Correlation of the College Qualifying Examination Results and Clinical Performance of Batch 2012 of BSU-CN.

Abstract

The study aimed to find out the correlation of the college qualifying Examination (CQE) Results and Academic, Clinical Performance of the Benguet State University College of Nursing Batch 2012. The purpose of the study is to evaluate the students’ academic and clinical performances based on their IQ. Furthermore, the study can help school administrators in the revision of qualifications for admission in the college. The respondents of this study was seventy-nine (79) students from Benguet State University, Batch 2012. Batch 2012 of BSU-CN was chosen because they were the first to use the new Nursing curriculum and they had a high rate of survival from 89 students, 79 students were left, 10 individuals were removed when compared to other batches. If proven to have a correlation, then the faculty staff can predict the next performances basing on their IQ alone. The One way analysis of Variance (ANOVA) and Pearson Product Moment Coefficient (r) were the main statistical tools used to determine the correlation of one variable to the other. Findings revealed that the College Qualifying examination result is not correlated to the Academic, clinical performance and college average; the college qualifying examination has no significant correlation to the type of school they graduated from. Based on the conclusions, the following are recommended: student nurses should study harder to improve their performance in school, they should give interest on their course and especially to the profession they have chosen. They not only depend on their academic and clinical instructors. Factors such as study habits, attitudes, interest, and time management should be practiced in order to have better academic and clinical performance. They should develop or expand their knowledge, skill, and professionalism by reading books and articles related to nursing practice. For academic instructors, teaching for independent learning management of learning should be more independent. For clinical instructors, close supervision and independent learning strategies should be implemented. For administrations, more clinical setting experiences should be put into practice so that student nurses can further enhance their skills in clinical areas. A modernized test material for nursing should be administered as the entrance requirement for high school graduates planning to enrol the BSN degree. Future researchers are encouraged to consider the following to be conducted: 1) a similar study should be expanded to other factors that can affect the CQE results and the clinical performance of the students. 2) A study that determines the affecting factors to the learning strategies of student nurses. 3) Similar study which focuses on determining the perceived level of competence of the clinical.