nature. It is vital that the cord be left intact until the

child breaths well on his own.

The table shows that clamping and cutting of umbilical cord aseptically of Level

II male nursing is very satisfying. It means that they perform the procedures well using

the materials used in the NICU.

As shown on the table, the level of performance of male nursing students in

checking the cord appropriately has a mean value of 4.19. Such as the result of the

study, it is interpreted as satisfactory.

The result of this study shows that the male level of performance of male nursing

students in checking the cord appropriately has met the satisfactory criteria. It only

signifies that the male nursing has a good performance of female nursing students.

Weiss (2003), Oxygen supplied by the placenta makes the transition from the

watery womb to dry land much easier on tiny lungs. The "clamping upon emergence"

protocol followed in many modern hospitals is nothing less than an assault on the

newborn child.

Thus, cord care should be performed appropriately and should not be neglected

because it has an important function to the infant and can lead to complications if

neglected. Moreover, cord care procedure among male nursing has been one of the well-

performed steps in doing the immediate care of the newborn. The said findings also

expresses that most of the male respondents have done the procedure appropriately.

As shown in the table, the mean of the level II male nursing students in relation to

performing the second APGAR scoring is 3.65. In correlation to the given range in this

study, the result is interpreted as satisfactory.

In consonance to the study conducted by Casey et al. (2001), the test is generally

done at one and five minutes after birth, and may be repeated later if the score is and

remains low. Scores 3 and below are generally regarded as critically low, 4 to 6 fairly

low, and 7 to 10 generally normal.

With the given results, it just implies that the male nursing students are

knowledgeable enough and have the appropriate skills to perform the second APGAR

scoring.

As reflected in the same table, the weighted mean of level of performance

regarding skin and scalp care through bed bath is 1.03. In following the standard range

of mean in this table, the computed value could be interpreted as need for improvement.

As Kopetzky (2005) mentioned, bathing a newborn baby for the first time is one

of the sweetest and, for some, one of the most anxiety-provoking milestones of

parenthood. Although you may be nervous at first, you’ll soon grow confident and

competent as you learn what works best for you and your baby.

With that computed value of mean in the table above, it reveals that Level II Male

Nursing Students were not yet adept in performing skin and scalp care through bed bath.

The respondents were not that into thinking that male nursing students regardless of their

gender. Ideally speaking, based on the obtained result, male nursing students still have

the need for improvement on this procedure.

As shown in the same table, the computed mean of level of performance of male

nursing student specially in weighing the baby gather a score of 4.38 and was interpreted

as satisfactory.

Indian Journal of Pediatric (2003), states that birth weight is not only a critical

determinant of survival growth and development of the baby but also a valuable indicator

of maternal health, condition, nutrition, and quality of antenatal services. The birth

weight of newborn was measured preferably within first hour of life before significant

post natal weight loss has occurred.

This only implies that male nursing students we’re performing well in weighing

the baby correctly. They must also do it immediately for consistency before weight loss

may occur.

As shown in the table, second year male nursing students were able to measure

the head circumference of the newborn in very satisfactory level with a mean of 4.38.

This means that their gender as male did not really affect the level of performance of

male nursing students.

Furthermore, Stetzer et. al (2001) cited that circumferences of the head, chest, and

abdomen (at liver and umbilical levels), and lengths of the humerus, forearm, femur, and

calf were measured.

It only shows that if the male nursing students have a satisfactory skill in getting

the anthropometric measurement of the newborn it helps a lot because according to the

literature above it is important to get the measurement correctly immediately after birth to

check the status of the newborn.

As shown in the table, the Second Year Male Nursing Student in measuring the

chest circumference has a mean of 4.51. Second Year Male Nursing Student were able

to measure the chest circumference exactly at the level of the newborn‘s nipple in very

satisfactory level. This means that the gender and the profile of the Male Nursing Student

did not affect nor decrease their ability to measure the chest circumference of a new born

baby.

As Stetzer et. al (2001) stated, multiple measurements of subcutaneous fat

thickness were also taken. The chest circumference was measured across the nipple line

around the back of the newborn during exhalation.

It shows that Male Nursing student must have the knowledge to measure the chest

circumference in the level of the nipple because it can serve as the basic condition of the

baby and to know their abnormalities as well.

The table shows that in measuring the length of the baby appropriately yielded

the highest computed mean among the rest. It has a mean value of 4.54 which is

interpreted as satisfactory.

Newborn Anthropometric Measurements (2001), Circumferences of the

head, chest, and abdomen (at liver and umbilical levels), and lengths of the humerus,

forearm, femur, and calf were measured. Multiple measurements of subcutaneous fat

thickness were also taken. The head circumference was measured above the ears equally

on both sides and across the occipital font. The chest circumference was measured across

the nipple line around the back of the newborn during exhalation. The abdominal

circumference, taken at the liver, was measured halfway between the inferior aspect of

the xiphoid process and the umbilicus.

In reaction to that interpretation, male nursing student performs well in measuring

the length of the baby correctly. They used the correct measuring device and unit of

measure.

As shown in the table, the weighted mean with regards to how the male nursing

students perform give Crede’s Prophylaxis from the inner to outer cantus of the eyes

is 4.08 which is interpreted as satisfying according to the range on our given study.

In congruence to the study conducted by Schaller (2001), she quoted that

ophthalmia neonatorum (ON), or neonatal conjunctivitis, has been a major health

problem in many parts of the world for centuries.

Reflecting to the given mean, it just implies that the male nursing students carry

out this task perfectly but with some flaws. The result denotes that the students have

ample knowledge and background with regards to the given task at hand.

As reflected in the same table, the weighted mean of level of performance

concerning clothing on with diaper, bonnet, mittens and booties appropriately is

4.08. This computed value can be interpreted as satisfactory.

According to Jill Tomlin (2010), newborn babies need to be kept warm. That's

why baby was bundled up in a receiving blanket in the hospital nursery. Baby doesn't

have the ability to adjust her body temperature the way you do, so it's up to you to keep

her at the right temperature. Newborn baby clothing is generally in soft fabrics.

With respect to that interpretation, it reveals that Level II Male Nursing Students

can be equally accepted in performing that area of immediate newborn care as the

interpretation showed that it is satisfactory. They can do that specific newborn care

better.

As shown in the table, the performance level of the respondents regarding

administration of Vit K 1mg intramuscularly in vastus lateralis has a mean value of

4.08 in which it is interpreted as satisfactory.

According to Puckett (2004), the practice of administrating Vitamin K was born

during the hospital age of routine separation of mothers from their babies, before

rooming-in was an accepted practice.  The rationale for newborn vitamin K injection at

birth is that newborns are born with a "deficiency" of vitamin K.

It only implies that they can do the procedure in a good manner but still, they

have to practice a little more on that. Not all of them can do it well so it is a must for

them to have more practice.

As shown in the table, the performance of level II male nursing students in

rooming in, proper handling of the baby and implementing proper breast feeding

gained a computed mean of 3.92 this computed value was interpreted as satisfactory.

Freed et. al (2001) stated that completion of maternity rotation did not improve

student's knowledge of breastfeeding health benefits or clinical advice. Previous personal

breastfeeding experience was associated with more accurate clinical advice and rating

breastfeeding instruction as inadequate.

This means that level II male nursing students must be prepared in promoting

proper breast feeding to the mothers. As the data in the table shown, it only implies that

students we’re able to perform bonding through rooming in, proper handling and

implementing breastfeeding by the mother was done properly.

As shown in the table, second year male nursing students were able to assess the

vital signs of the newborn in very satisfactory level with a mean of 4.94 which got the

highest score.

Journal of Perinatology (2002), mentioned that the birth temperature of the new

born has. Two hundred thirty-one newborns that were admitted to the newborn nursery

had vital signs taken within 3 days of birth. Because the students have a satisfactory skill

in getting the vital signs of newborn it helps a lot to know the current condition of the

newborn.

It implies that male nursing students can assess the vital signs in a very satisfying

manner. They can do it well by using their paraphernalia in taking vital signs. They can

also perform clamping, cutting and checking the cord aseptically and appropriately;

weighing the baby correctly; measuring the head circumference with a tape measure

drawn across the center of the forehead and around the most prominent portion of the

posterior head in a very satisfying manner.

As shown in the table, Second Year Male Nursing Student can measure the chest

circumference at the level of the nipple and the length of the baby appropriately in a very

satisfactory level. Meanwhile, they can clear and establish the correct use of suction

machine; perform the first as well as the second APGAR Scoring; perform oil bath; give

Crede’s prophylaxis from the inner to the cantus of the eyes; clothes on with diaper,

bonnet, mittens and booties appropriately; administer 1mg Vit. K intramuscularly in

vastus lateralis; palpate fontanels; bond through rooming in, proper handling and

implementing breastfeeding and lastly assess vital sign in a satisfactory level. But they

need improvement in performing skin and scalp care through Bed Bath.

In general, this only implies that Second Year Male Nursing Student have to

improve their skills in performing skin and scalp care through Bad Bath. They should

practice more on how to handle the newborn babies appropriately so that they can be able

to perform Bed Bath well. But as a whole, Male Nursing Students nowadays can able to

perform Immediate Newborn Care and this proves that caring newborn is not just for

females but male can do it as well.

Table 8 shows the descriptive measures of the relationship of the profile of male

nursing students in terms of age, civil status, birth order and student classification

towards their performance in rendering immediate post-partum care of the newborn.

Table 8

Relationship of the profile of male nursing students in terms of age, civil status, birth order and student classification towards their performance in rendering

immediate post-partum care of the newborn.

FACTORS R r2 T Degrees of

Freedom

Critical Value

Level of Significance

Decision Interpretation

Age 0.511 0.261 0.841 12 4.303 0.05 Accept H0

Not Significant

Civil Status -0.842 0.709 -2.701 16 2.353 0.05 Accept H0

Not Significant

Birth Order -0.73 0.5329 -1.511 12 4.303 0.05 Accept H0

Not Significant

Student Classification

0.219 0.048 0.224 8 2.306 0.05 Accept H0

Not Significant

The table above accepts the null hypothesis which states that the age, civil status,

birth order and student classification have no significant relationship between the

performance of level II male nursing students in rendering immediate post-partum care of

the newborn.

In general, since there is no significant relationship between the age, civil status,

birth order and student classification of the respondents, we conclude that no matter what

the profile of the Male Nursing student whether he is too young or too old, married or

single, first or last in birth order, a regular or an irregular student or second courser; as a

Sophomore Student, it will not affect the level of their performance in rendering

Immediate Post-Partum Care of the new born

Table 9 presents the relationship of the profile of male nursing students in terms

of age, civil status, birth order and student classification between their level of academic

performance.

Table 9

Relationship of the profile of male nursing students in terms of age, civil status, birth order and student classification between their level of academic performance

FACTORS R r2 T Degrees of

Freedom

Critical Value

Level of Significance

Decision Interpretation

Age 0.87 0.7569 2.5 4 4.303 0.05 Accept H0

Not Significant

Civil Status -0.895 0.80 -3.47 3 2.353 0.05 Accept H0

Not Significant

Birth Order -0.70 0.486 -1.380 2 4.303 0.05 Accept H0

Not Significant

Student Classification

-0.80 0.64 -1.31 1 12.706 0.05 Accept H0

Not Significant

The table above accepts the null hypothesis which states that the age, civil status,

birth order and student classification have no significant relationship between their level

of academic performance.

In general, since there is no significant relationship between the age, civil status,

birth order and student classification of the respondents between their level of academic

performance, we conclude that no matter what the profile of the Male Nursing student

whether he is too young or too old, married or single, first or last in birth order, a regular

or an irregular student or second courser; as a Sophomore Student, it will not affect the

level of their academic performance.

Table 10 presents the relationship between the level of academic performance of

level II male nursing students and their level of performance in rendering immediate

post- partum care.

Table 10

Relationship between the level of academic performance of level II male nursing students and their level of performance in rendering immediate post-

partum care

FACTORS R r2 t Degrees of

Freedom

Critical Value

Level of Significance

Decision Interpretation

NCM -0.849 0.421 2.50 16 2.353 0.05 Accept H0

Not Significant

The table above accepts the null hypothesis which states that the level of

academic performance of level II male nursing students has no significant relationship

between the level of their performance in rendering immediate post-partum care of the

newborn.

In general, this only implies that the grades on NCM 102 of male nursing students

do not affect their level of performance on the actual clinical setting. Though they passed

NCM, we cannot totally say that they can perform very well on the actual clinical set-up.

Nursing students must be equipped with the necessary skills based upon theoretical

knowledge.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of study and its significant findings. The

conclusions made in the light of the research output and the recommendations based on

the conclusions drawn are also herein included.

Summary

This is a descriptive correlation study aimed at determining the factors affecting

the performance of male nursing students in rendering immediate post-partum care of the

newborn.

The general problem of the study is: “What are the factors that affect the

performance of BPSU Level II Male BS- Nursing student in Rendering Immediate Post-

Partum Care of the Newborn A.Y. 2010-2011?”

Specifically, it sought to answer the following questions:

1. What is the profile of the male Nursing Student in terms of:

1.1 age;

1.2 civil status;

1.3 birth order and

1.4 student classification?

2. How may the academic performance of the Male Nursing Student be described in

terms of:

2.1 NCM grade?

3. How may the Immediate Post-Partum Care Of The Newborn as perceived by

the hospital personnel be described in terms of:

3.1 APGAR scoring;

3.2 suctioning of secretions;

3.3 oil bath;

3.4 full bath;

3.5 clamping and cord cutting;

3.6 anthropometric measuring;

3.7 clothing;

3.8 administration of Crede’s Prophylaxis;

3.9 administration of Vit. K;

3.10 foot printing and

3.11 identification?

4. Is there a significant relationship between the profile of the Male Nursing

Student and their performance in rendering immediate post-partum care of the

newborn?

5. Is there a significant relationship between profile of Male Nursing Student and

the level of their academic performance?

6. Is there a significant relationship between the level of academic performance

of Male Nursing Students and their performance in rendering immediate post-

partum care of the newborn?

The study involved 37 sophomore male nursing students of BPSU, Main

and Balanga Campus.

There were also three (3) clinical instructors and two (2) staff nurses who

were part of the said study. They were those who are particular to immediate post-

partum care of the newborn and with the ample experience and knowledge to

evaluate these students.

The data were gathered through a teacher-made questionnaire specifically

made for the students, clinical instructors and staff nurses. A rigid analysis of

existing documents was also done and was counterchecked to verify the fidelity of

the documents.

To statistically treat the gathered data, this research work employed

frequency count, mean and percentage to determine the profile variables included

in the study.

Finally, to find out how the profile variables and lecture and RLE grades

affect the male nursing students’ performance in Immediate Post-Partum Care of

the Newborn, Pearson’s product moment correlation, coefficient of correlation

were employed.

Summary of Findings

These are the findings of the investigation summarized as follows:

1. The profile of the respondents in terms of student related factor reveals that:

majority of the respondents fall between the age range 2, which is 17-18 years

old in respect to the age range of the said study; most of the respondents are

single, given that one of the respondents was married; a greater number of the

respondents was 2nd in terms of their birth order, seconded by those 1st in their

birth order; generally all the respondents had passing grades in NCM 102.

2. Indefinite to the results, most of the task in performing immediate post-partum

care of the newborn were done satisfactory by the respondents, six (6) tasks

were interpreted as very satisfactory while the task of performing skin and

scalp care through bed bath was the only step that indisputably needs

improvement.

3. The profile of the students in terms of age, civil status, birth order and student

classification have no significant effect on the performance towards

immediate post-partum care of the newborn.

4. The profile of the students in terms of age, civil status, birth order and student

classification have no significant effect on their level of academic

performance.

5. The level of academic performance of male nursing students has no effect on

their performance in rendering immediate post-partum care of the newborn.

Conclusions

We therefore conclude that in the light of the findings of this study, researchers

arrived at the following conclusion:

1. The researchers concluded that: “There is no significant relationship between

the profile of the male nursing students and their performance towards

immediate post-partum care of the newborn.

2. The researchers concluded that: “There is no relationship between the level of

academic performance of the male nursing students and their performance

towards immediate post-partum care of the newborn.”

Recommendations

1. The students should focus on improving their skills in performing skin and

scalp care through bed bath. Moreover, the clinical instructors should pay

more attention and spend more time in teaching and coaching the students

with regards to proper performance of the said skill.

2. The students should not only focus on their weakness but also improve and

perfect other skills in relation to immediate post-partum care of the newborn.

These students should also give attention to their NCM 102 grades because in

relation to their performance, knowledge serves as the foundation to render

effective care.

3. The Nursing Department should evenly distribute the length of exposure of

these students in order for them to have the same opportunities to hone their

skills in rendering immediate post-partum care of the newborn, carry out

programs in order to enhance their performance and advise the clinical

instructors to give more attention in elaborating the proper way of performing

skin and scalp care of the newborn.

4. For future researchers who choose a topic related to this research study, they

should explore the teacher related factors and also survey the students’ length

of exposure in the NICU area as this may have a significant relationship to

their performance in the NICU area.

BIBLIOGRAPHY

Adelle Pillitteri, “Maternal and Child Health Nursing: Care of the Childbearing and the Childbearing Family”. Library of Congress Cataloging-in-Publication Data, 2007

Kozier and Erb’s, “Fundamentals of Nursing Concepts, Process and Practice Eight Edition, Volume One”. Pearson Education South Asia Pte. Ltd., 2007

Appendix A

BATAAN PENINSULA STATE UNIVERSITYBalanga Campus

Balanga City

Institute of Nursing and Midwifery

September 15, 2010MRS. JULIETA REYES

University RegistrarBataan Peninsula State University

Madam:

Greetings of peace!

We, the Level III BS Nursing Students are currently conducting a research study titled: FACTORS AFFECTING THE PERFORMANCE OF BPSU LEVEL II MALE BS NURSING STUDENT TOWARDS IMMEDIATE POST- PARTUM CARE OF THE NEWBORN as partial fulfillment of the requirements of the course Nursing Research. The study aims to evaluate the capabilities of male nursing students in performing immediate newborn care.

In this view could we ask your good office to please furnish us a copy of the list of enrollees of 2nd year nursing students from A.Y. 2006-2010.

We just hope that this request will merit your kind approval.

Respectfully yours,

Louie Anne AnguloMarianne Burce

Jennica Mae AlquizarRoss Ann Abejar

Aileen CiriacoAngelica Almazan

Hazelyn Joy BarrosArmigne Joyce Baluyot

Khimberlyn CaoileElaine Artuz

Noted:JAIME FORBES

Research InstructorBATAAN PENINSULA STATE UNIVERSITY

Balanga CampusBalanga City

Institute of Nursing and Midwifery

September 15, 2010

To the Students:

Greetings of peace!

We, the Level III BS Nursing Students are currently conducting a research study titled: FACTORS AFFECTING THE PERFORMANCE OF BPSU LEVEL II MALE BS NURSING STUDENT TOWARDS IMMEDIATE POST- PARTUM CARE OF THE NEWBORN as partial fulfillment of the requirements of the course Nursing Research. The study aims to evaluate the capabilities of male nursing students in performing immediate newborn care.

As such, we would like to ask permission to allow us to float the survey questionnaires to gather data and serve as respondents of the research study.

Rest assured that the data which we will gather will be kept confidential and will be used for the sole purpose of writing this research.

We are anticipating your favorable response regarding this matter. Thank you very much and God bless us all.

Respectfully yours,

Louie Anne AnguloMarianne Burce

Jennica Mae AlquizarRoss Ann Abejar

Aileen CiriacoAngelica Almazan

Hazelyn Joy BarrosArmigne Joyce Baluyot

Khimberlyn CaoileElaine Artuz

Noted:JAIME FORBES

Research InstructorBATAAN PENINSULA STATE UNIVERSITY

Balanga CampusBalanga City

Institute of Nursing and Midwifery

September 15, 2010

To the Clinical Instructors:

Greetings of peace!

We, the Level III BS Nursing Students are currently conducting a research study titled: FACTORS AFFECTING THE PERFORMANCE OF BPSU LEVEL II MALE BS NURSING STUDENT TOWARDS IMMEDIATE POST- PARTUM CARE OF THE NEWBORN as partial fulfillment of the requirements of the course Nursing Research. The study aims to evaluate the capabilities of male nursing students in performing immediate newborn care.

As such, we would like to ask permission to allow us to float the survey questionnaires to gather data and serve as respondents of the research study.

Rest assured that the data which we will gather will be kept confidential and will be used for the sole purpose of writing this research.

We are anticipating your favorable response regarding this matter. Thank you very much and God bless us all.

Respectfully yours,

Louie Anne AnguloMarianne Burce

Jennica Mae AlquizarRoss Ann Abejar

Aileen CiriacoAngelica Almazan

Hazelyn Joy BarrosArmigne Joyce Baluyot

Khimberlyn CaoileElaine Artuz

Noted:JAIME FORBES

Research InstructorDecember 2, 2010

EVELYN R. RUBIA, RN, MANChief Nurse, Bataan General Hospital

Madam:

Greetings of peace!

We, the Level III BS Nursing Students are currently conducting a research study titled: FACTORS AFFECTING THE PERFORMANCE OF BPSU LEVEL II MALE BS NURSING STUDENT TOWARDS IMMEDIATE POST- PARTUM CARE OF THE NEWBORN as partial fulfillment of the requirements of the course Nursing Research. The study aims to evaluate the capabilities of male nursing students in performing immediate newborn care.

As such, we would like to ask permission from your good office to allow us to float the survey questionnaires among the staff nurses of Neonatal Intensive Care Unit of Bataan General Hospital. They will serve as the respondents of the study.

Rest assured that the data which we will gather will be kept confidential and will be used for the sole purpose of writing this research.

We are anticipating your favorable response regarding this matter. Thank you very much and God bless us all.

Very truly yours,

Louie Anne AnguloMarianne Burce

Jennica Mae AlquizarRoss Ann Abejar

Aileen CiriacoAngelica Almazan

Hazelyn Joy BarrosArmigne Joyce Baluyot

Khimberlyn CaoileElaine Artuz

Appendix BSurvey-Questionnaire Entitled

Level of Performance of Second Year Male Nursing Student of BPSU in Rendering Immediate Post- Partum Care of the Newborn

( For the Student Nurses )

Part I. Profile of the Student

Name (optional): _____________________Age: Range 1 15-16

2 17-183 19-204 21-above

Civil Status : Single Widow/erMarried Legally SeparatedAnnulled/ Divorced

Birth Order: 1st

2nd

3rd

Others

Student’s Classification: Regular studentIrregular studentSecond courser

If not specify: ____

Grade in NCM 102: ______

Part II. Level of Performance in rendering Immediate Post- Partum Care of the Newborn

Direction: This evaluation is to measure your knowledge and skills as a Second Year Male Nursing Student of BPSU in rendering Immediate Post- Partum Care of the Newborn. Please rank in the basis of your current knowledge and most objective assessment by checking or marking the boxes using the scale below.

Nominal Scale Symbol Description Interpretation

5 - 4.21-5.00 - VS – Very SatisfactoryPerforms the task perfectly and with mastery.

Performs the task perfectly but with some flaws.

Performs the task

4 - 3.41-4.20 - S – Satisfactory

3 - 2.61-3.40 - G – Good

2 - 1.81-2.60 - P – Poor

1 - 1.00-1.80 - NI – Needs Improvement

5 4 3 2 1

1. Clear and establish airway with the correct use of suction machine.

2. Performs the first APGAR Scoringcorrectly.

3. Performs Oil Bath.

4. Clamp and cut umbilical cord aseptically.

5. Check the cord appropriately.

6. Perform the second APGAR Scoring.

7. Performs skin and scalp care through Bed Bath.

8. Weighs the baby correctly.

9. Measures the Head Circumference with a tape measure drawn across the center of the fore head andaround the most prominent portion of the posterior head.

Performs the task perfectly and with mastery.

Performs the task perfectly but with some flaws.

Performs the task

10. Measures the chest circumference at the level of the nipples.

11. Measures the length of the baby appropriately.

12. Gives Crede’s prophylaxis from the inner to outer cantus of the eyes.

13. Clothes on with diaper, bonnet, mittens and booties appropriately.

14. Administers 1mg. Vit. K IM in vastus lateralis.

15. Palpate fontanels of the newborn.

16. Bonding through rooming in, properhandling and implementing breastfeeding.

17. Assess vital signs

Appendix CSurvey-Questionnaire Entitled

Level of Performance of Second Year Male Nursing Student of BPSU in Rendering Immediate Post- Partum Care of the Newborn

( For the Clinical Instructor)

Part I. Level of Performance

Direction: This evaluation is to appraise the level of performance of second year Nursing Male student of BPSU in rendering immediate post- partum care of the Newborn. Please rank in the basis of your current knowledge and most objective assessment by encircling the number using the scale below.

Nominal Scale Symbol Description Interpretation

5 - 4.21-5.00 - VS – Very Satisfactory

4 - 3.41-4.20 - S –Satisfactory

3 - 2.61-3.40 - G – Good

2 - 1.81-2.60 - P – Poor

1 - 1.00-1.80 - NI – Needs Improvement

5 4 3 2 1

18. Clear and establish airway with the correct use of suction machine.

19. Performs the first APGAR Scoringcorrectly.

20. Performs Oil Bath.

21. Clamp and cut umbilical cord aseptically.

22. Check the cord appropriately.

Performs the task perfectly and with mastery.

Performs the task perfectly but with some flaws.

Performs the task appropriately.

Performs the task with little mastery and flaws.

Performs the task with no mastery.

23. Perform the second APGAR Scoring.

24. Performs skin and scalp care through Bed Bath.

25. Weighs the baby correctly.

26. Measures the Head Circumference with a tape measure drawn across the center of the fore head andaround the most prominent portion of the posterior head.

27. Measures the chest circumference at the level of the nipples.

28. Measures the length of the baby appropriately.

29. Gives Crede’s prophylaxis from the inner to outer cantus of the eyes.

30. Clothes on with diaper, bonnet, mittens and booties appropriately.

31. Administers 1mg. Vit. K IM in vastus lateralis.

32. Palpate fontanels of the newborn.

33. Bonding through rooming in, properhandling and implementing breastfeeding.

34. Assess vital signs

Appendix DSurvey-Questionnaire Entitled

Level of Performance of Second Year Male Nursing Student of BPSU in Rendering Immediate Post- Partum Care of the Newborn

( For the Staff Nurses)

Part I. Level of Performance

Direction: This evaluation is to appraise the level of performance of second year Nursing Male student of BPSU in rendering immediate post- partum care of the Newborn. Please rank in the basis of your current knowledge and most objective assessment by encircling the number using the scale below.

Nominal Scale Symbol Description Interpretation

5 - 4.21-5.00 - VS – Very Satisfactory

4 - 3.41-4.20 - S – Satisfactory

3 - 2.61-3.40 - G – Good

2 - 1.81-2.60 - P – Poor

1 - 1.00-1.80 - NI – Needs Improvement

5 4 3 2 1

35. Clear and establish airway with the correct use of suction machine.

36. Performs the first APGAR Scoringcorrectly.

37. Performs Oil Bath.

38. Clamp and cut umbilical cord aseptically.

39. Check the cord appropriately.

40. Perform the second APGAR Scoring.

Performs the task perfectly and with mastery.

Performs the task perfectly but with some flaws.

Performs the task appropriately.

Performs the task with little mastery and flaws.

Performs the task with no mastery.

41. Performs skin and scalp care through Bed Bath.

42. Weighs the baby correctly.

43. Measures the Head Circumference with a tape measure drawn across the center of the fore head andaround the most prominent portion of the posterior head.

44. Measures the chest circumference at the level of the nipples.

45. Measures the length of the baby appropriately.

46. Gives Crede’s prophylaxis from the inner to outer cantus of the eyes.

47. Clothes on with diaper, bonnet, mittens and booties appropriately.

48. Administers 1mg. Vit. K IM in vastus lateralis.

49. Palpate fontanels of the newborn.

50. Bonding through rooming in, properhandling and implementing breastfeeding.

51. Assess vital signs

Appendix E

Computation of factors in performance towards Immediate Post-Partum Care of

the Newborn in terms of age of the male nursing students

Age (x) Training (y) X2 Y2 XY1 3.88 1 15.0544 3.882 3.98 4 15.8404 7.963 3.47 9 12.0409 10.414 4.76 16 22.6576 19.04

Pearson (r) = 0.511; r = 0.261t value = 0.841

Degrees of freedom = 12; Critical value = 4.303; Level of Significance = 0.05

Appendix F

Computation of factors in performance towards Immediate Post-Partum Care of

the Newborn in terms of civil status of the male nursing students

CIVIL STATUS

(X)

TRAINING(Y)

X2 Y2 XY

1 4.13 1 17.06 4.132 4.76 4 22.06 9.523 0 9 0 04 0 16 0 05 0 25 0 0

Pearson (r) = 0.842 ; r2 = 0.708

T value= -2.70Degrees of Freedom= 16; Critical Value= 2.353 ; Level of significance= 0.5

Appendix G

Computation of factors in performance towards Immediate Post-Partum Care of

the Newborn in terms of birth order of the male nursing students

BIRTH ORDER(x)

TRAINING(y)

X2 Y2 XY

1 4.17 1 17.3889 4.172 4.18 4 17.4724 8.363 4.09 9 16.7281 12.274 4.12 16 16.9744 16.48

Pearson (r) = -0.73; r2= 0.5329T value= 1.511

Degrees of freedom= 12; Critical value= 4.303; Level of significance 0.05

Appendix H

Computation of factors in performance towards Immediate Post-Partum Care of

the Newborn in terms of student classification of the male nursing students

STUDENT CLASSIFICATION

(x)

NCM(y)

X2 Y2 XY

1 2.58 1 6.66 2.582 2.6 4 6.76 5.203 2.333 9 5.43 6.99

Pearson (r) = -0.80; r2= 0.625T value= -1.31

Degrees of freedom= 1 ; Critical value= 12.706 ; Level of significance 0.05

Appendix I

Computation of factors in performance towards Immediate Post-Partum Care of

the Newborn in terms of level of academic performance of the male nursing

students

NCM(x)

TRAINING(y)

X2 Y2 XY

2.0 4.53 4 20.52 9.062.25 4.22 5.29 17.81 9.712.5 4.01 6.25 16.08 10.032.75 4.17 7.84 17.39 11.68

3.0 3.65 9 13.32 10.95Pearson (r) = -0.849 ; r2= 0.421

t value= -2.784Degrees of freedom= 16 ; Critical value= 2.353 ; Level of significance 0.05

CURRICULUM VITAE

LOUIE ANNE C. ANGULO

#48 Masantol, Orani, Bataan

Nickname: Anne

Date of Birth: July 22, 1991

Birth Place: Orani, Bataan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: Jose Rizal Institute- Orani CampusParang- Parang, Orani, Bataan2004-2008

Elementary: Orani North Elementary SchoolBalut, Orani, Bataan1998-2004

CURRICULUM VITAE

MARIANNE R. BURCE

#22 Rizal St., Pilar, Bataan

Nickname: Yang

Date of Birth: February 23, 1992

Birth Place: Balanga, Bataan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: Bataan Christian SchoolPanilao, Pilar, Bataan2004-2008

Elementary: Ala-uli Elementary SchoolAla-uli, Pilar, Bataan1998-2004

CURRICULUM VITAE

ANGELICA M. ALMAZAN

Balut Orion, Bataan

Nickname: Lyka

Date of Birth: March 6, 1992

Birth Place: Orion, Bataan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: Jose Rizal Institute- Orion CampusSan Vicente Orion, Bataan2004-2008

Elementary: Orion Elementary SchoolDaan Bilolo Orion, Bataan1998-2004

CURRICULUM VITAE

HAZELYN JOY N. BARROS

#37 A.Mabini St., Wawa, Orani, Bataan

Nickname: Ujy

Date of Birth: September 18, 1990

Birth Place: Orani, Bataan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: Jose Rizal Institute- Orani CampusParang- Parang, Orani, Bataan2003-2007

Elementary: Orani North Elementary SchoolBalut, Orani, Bataan1997-2003

CURRICULUM VITAE

AILEEN T. CIRIACO

Villa Lina, Tenejero, City of Balanga

Nickname: AC

Date of Birth: May 13, 1992

Birth Place: Balanga, Bataan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: Bataan National HighschoolRoman Super Highway, Balanga, Bataan2004-2008

Elementary: Balanga Integrated SchoolTalisay, Balanga, Bataan1998-2004

CURRICULUM VITAE

ROSS ANN B. ABEJAR

#101 Laon St., Abucay, Bataan

Nickname: Oanne

Date of Birth: April 30, 1992

Birth Place: Balanga, Bataan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: Bonifacio Camacho National HighschoolCalaylayan, Abucay, Bataan2004-2008

Elementary: Abucay North Elementary SchoolLaon, Abucay, Bataan1998-2004

CURRICULUM VITAE

ELAINE B. ARTUZ

#081 National Road, Panilao, Pilar, Bataan

Nickname: Elaine

Date of Birth: July 21, 1991

Birth Place: Pilar, Bataan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: Bataan National HighschoolRoman Super Highway, Balanga, Bataan2004-2008

Elementary: Balanga Integrated SchoolTalisay, Balanga, Bataan1998-2004

CURRICULUM VITAE

KHIMBERLYN N. CAOILE

Arsenal DND Lamao, Limay Bataan

Nickname: Khim

Date of Birth: October 15, 1991

Birth Place: Lingayen, Pangasinan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: Limay National HighschoolLower Duale Limay, Bataan2004-2008

Elementary: Arsenal Elementary SchoolArsenal Lamao, Limay, Bataan1998-2004

CURRICULUM VITAE

ARMIGNE JOYCE BALUYOT

#091 Resurreccion Street, Cabcaben, Mariveles ,Bataan

Nickname: Armigne

Date of Birth: July 14, 1991

Birth Place: Cabcaben, Mariveles, Bataan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: St. Cecilia’s Academy Mt. View Village, Mariveles , Bataan

2004-2008

Elementary: Cabcaben Elementary School Cabcaben, Mariveles, Bataan

1998-2004

CURRICULUM VITAE

JENNICA MAE C. ALQUIZAR

Balas St. Culis, Hermosa, Bataan

Nickname: Nica

Date of Birth: November 27, 1991

Birth Place: Hermosa, Bataan

Status: Single

EDUCATIONAL BACKGROUND

College: Bataan Peninsula State University- Balanga CampusDon Manuel Banzon Ave., Poblacion, City of Balanga, Bataan2008- Present

High School: Bataan Peninsula State University – Dinalupihan CampusSan Ramon, Dinalupihan, Bataan2004-2008

Elementary: Dinalupihan Elementary School Padre Dandan Dinalupihan, Bataan

1998-2004