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Views and experiences of nursing students on the teaching of health assessment.


Jimmy P. Servidad

Related Institution

College of Nursing - St. Paul University Iloilo

Publication Information

Publication Type
Research Report


This qualitative, phenomenological study,based on the Humanistic Nursing Theory of Paterson and Zderard's(1976) and the Helping Art of Clinical Practice Theory of Wiedenbach(1969), aimed to determine the views, experiences, and satisfaction of the third year Regular Track nursing students of St. Paul University Iloilo on their nursing clinical instructors' (CIs) teaching of Health Assessment (HA), using conceptual content analysis. Findings from the four major categories revealed that although knowledge and skills (professional competence and teaching ability) were important in the CIs' teaching of HA, the CIs' personality and interpersonal skills (emotional quotient [EQ]) were strongly considered and were as important to the nursing students, as well.In general, the study also revealed that CIs overall behaviors, directly or indirectly displayed or exhibited towards nursing students, inside or outside of the teaching area or clinical setting, affected nursing students' behaviors and performance. As CIs were looked up to as professionals, they were expected to exhibit credible and authentic role modeling behaviors, thus, positive behaviors promoted an environment that supported, enhanced, and satisfied student learning, as opposed to negative behaviors. CIs should be knowledgeable, skilled, and experienced in a variety of clinical settings to teach HA to nursing students in a supportive learning environment that promoted valuing, open communication and positive feedback; free from time constraints, pressure, tension, worry, stress, anxiety, errors, andconflicts. The study also highlighted from many areas or characteristics that a heightened awareness, sensitivity, and consideration to the learning needs of the students in an interactive and innovative (e.g., use of visual aids, PowerPoint presentations, and the provision of updated handouts and checklists for HA), experienced, collaborative (teamwork) and evidenced - based approach, contributed to the students' better learning and satisfaction. Most importantly, with regard to HA, results have strong indications of the holistic development of the Paulinian nursing students in terms of the cognitive, psychomotor, and affective domains. As HA is an important course and skill, it was recommended to feedback results and assess the HA curriculum for its content, as well as the qualifications and teaching strategies of its CIs. It should also be included in future research.

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