1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

The title of this study is “Clinical Practice Anxiety of Nursing Students at Manila
Adventist Colleges.” Anxiety is a psychological and physiological state characterized by
cognitive, somatic, emotional, and behavioral components. These components combine
to create an unpleasant feeling that is typically associated with uneasiness, apprehension,
fear, or worry. Anxiety is a generalized mood condition that can often occur without an
identifiable triggering stimulus. Physical effects of anxiety may include heart
palpitations, muscle weakness and tension, fatigue, nausea, chest pain, shortness of
breath, stomach aches, or headaches. External signs of anxiety might also experience it as
a sense of dread or panic. Most of the time, a person’s level of anxiety makes appropriate
and imperceptible shifts along a spectrum of consciousness from sleep through alertness
to anxiety and fear then back again. Sometimes, however, a person’s anxiety response
system operates improperly or is overwhelmed by events; in this case, an anxiety disorder
arises (Berkow et al, 1999).
All people experience anxiety to some degree. Most people feel anxious when
faced with a new situation, such as in the field of nursing, students on their first major
subject or when performing any clinical procedures new to them. Every student specially
nursing students has different fear of something. On the last two years of college life,
clinical duties are started and also the unknown is getting started. Dealing with real
patients may help their anxiety to increase and also different instruments and gadgets in
the floor that they don’t know how to use. In this study, we will study about the anxiety
level of nursing students in terms of having their duties as staff nurse, charge nurse,
medicine nurse, supervisory nurse and as a team leader.
Levels of anxiety range from a state of euphoria to panic. On the euphoric stage,
there is an exaggerated feeling of well-being that is not directly proportionate to a
specific circumstances or situation. It precedes the onset of the first level which is mild
 2

anxiety where individual experience is positive in which there is increase alertness to

inner feelings or the environment, such as increased ability to learn, become competitive
and the like. The second level is moderate anxiety wherein there is a narrowing of the
ability to perceive. The person is able to focus or concentrate on only one specific thing.
Severe anxiety may also arise as the next level in which there is further reduction in the
ability to perceive and focus is on small or scattered details. Sometimes anxiety explodes
in a panic attack as the fourth level of anxiety which marked by a general feeling of
terror. A person engulfed in a panic attack usually experiences a racing or pounding
heart, sometimes even pain or heaviness in the chest. Breathing becomes difficult. The
body trembles and hands turn clammy. The person may notice tingling in their hands and
feet, sometimes in their arms and legs. They may start to feel light-headed
(Wikipedia.org).
The reason of this study is to know the anxiety level of nursing students during
their clinical performance, practice and exposure. And through this study, we can also
learn if this anxiety will affect the quality of care of the nursing students.
To the respondents, that this output is hoped to be valued to them as it serves as a
mirror to their competence and confidence towards the classroom and clinical area. This
research hopes to let the respondents be aware of their current anxiety level, therefore
letting them to control it.
To the nursing students, the researcher hopes that this study will be able to show
them the level of anxiety of fellow students in the classroom and clinical setting, thus
preparing them for it. This research hopes to motivate them to plan ahead for upcoming
tasks in both the classroom and in the area of duty.

Purpose of the Study

The purpose of the study is to know the anxiety level of nursing students during
their clinical performance, practice and exposure and the results could be serves as a
mirror to their competence and confidence towards the classroom and clinical area. In
this study we will find ways on how nursing students can control their anxiety on their
 3

duties and while on giving nursing care and on how can they be aware and letting them to
be able to control it.

Significance of the Study

The significance points of the study are the following:

To the college of Nursing (CON), the significant findings will help the CON
faculty and staff to know the reasons and factors of every student’s anxiety. Through this
study, they can also assess the quality of care of the students. If the quality of care they
give differs if the student is under anxiety or not. Findings could also help them in
knowing ways on how to control student’s anxiety.
To the Hospital, the study will improve the standards of the patient care and professional
practice, therefore improving quality of nursing care. This is by knowing the factors that
affect the students to be under anxiety and ways to control it.
To the researcher, this study will provide researchers in acquiring quality care
while under anxiety and will be able to show them the level of anxiety of fellow students
in the classroom and clinical setting, thus preparing them for it.

Statement of the Problem

This study aimed to determine the anxiety level of the student nurses of MAC
regarding their clinical practice. It sought to answer the following questions:
1. What is the profile of the respondents in terms of:
a. age
b. gender
c. status
2. What is the anxiety level of the respondents in terms of:
a. physical and
b. mental
 4

3. What is the physical and mental anxiety level of the respondents according to
their status as:

a. Staff nurse
b. Supervisor
c. Medicine nurse
d. Charge nurse
e. Team leader

4. Is there a significant difference between the student nurses’ anxiety level

according to:
a. age
b. gender
c. status

Null Hypothesis

There is no significant difference between the student nurses’ anxiety level

regardless of age, gender, and status.

Scope and Limitations

There are a total of 167 senior nursing students enrolled at CON for the second
semester of the school year 2010-2011. The sample is consisted of 70 student nurses of
MAC who are having their clinical practice at MAMC. This study was focused on the
clinical practice anxiety experienced by the nursing students of MAC.
This study was only done to assess their feelings or anxiety levels about their
exposure in different tasks such as staff nursing, medicine nursing, charge nursing,
supervisory, and as a team leader for us to know if what level of anxiety they belong, if it
 5

is mild, moderate, severe, or panic. This study was limited to only 70 students, who
already expose to different task, which were identified by the researcher.

Operational Definitions of Terms

Anxiety is when the students feel lonely, stress, irritable and pressure.

Between the group refers to the between-column variance or between column sum of
squares is 1/r of the sum of the squares of the column sums, minus the correction term,
where r refers to the number of rows.

Cognitive refers to a person’s intellectual activity.

Fear refers to a person who’s afraid of.

Clinical Experience refers to the enhancement of the clinical learning of the student in
preparation to their clinical profession.

Clinical Practice refers to the action of doing nursing skills rather than theories.

Charge Nurse is the one who carry out doctors’ orders.

Medicine Nurse is the one in charge in the administration of medications to the patients.

Skills refer to one’s person’s talent or what a person is good at.

Staff Nurse is the one who is in charge in monitoring the patient’s condition.

Status refers to tasks or position such as staff nurse, medicine nurse, supervisory,
charge nurse, and team leader.

Stress is a feeling of anxious, irritable.

Student Nurse is a person who is enrolled in a nursing program.

Supervisor equalizes the staffing of hospital personnel.

Team Leader is a person in charge with the student nurses.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter tackles the review of related literature and studies both foreign and
local research work. The focus of this is to know further the effects of anxiety related to
the clinical practice of nursing students.

Global Literature and Studies

According to the authors of this article initial clinical practice is stressful. Nursing
students entering clinical practice for the first time in a five-year associate degree
program in Taiwan are young and have questionable coping skills, all of which can affect
their own health. The subjects were 561 nursing students who had completed their initial
clinical practice at the largest nursing school in Taiwan. Three measurements, including
Perceived Stress Scale (PSS), Physio-Psycho-Social Response Scale (PPSRS), and
Coping Behavior Inventory (CBI), were adopted. Results showed that stress for these
students came mainly from the lack of professional knowledge and skills as well as
caring of patients. The most common response to stress was social behavioral symptoms.
Staying optimistic had a positive main effect, which reduced the occurrence of physio-
psycho-social symptoms and improved physio-psycho-social status. Finally, problem-
solving behavior also had a positive main effect, while avoidance had a negative main
effect, which deteriorated physio-psycho-social status. This study has important
implications for nursing educators in helping their students to overcome stress during
clinical practice. (Sheila Sheua, Huey-Shyan Lina, Shiow-Li Hwangb March 2001).
Melo, Katherine, M.N. used a descriptive, comparative research design to
compare levels of clinical practice anxiety experienced by third year baccalaureate
nursing students in a context-based learning (CBL) curriculum (n = 53) with those in a
traditional, lecture-based curriculum (n = 42). Students completed a web-based
 7

questionnaire consisting of a demographic profile, the Spielberger State-Trait Anxiety

Inventory (STAI), and the Clinical Experience Assessment Form (CEAF). Nursing
students from both sample groups found clinical practice to be very anxiety provoking.
Differences between groups on total anxiety scores did not achieve statistical
significance; however, there were statistically significant differences between the groups
on individual scale items. Trait anxiety was found to be a significant predictor of clinical
practice anxiety. (Melo, Katherine, M.N., University Of Alberta , 2008)
A study made by California State University, Hayward CA, United States of
America regarding to clinical experiences of nursing students that were anxiety
provoking and examine the relationship between the level of trait anxiety and the clinical
experience that produced anxiety in nursing students. A descriptive correlational design
collected data from 61 nursing students in their last semester of the baccalaureate nursing
program using survey questionnaires that captured demographic data and included the
Trait Anxiety Scale and the Clinical Experience Assessment form. Analyses of data
indicate that 36% of the students experienced a moderate level of anxiety. Clinical
experiences related to arriving late, being observed by instructors, responding to initial
experiences, having a fear of making mistakes, and talking to physicians were the most
anxiety producing for these students. (Kimberly H. Kim, Contemporary April 2003).

Local Literature and Studies

According to Phillip S. Chua, M.D. (2010), anxiety is an unpleasant emotional

state of heightened feeling of fear, worry or concern. All of us experience fear and
anxiety at one time or another. It is normal for anyone to feel anxious, to some degree,
about certain things or events. As long as that feeling is proportional to the problem or
situation at hand, it is not abnormal. Anxiety is an "alarm system" of our mind, a
protective and defense mechanism that prepares our entire body, alerting us to danger, for
"fight or flight." When a visibly angry person comes towards you with a knife, your heart
beats faster, your breathing more intense, your palms and forehead get cold sweats, and
your mind races. In this instance, adaptive anxiety is not only normal but is a beneficial
 8

and helpful reaction, allowing you to make a split-second decision and a swift response to
the danger that lies before you. When one is busy and has a handful, anxiety can provide
the will and energy to finish the job or get things done more efficiently. Medical science
still does not fully know the causes of anxiety.
The psychologist Dr. Randy Dellosa (2007), said that “anxiety and its common
symptoms include palpitations, shortness of breath, cold sweat, weakness, the fear of
dying, and the fear of losing control. The treatment for social anxiety is a combination of
anti-depressant medication, individual psychotherapy, and group therapy, sadly, group
therapy is the least used of the above interventions despite its powerful impact on the
participants. Group therapy offers the opportunity for participants to gain friendship,
develop self-confidence, practice social skills, learn stress management skills, and
develop a happier disposition in life. For many of my patients, it only takes 2 weeks to a
month of taking the right medication for them to return to their former calm and happy
selves.”
Anxiety is a subjective, individual experience characterized by a feeling of
apprehension, uneasiness, uncertainty, or dread. It occurs as a result of threats that may
be actual or imagined, misperceived or misinterpreted, or from a threat to identity or self-
esteem. It often precedes new experiences. (http://nursingcrib.com)

Synthesis

The global literature discuss about the causes and level of anxiety of nursing
students from different country like US and Taiwan . Our research tackled about the
anxiety level of senior nursing students here in MAC. Through this literature we can now
say that not only Filipinos experiencing clinical anxiety.
The local literature discuss about signs and symptoms of anxiety, when an
individual experience anxiety normally there’s a palpitation, cold sweat, shortness of
breath and others. Through this literature now we can say that it is normal for anyone to
feel anxious, to some degree, about certain things or events.
 9

Theoretical Framework

The researchers will base this study on a number of theories. One of them is
Eysenck and Calvo's Attentional Control Theory (1992). It is an approach to anxiety and
cognition representing a major development of Eysenck and Calvo's processing
efficiency theory. It is assumed that anxiety impairs efficient functioning of the goal-
directed attentional system and increases the extent to which processing is influenced by
the stimulus-driven attentional system. In addition to decreasing attentional control,
anxiety increases attention to threat-related stimuli. Adverse effects of anxiety on
processing efficiency depend on two central executive functions involving attentional
control: inhibition and shifting. However, anxiety may not impair performance
effectiveness (quality of performance) when it leads to the use of compensatory strategies
(e.g., enhanced effort; increased use of processing resources). Directions for future
research are discussed.
Another one is Hildegard Peplau’s Four Level of Anxiety (1952). Peplau defined
anxiety as the initial response to a psychic threat. She described four levels of anxiety:
mild, moderate, severe, and panic. These serves as the foundation for working with
clients with anxiety in a variety of contexts. Mild anxiety is a positive state of heightened
awareness and sharpened senses, allowing the person to learn new behaviors and solve
problems. The person can take in all available stimuli (perceptual field). Moderate
anxiety involves a decreased perceptual field (focus on immediate task only); the person
can learn new behavior or solve problems only with assistance. The person can be
redirected to the task by another person. Severe anxiety involves feelings of dread or
terror. The person cannot be redirected to a task; he or she focuses only on scattered
details and has physiologic symptoms of tachycardia, diaphoresis, and chest pain. Persons
with severe anxiety often go to emergency rooms, believing they are having a heart
attack. Panic anxiety can involve loss of rational thought, delusions, hallucinations, and
complete physical immobility and muteness. The person may bolt and run aimlessly,
often exposing himself or herself to injury.
Another theory is the Psychoanalytic Theory discovered by Sigmund Freud
(1926). It institutes that anxiety is the appropriate mechanism of defense against certain
 10

danger situations. These danger situations, as described by Freud, are the fear of
abandonment by or the loss of the loved one (the object), the risk of losing the objects
love, the danger of retaliation and punishment, and finally the hazard of reproach by the
superego. Thus, symptom formation, character and impulse disorders, and perversions, as
well as sublimations, represent compromise formations – different forms of adaptive
integration that the ego tries to achieve through more or less successfully reconciling the
different forces in the mind.
There is also the Interpersonal Theory (1953) that states the cause of anxiety is
fear of interpersonal rejection. This theory was introduced by Harry Stack Sullivan. It
holds that personality development and mental disorder such as panic disorder are
determined primarily by the interplay of personal and social forces rather than
constitutional factors in the individual.
Another theory is the Behavioral Theory (1996) that says that anxiety is a product
of frustration. According to Hardy et al, anxiety results when the individual doubts his or
her ability to cope with the situation that causes him or her stress. The stress brought
about by his lack of confidence consequently turns into anxiety.
In addition, the researchers will also base this study on the Learning Theory by
Ivan Pavlov (1927). In Learning Theory, anxiety is seen both as a response to learned
cues and as a drive, or motivator of behavior. Anxiety is caused by exposure to early life
fearful experiences. Under this theory, Pavlov mentions Classical Conditioning. He says
that it happens when an animal or human learns to associate a neutral stimulus (signal)
with a stimulus that has intrinsic meaning based on how closely in time the two stimuli
are presented. For example, if a child sees that a certain individual feels pain when
getting injected. As he gets older, he would feel anxious when he sees a syringe because
he associates it with pain through what he witnessed when he was younger.
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Research Paradigm

AGE
GENDER
STATUS

ANXIET
Y

PHYSICAL MENTAL
SYMPTOMS SYMPTOMS

Fig. 1

We based our research on the age gender and status of the students for us to know
which among the student population has the higher level of anxiety, based on their
gender, age, and status to determine what is the level of anxiety of the respondents during
their clinical practice as staff nurse, supervisor, medicine nurse, charge nurse, and team
leader. We also cited one of the theoretical frameworks of Hildegard Peplau’s Four Level
of Anxiety to determine what level of anxiety the student has experienced during their
clinical practice. We categorized the signs and symptoms of anxiety into physical and
mental to determine which category has the higher level of anxiety.
 12

CHAPTER III

METHODOLOGY

Research Design

A descriptive, non-experimental research design was used in this investigation,

employing a questionnaire to gather the data. According to Merriam-Webster Online
Dictionary (2010), a questionnaire is a series of questions asked to individuals to obtain
statistically useful information about a given topic. When properly constructed and
responsibly administered, questionnaires become a vital instrument by which statements
can be made about specific groups or people or entire populations.

Population and Sample

There are a total of 167 senior nursing students enrolled at CON for the second
semester of the school year 2010-2011.
In this study, the sample is consisted of 70 student nurses of MAC who are having
their clinical practice at MAMC.

Instrumentation

A questionnaire based on Beck Anxiety Inventory (BAI) was used to elicit the
anxiety level of student nurses of Manila Adventist College during their clinical practice.
The questionnaire was based on the theories of Eysenck and Calvo's Attentional Control
Theory (1992), Hildegard Peplau’s four levels of anxiety (1952), Sigmund Freud’s
Psychoanalytic Theory (1926), Harry Stack Sullivan’s Interpersonal Theory (1953),
Hardy et al’s Behavioral Theory (1996), and Ivan Pavlov’s Learning Theory (1927).
 13

The questionnaire has two parts. The first part consists of demographic profile of
the respondents, and the second part consists of 21 items, each defined by a series of
symptoms, and measures both psychic anxiety (mental agitation and psychological
distress) and somatic anxiety (physical complaints related to anxiety).

Data Gathering Procedure

A letter of approval containing a permission to conduct a survey and a

questionnaire regarding the anxiety level of student nurses during their clinical practice at
MAMC was prepared and address to CON Dean of MAC. After procurement of the
letters of approval, the researchers conducted a pilot study and distributed 30
questionnaires to test its reliability. All 30 questionnaires were retrieved and validated by
the experts. After the validation of the reliability, the researchers started distributing 70
questionnaires to the selected respondents for the actual study. All 70 questionnaires were
retrieved.

Statistical Treatment

The statistical treatments of the data used were T-test and analysis of variance
(ANOVA). The following are the formula for:

ANOVA

i = any score
n= the last score (or the number of scores)
j = any group
p = the last group (or the number of groups)
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T-TEST
 15

CHAPTER IV

RESULTS AND DISCUSSION

Presentation, Analysis, and Interpretation

Presentation:
Table 1A. Age of the Respondents

Age Cumulative
Frequency Percent Valid Percent
Percent

16 – 18 2 2.9 2.9 2.9

19 – 21 51 72.9 72.9 75.7

22 and above 17 24.3 24.3 100.0

Total 70 100.0 100.0

Analysis:
Table 1A shows the age of the respondents according to different bracket. It
shows that out of 70 respondents, 2.9% are age 16 – 18, 72.9 between 19 and 21 and
24.3% are above 21 years old.

Interpretation:
The study shows that the nursing students of the MAC that out of 70 respondents
mostly are between 19-21 years old because this group of age are the only ones who
experience having duty as a team leader, charge nursing, medicine nursing, supervisory
nursing and staff nursing.
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Presentation:
Table 1B. Gender of the Respondents

Gender Cumulative
Frequency Percent Valid Percent
Percent

Female 47 67.1 67.1 67.1

Male 23 32.9 32.9 100.0

Total 70 100.0 100.0

Analysis:
Table 1B shows the gender of the respondents. It shows that out of 70
respondents, 67.1% are females, and 32.9% are males.

Interpretation:
The results shows, females are dominant than males in the field of nursing. It
might be because nursing is seen as a feminine occupation and it is thus devalued in male
dominated patriarchal society. (http://studentnurse.tripod.com)
 17

Presentation:

Table 1C. Status of the respondents during their clinical practice

Status Cumulative
Frequency Percent Valid Percent
Percent

Staff Nursing 39 55.7 55.7 55.7

Supervisory 8 11.4 11.4 67.1

Medicine Nursing 7 10.0 10.0 77.1

Charge Nursing 12 17.1 17.1 94.3

Team Leader 4 5.7 5.7 100.0

Total 70 100.0 100.0

Analysis:
Table 1C shows the status of the respondents during their clinical practice. It shows that
out of 70 respondents, 55.7% are having their clinical practice as staff nurse, 11.4% as supervisor,
10.0% as medicine nurse, 17.1% as charge nurse, and 5.7% as team leader.

Interpretation:
A result of our study shows that most of our respondents are having their clinical
practice as a staff nurse rather than the other positions. It might be because mostly staff
nurses do more on hands on. And they deal in patients personally. And they are
responsible for the well-being of the patient. Their nursing care also involves the regular
checkups or monitoring of the patient’s statistics and condition, and to report the same to
the correct people. (http://ezinearticles.com)
 18

Presentation:

The basis of interpretation for table 2A and 2B is the mean. If its value:

Below 0.075 not at all

0.75 – 1.49 mild

1.50 – 2.24 moderately

2.25 and above severe

Table 2A. Descriptive Statistics of Physical Anxiety

Std.
N Minimum Maximum Mean Interpretation
Deviation

experience numbness or
70 1 3 1.60 .769 Moderate
tingling sensation?

Have the urge to empty

70 1 4 1.76 .824 Moderate
your bladder often?

wobble your legs while

70 1 4 1.43 .714 Mild
talking to patient?

anticipate that something

worst will happen during 70 1 4 1.79 .740
duty? Moderate

feel dizzy before doing

70 1 4 1.53 .756 Moderate
nursing care?

Heart rate increases? 70 1 4 1.69 .790 Moderate

experience unsteadiness
70 1 4 1.61 .708 Moderate
while having duty?

feel like choking? 70 1 4 1.24 .624 Mild

 19

experience unintentional
shaking or movement of
70 1 4 1.33 .607
one or more parts of your Mild
body?

have a feeling that you’re

having difficulties in 70 1 3 1.33 .607 Mild
breathing?

feel scared performing

70 1 3 1.81 .644 Moderate
nursing care?

feel that your stomach is

70 1 4 1.57 .753 Moderate
full but it’s not?

feel that you’re going to

70 1 3 1.34 .587 Mild
faint?

experience your face

70 1 3 1.50 .676 Mild
flushing?

experience having cold or

70 1 3 1.61 .666 Moderate
hot sweats?

Physical Anxiety Mean 70 1.00 3.40 1.5429 .48078 Moderate

Analysis:
Table above shows the summary of descriptive statistics on physical anxiety. It
shows that when respondents was asked if they experience numbness or tingling
sensation, have the urge to empty their bladder often, anticipate that something worst will
happen during duty, feel dizzy before doing nursing care, heart rate increases, experience
unsteadiness while having duty, feel scared performing nursing care, feel that their
stomach is full but it’s not, and experience having cold or hot sweats, respondents rated
that the mentioned experience gave them moderate anxiety with a computed mean value
between 1.50 – 2.24. Whereas, when asked if they wobble their legs while talking to
patient, feel like choking, experience unintentional shaking or movement of one or more
 20

parts of their body, have a feeling that they are having difficulties in breathing, feel that
they are going to faint, and experience flushing of face, respondents rated those situations
gave them mild anxiety with an associated mean value between 0.75 – 1.49.

Interpretation:
On the descriptive statistics on physical anxiety, this study shows that most of the
respondents experience numbness or tingling sensation, have the urge to empty their
bladder often, anticipate that something worst will happen during duty, feel dizzy before
doing nursing care, heart rate increases, experience unsteadiness while having duty, feel
scared performing nursing care, feel that their stomach is full but it’s not, and experience
having cold or hot sweats when they are asked. And this result shows that there are
experiencing moderate anxiety.

Presentation:

Table 2B. Descriptive Statistics of Mental Anxiety

 21

Std.
N Minimum Maximum Mean Interpretation
Deviation

unable to relax before

70 1 4 1.57 .693
doing nursing care? Moderate

afraid of performing
70 1 4 1.83 .816 Moderate
nursing care alone?

Hands trembling? 70 1 3 1.44 .629 Mild

nervous before going to

70 1 4 1.63 .765 Moderate
duty?

feeling of losing control? 70 1 4 1.36 .660 Mild

scared that you might die

if you did something 70 1 4 1.39 .687 Mild
wrong?

Mental Anxiety Mean 70 1.00 3.17 1.5357 .50512 Moderate

Analysis:
Table above shows the summary of descriptive statistics on mental anxiety. It
shows that when respondents was asked if unable to relax before doing nursing care,
afraid of performing nursing care alone and if nervous before going to duty, respondents
rated that the mentioned experience gave them moderate anxiety with a computed mean
value between 1.50 – 2.24. Whereas, when asked if their hands were trembling, feeling of
losing control and scared if they might die if did something wrong, respondents rated
those situations gave them mild anxiety with an associated mean value between 0.75 –
1.49.

Interpretation:
On the descriptive statistics on mental anxiety, it shows that most of the
respondents experience unable to relax before doing nursing care, afraid of performing
 22

nursing care alone and if nervous before going to duty when asked is ranked as a
moderate anxiety.

Presentation:

Table 3A. Crosstabulation of Status and Level of Physical Anxiety

Status

Staff Medicine Charge Team

Supervisory Total
Nursing Nursing Nursing Leader

Mild 24 4 2 6 2 38

Moderate 11 3 5 4 2 25
Physical Anxiety
Mean
Severe 4 1 0 2 0 7

Total 39 8 7 12 4 70

Analysis:
Table 3A shows that out of 70 respondents, 38 has mild physical anxiety. These
38 are on the following status - twenty four on nursing staff nursing, 4 on supervisory, 2
medicine nursing, 6 charge nursing and 2 team leader. On the other hand, twenty five of
the respondents have moderate physical anxiety, 11 are on nursing staff, 3 on
supervisory, 5 on medicine nursing, 4 on charge nursing and 2 being team leader. Seven
 23

respondents have severe physical anxiety distributed in nursing staff, supervisor and
charge nursing.

Interpretation:
Out of 70 respondents 38 of them are experiencing mild physical anxiety and
most of the students in that 38 are those who are having their duties as a staff nurse.
While on the other hand 25 of the respondents have moderate physical anxiety and most
of that respondents experiences it while they are having their duties as a staff nurse.

Presentation:

Table 3B. Crosstabulation of Status and Level of Mental Anxiety

Status

Staff Medicine Charge Team

Supervisory Total
Nursing Nursing Nursing Leader

Mild 22 2 4 6 2 36

Moderate 13 5 3 5 2 28
Mental Stress
Mean
Severe 4 1 0 1 0 6

Total 39 8 7 12 4 70

Analysis:
Table 3B shows that out of 70 respondents, 36 have mild mental anxiety. These
36 are on the following status - twenty two on nursing staff nursing, 2 on supervisory, 4
medicine nursing, 6 charge nursing and 2 team leader. On the other hand, twenty eight of
the respondents have moderate mental anxiety, 13 are on nursing staff, 5 on supervisory,
 24

3 on medicine nursing, 5 on charge nursing and 2 being team leader. Four respondents
have severe physical anxiety distributed in nursing staff, supervisory and charge nursing.

Interpretation:
Out of 70 respondents 36 of them are experiencing, mild mental anxiety and most
of them are during their staff nursing. On the other hand 28 of the respondents are
experiencing moderate mental anxiety and most of them are when they are having their
duty as a staff nurse.

Presentation:

Table 4A. Independent Sample t-test of Physical Anxiety According to Gender

Std.
Gender N Mean t-value
Deviation p-value Interpretation

Male 23 1.74 .810 1.060 0.293 Not significant

experience numbness or
tingling sensation?
Female 47 1.53 .747

Male 23 1.74 .810 -0.127 0.899 Not significant

Have the urge to empty
your bladder often?
Female 47 1.77 .840

Male 23 1.57 .896 1.123 0.265 Not significant

wobble your legs while
talking to patient?
Female 47 1.36 .605

anticipate that something Male 23 1.74 .752 -0.366 0.715 Not significant
worst will happen during
duty? Female 47 1.81 .741
 25

Male 23 1.48 .846 -0.387 0.700 Not significant

feel dizzy before doing
nursing care?
Female 47 1.55 .717

Male 23 1.61 .941 -0.568 0.572 Not significant

Heart rate increases?
Female 47 1.72 .713

Male 23 1.70 .822 0.670 0.505 Not significant

experience unsteadiness
while having duty?
Female 47 1.57 .651

Male 23 1.39 .839 1.402 0.165 Not significant

feel like choking?
Female 47 1.17 .481

experience unintentional Male 23 1.43 .843 1.024 0.309 Not significant

shaking or movement of
one or more parts of your
Female 47 1.28 .452
body?

have a feeling that you’re Male 23 1.30 .703 -0.232 0.817 Not significant
having difficulties in
breathing? Female 47 1.34 .562

Male 23 1.74 .689 -0.681 0.498 Not significant

feel scared performing
nursing care?
Female 47 1.85 .625

Male 23 1.61 .839 0.288 0.774 Not significant

feel that your stomach is
full but it’s not?
Female 47 1.55 .717

Male 23 1.39 .656 0.480 0.632 Not significant

feel that you’re going to
faint?
Female 47 1.32 .556

Male 23 1.43 .728 -0.562 0.576 Not significant

experience your face
flushing?
Female 47 1.53 .654
 26

Male 23 1.57 .728 -0.429 0.669 Not significant

experience having cold or
hot sweats?
Female 47 1.64 .640

Physical Anxiety Mean Male 23 1.5623 .62823 0.235 0.815 Not significant

Female 47 1.5333 .39709

Analysis:
Table 4A present the t-test of physical anxiety according to gender. The table
shows the computed t-value for all the aspect of physical anxiety. Since all the t- value
are all less than 2 and the associated p-value are all greater than 0.05, it suggest that
physical anxiety of male and female respondent are not significantly different.

Interpretation:
The table of the t-test of physical anxiety according to gender shows that female
and male respondents are not significantly different. On the other hand male and female
mental anxiety is not significantly different. Therefore they have the same mental and
physical anxiety.

Presentation:

Table 4B. Independent Sample t-test of Mental Anxiety According to Gender

Std.
Gender N Mean t-value
Deviation p-value Interpretation

Male 23 1.52 .665 -0.417 0.678 Not significant

unable to relax before
doing nursing care?
Female 47 1.60 .712

afraid of performing Male 23 1.74 .810 -0.639 0.525 Not significant

 27

nursing care alone? Female 47 1.87 .824

Male 23 1.48 .665 0.327 0.744 Not significant

Hands trembling?
Female 47 1.43 .617

Male 23 1.70 .822 0.511 0.611 Not significant

nervous before going to
duty?
Female 47 1.60 .742

Male 23 1.52 .730 1.472 0.146 Not significant

feeling of losing control?
Female 47 1.28 .615

scared that you might die Male 23 1.30 .559 -0.690 0.492 Not significant
if you did something
wrong? Female 47 1.43 .744

Male 23 1.5435 .54174 0.089 0.929 Not significant

Mental Anxiety Mean
Female 47 1.5319 .49226

Analysis:
Table 4B is the summary of computed t-value for mental anxiety between male
and female respondents. Since the computed t-value are less than 2 and the associated p-
value are all less than 0.05, it supports the idea that mental anxiety of male and female
respondents are not significantly different. That is, they have the same mental anxiety.

Presentation:

Table 4C. ANOVA of Physical and Mental Anxiety According to Age

 28

Sum of Mean
df F Sig.
Squares Square Interpretation

Between Groups .786 2 .393 1.737 .184

Physical Anxiety Not significant
Within Groups 15.163 67 .226
Mean
Total 15.949 69

Between Groups 1.921 2 .961 4.103 .021

Mental Anxiety Significant
Within Groups 15.684 67 .234
Mean
Total 17.605 69

Analysis:
Table 4C is the ANOVA of physical and mental anxiety on different age bracket.
It shows that respondents on different age bracket have no significant difference on
physical anxiety with an associated p-value of 0.184. Whereas the respondents between
age category have significant difference on mental anxiety. This is being emphasized by
the computed p-value of 0.021.

Interpretation:
Physical and mental anxiety according to gender, there is no significant difference
while on the physical anxiety according to age there is no significant difference and
mental anxiety according to age, there is a significant difference. It is because
adolescence is one of the most unsettling periods of development. Some young people
appear highly susceptible to the pressure of growing up and yet others seem more
resilient and largely unaffected. (http://www.healthcentral.com)

Presentation:

Table 4D. ANOVA of Physical and Mental Anxiety According to Status

 29

Sum of Mean
df F Sig.
Squares Square Interpretation

Between Groups .791 4 .198 .848 .500

Physical Anxiety Not significant
Within Groups 15.158 65 .233
Mean
Total 15.949 69

Between Groups .201 4 .050 .188 .944

Mental Anxiety Not significant
Within Groups 17.404 65 .268
Mean
Total 17.605 69

Analysis:
Table 4D is the summary of ANOVA of physical and mental anxiety. To
determine if there is significant difference between more than two groups on a certain
variable, ANOVA test is to be used. Table 4D shows that respondents on different status
has no significant difference physical and mental anxiety this is due to the computed p-
value which is greater than 0.05.
 30

CHAPTER V

SUMMARY

Findings

The study shows that the nursing students of the MAC that out of 70 respondents
mostly are between 19-21 years old because this group of age are the only ones who
experience having duty as a team leader, charge nursing, medicine nursing, supervisory
nursing and staff nursing. Also the results shows, females are dominant than males in the
field of nursing. It might be because nursing is seen as a feminine occupation and it is
 31

thus devalued in male dominated patriarchal society. A result of our study also shows that
most of our respondents are having their clinical practice as a staff nurse rather than the
other positions. It might be because mostly staff nurses do more on hands on. And they
deal in patients personally. And they are responsible for the well-being of the patient.
Their nursing care also involves the regular checkups or monitoring of the patient’s
statistics and condition, and to report the same to the correct people.
On the descriptive statistics on physical anxiety, this study shows that most of the
respondents experience numbness or tingling sensation, have the urge to empty their
bladder often, anticipate that something worst will happen during duty, feel dizzy before
doing nursing care, heart rate increases, experience unsteadiness while having duty, feel
scared performing nursing care, feel that their stomach is full but it’s not, and experience
having cold or hot sweats when they are asked. And this result shows that there are
experiencing moderate anxiety.
On the descriptive statistics on mental anxiety, it shows that most of the
respondents experience unable to relax before doing nursing care, afraid of performing
nursing care alone and if nervous before going to duty when asked is ranked as a
moderate anxiety.
Out of 70 respondents 38 of them are experiencing mild physical anxiety and
most of the students in that 38 are those who are having their duties as a staff nurse.
While on the other hand 25 of the respondents have moderate physical anxiety and most
of that respondents experiences it while they are having their duties as a staff nurse.
Out of 70 respondents 36 of them are experiencing, mild mental anxiety and most
of them are during their staff nursing. On the other hand 28 of the respondents are
experiencing moderate mental anxiety and most of them are when they are having their
duty as a staff nurse.
The table of the t-test of physical anxiety according to gender shows that female
and male respondents are not significantly different. On the other hand male and female
mental anxiety is not significantly different. Therefore they have the same mental and
physical anxiety.
Physical and mental anxiety according to gender, there is no significant difference
while on the physical anxiety according to age there is no significant difference and
 32

mental anxiety according to age, there is a significant difference. It is because

adolescence is one of the most unsettling periods of development. Some young people
appear highly susceptible to the pressure of growing up and yet others seem more
resilient and largely unaffected.

Conclusion

The researchers conclude that physical and mental anxiety according to gender
and physical anxiety according to age shows that there is no significant difference while
on mental anxiety according to age there is a significant difference because of the
unsetting period of developments during adolescence.
We are partly accepting our null hypothesis because in gender and status there no
significant effect while in mental anxiety according to age had significant effect.

Recommendations

Anxiety is part of life, it is neither healthy nor desirable to be rid of it forever.

Sadly, this is what most sufferers are doing, trying their best not to feel anxious. Do not
keep hiding and running away from anxiety attack. Left untreated, anxiety attack will
slowly take over your life, seriously crippling your ability to live a normal healthy
lifestyle. Take control of your life and make an effort to overcome anxiety attack.
To the College of Nursing to took over their Related Learning Experience
curriculum in the 4th year students through: Giving more time to study the patient’s case
before going to duty; give assignments ahead of time; supplemental studies related to
patient; increase in number of Clinical Instructor ratio to students like 2:13 or 1:6; more
return demonstration for more practice rather than discuss verbally only they should give
more return demonstrations.
 33

Improve the orientation in Student Nursing, Charge Nursing, Medicine Nursing,

Team Leadership, and Supervisory Nursing.
Do not put so much pressure to 4th year students and consider them as student
learners.

LITERATURE CITED

BARLOW, D.H. (2002), Anxiety and its Disorders. 2 nd Edition, Guilford Publications,
552-589.

BECK, A.T. (2005), Anxiety Disorders and Phobias: A Cognitive Perspective. 1 st

Edition, Basic Books, 372-381.

BERKOW, R. (2000), Merck Manual of Medical Information. 5 th Edition, Simon &

Schuster Inc., 165-172.

GAPUZ, R.A. (2007), The ABC’s of Psychiatric Nursing. 3rd Edition, Gapuz Publishing,
215-276.
 34

JONES, L. (2004), Understanding Psychological Preparation. 3 rd Edition, Wiley

Publishing Inc., 342-357.

JONES, M.C. (2000), “Distress, Stress and Coping in First-Year Student Nurses.”
Journal of Advanced Nursing, Vol. 26(3):475-82.

KIM, K.H. (2010), Baccalaureate Nursing Student’s Experience of Anxiety Producing

Situations in the Clinical Setting. www.contemporarynurse.com/archives/vol/14/issue/
2/article/1883/baccalaureate-nursing-students-experience-of.html.

MELO, K. (2008), Clinical Practice Anxiety Among 3 rd Year Baccalaureate Nursing

Students in CBL and those in Traditional Curricula.
www.gradworks.umi.com/MR/47/MR47172.html.

NEWELL, R. (2008), Mental Health Nursing. 2nd Edition, Elsevier Science Health
Science. 76-82.
VIDEBECK, S.L. (2010), Psychiatric Mental Health Nursing. 11 th Edition, Lippincott
Williams & Wilkins, 53-54, 265-267.
 35

APPENDICES
 36

APPENDIX A

CORRESPONDENCES

January 5, 2011

Ofelia M. Osorio, RN, MSN, D.Ph.

Dean, CON, Manila Adventist College,
1975 Donada Street
1300 Pasay City, Metro Manila

Dear Dr. Osorio:

We, the researchers, would like to respectfully request for your permission to use the nursing
students of Manila Adventist Colleges as our respondents to our research study. The study
determines their anxiety level during their clinical practice. We will give them a
questionnaire designed to elicit their level of anxiety in different components (physical and
mental). It will provide possible answers and the respondents will only have to choose and
check the item that approximates their answer.
 37

These data are the information needed for us to accomplish our research entitled
“CLINICAL PRACTICE ANXIETY AS PERCEIVED BY NURSING STUDENTS AT
MANILA ADVENTIST COLLEGES”. All the details that will result to the study will be
apprehended privately to safeguard the privacy of the students.

We are hoping for your kind consideration and approval of this request.

Sincerely yours,

_______________ _______________ _______________

Reyes, Sarah Jenne P. Reyes, Shella N. Rico , Mary Anne L.

_______________ _______________ _______________

Sager, Bren Jared M. Salagubang, Alpha Amor B. San Jose, Michael Bryan S.

Noted by : Approved by :

_______________ _______________
Lorraine Lynne C. Villagomez Ofelia M. Osorio, RN, MSN, D.Ph.
APPENDIX B

QUESTIONNAIRE

Good day!

We are from group 7 section C of BSN IV students at Manila Adventist College. As a

requirement of our introduction to nursing research subject, we are conducting a survey and titled “Clinical
Practice Anxiety As Perceived By The Manila Adventist College Nursing Students”. We would like to
know the anxiety level of nursing students regarding their duty on the floor.

Thank you for your time and participation in our survey. Please be assured that all
information are strictly confidential.

I. DEMOGRAPHIC PROFILE

Instruction: Please check whatever applies to you.

Name (Optional): __________________________________

Age: ( ) 19-21 ( ) 22-above

Gender: ( ) male( ) female

II. ANXIETY LEVEL DURING CLINICAL PRACTICE

 38

Instruction:

1.) Think about your past duty. Recall a month or year.

Check one that you mostly do for the last months.

Staff nursing

Supervisory

Medicine nursing

Charge nursing

Team leader

2.) Please check the space that reflects your anxiety level during clinical practice.

0- Not at all 1- Mildly 2- Moderately 3- Severely

Symptoms Not At All Mildly Moderately Severely

Do you….
experience numbness or tingling sensation?
Have the urge to empty your bladder often?
wobble your legs while talking to patient?
anticipate that something worst will happen during
duty?
feel dizzy before doing nursing care?
Heart rate increases?
experience unsteadiness while having duty?
feel like choking?
experience unintentional shaking or movement of one or
more parts of your body?
have a feeling that you’re having difficulties in
breathing?
feel scared performing nursing care?
feel that your stomach is full but it’s not?
feel that you’re going to faint?
experience your face flushing?
experience having cold or hot sweats?
Are you…
unable to relax before doing nursing care?
afraid of performing nursing care alone?
Hands trembling?
nervous before going to duty?
feeling of losing control?
scared that you might die if you did something wrong?
Total of each column
 39

APPENDIX C

RELIABILITY RESULTS

R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A)

Mean Std Dev Cases

1. A1 1.6000 .7690 70.0

2. A2 1.7571 .8242 70.0
3. A3 1.4286 .7137 70.0
4. A4 1.7857 .7400 70.0
5. A5 1.5286 .7561 70.0
6. A6 1.6857 .7902 70.0
7. A7 1.6143 .7080 70.0
8. A8 1.2429 .6241 70.0
9. A9 1.3286 .6072 70.0
 40

10. A10 1.3286 .6072 70.0

11. A11 1.8143 .6437 70.0
12. A12 1.5714 .7532 70.0
13. A13 1.3429 .5870 70.0
14. A14 1.5000 .6757 70.0
15. A15 1.6143 .6658 70.0
16. Q1 1.5714 .6931 70.0
17. Q2 1.8286 .8160 70.0
18. Q3 1.4429 .6287 70.0
19. Q4 1.6286 .7646 70.0

N of
Statistics for Mean Variance Std Dev Variables
SCALE 29.6143 78.7331 8.8732 19

R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A)

Item-total Statistics

Scale Scale Corrected

Mean Variance Item- Alpha
if Item if Item Total if Item
Deleted Deleted Correlation Deleted

A1 28.0143 70.4781 .5936 .9249

A2 27.8571 71.8054 .4473 .9287
A3 28.1857 69.6896 .7162 .9222
A4 27.8286 71.1006 .5677 .9255
A5 28.0857 69.2679 .7067 .9223
A6 27.9286 68.9369 .6990 .9224
A7 28.0000 70.2899 .6690 .9232
A8 28.3714 71.9470 .6042 .9247
 41

A9 28.2857 71.8592 .6319 .9242

A10 28.2857 71.2215 .6969 .9230
A11 27.8000 71.7275 .6046 .9246
A12 28.0429 69.9836 .6493 .9236
A13 28.2714 72.2006 .6204 .9245
A14 28.1143 70.8563 .6523 .9236
A15 28.0000 71.1014 .6402 .9239
Q1 28.0429 72.3605 .4997 .9268
Q2 27.7857 71.2433 .4954 .9275
Q3 28.1714 72.5789 .5376 .9259
Q4 27.9857 69.3186 .6935 .9226

Reliability Coefficients

N of Cases = 70.0 N of Items = 19

Alpha = .9281
APPENDIX D

GANTT CHART
 42

Month JUNE JULY AUG SEPT OCT NOV DEC JAN

Week 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Activities
Formulation
of the
Problem
Hypothesis
Related
Literature
Related
Studies
Theoretical
Framework
Conceptual
Model
Methodolog
y
Research
Design
Instrumenta
tion
Construct
Validity
Pilot Study
Actual
Study
Collection
of Data
Statistical
Analysis
Results
Discussion
Summary
Correction
Submission

APPENDIX E

MATRIX
a1 q q
resp age Sex stat a1 a2 a3 a4 a5 a6 a7 a8 a9 a10 a11 a12 a14 a15 q1 q3 q4 q6
3 2 5

1 3 0 5 1 3 1 2 1 1 1 1 1 1 2 1 1 1 1 2 1 2 2 1 2
 43

2 2 0 3 1 2 2 3 1 2 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 2

4 2 0 3 1 2 1 2 2 2 2 1 2 2 2 1 2 2 2 1 1 1 1 1 1

5 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

6 2 0 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 2 1 3 1 1 1 1

7 2 0 5 2 2 1 1 1 2 1 1 2 2 2 2 2 2 2 1 1 2 2 1 1

8 2 0 5 1 1 1 1 1 1 1 1 1 1 2 1 2 2 2 1 2 1 1 1 1

9 2 0 1 3 2 1 3 3 2 2 2 1 2 2 2 1 3 2 3 4 2 4 2 4

10 2 0 1 3 4 1 2 3 3 3 3 1 2 3 3 1 2 2 3 4 1 2 1 4

11 3 0 4 1 2 1 1 1 1 1 1 1 1 2 1 1 2 2 1 1 1 1 1 2

12 2 0 2 1 1 1 1 1 2 2 1 1 1 2 1 2 1 1 1 1 1 1 1 1

13 2 0 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1

14 2 0 1 2 2 2 2 2 3 3 2 2 3 3 3 2 2 2 2 2 2 3 3 2

15 2 0 3 2 1 1 3 2 2 2 1 1 2 1 1 1 1 2 1 1 1 1 1 1

16 2 0 4 1 3 2 2 2 1 1 1 1 1 2 2 1 2 2 3 3 1 1 1 2

17 2 0 2 2 1 1 3 1 2 2 3 1 1 1 1 1 1 1 2 2 1 1 1 2

18 2 0 4 1 1 1 2 1 2 1 1 1 1 2 1 1 2 2 1 2 1 2 1 1

19 2 0 1 1 2 1 1 1 1 2 1 1 1 2 1 1 1 1 1 2 1 1 1 1

20 3 1 1 2 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

21 2 0 2 2 1 2 2 1 1 2 1 2 1 2 2 2 2 1 2 2 1 2 2 1

22 2 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

23 3 1 3 1 1 1 2 1 1 2 1 2 1 2 1 1 1 1 1 2 2 1 1 1

24 2 0 3 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 2 1 1 1 1 1

25 2 0 1 3 3 2 3 2 3 2 1 2 3 2 1 1 3 1 2 2 1 2 1 1

26 3 0 1 3 3 2 2 3 2 3 1 1 1 1 3 1 1 1 2 1 1 2 1 1

27 2 1 1 3 3 3 2 2 1 2 1 1 1 2 4 2 1 2 2 2 2 2 1 1

28 2 1 2 2 1 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

29 2 1 4 1 2 1 1 1 2 2 1 1 1 2 1 1 1 1 1 1 1 1 1 1

30 2 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2

31 2 1 2 1 2 1 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

32 3 1 1 2 1 1 1 1 2 2 1 1 1 2 1 1 2 1 2 2 1 2 2 1

33 2 1 3 3 3 2 2 1 1 2 1 1 1 2 2 1 3 3 2 2 2 2 3 2

34 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

35 2 0 1 2 1 2 1 2 2 1 1 1 2 3 3 2 3 3 2 2 1 1 1 1

36 2 0 1 2 2 1 2 1 2 1 1 1 1 2 2 1 2 1 2 2 1 1 1 1

37 2 0 4 1 2 2 1 3 3 3 1 1 1 1 1 1 1 2 1 1 1 1 1 1

38 2 1 4 1 1 1 1 2 1 2 2 1 2 2 1 2 1 1 1 1 1 2 2 1

39 2 0 1 2 1 2 2 1 2 1 1 1 1 3 1 1 2 2 4 2 2 1 1 2

40 3 0 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 2 2 1 1 1

41 2 0 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 1 2 1 1 1 1

42 3 0 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1

43 3 0 2 1 3 2 3 1 3 1 1 1 1 3 1 1 1 2 2 3 1 3 1 1
 44

44 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

45 2 0 3 2 2 1 2 2 2 2 1 2 1 2 2 1 1 1 2 2 1 1 2 2

46 3 1 4 3 3 4 3 4 4 4 4 4 3 3 3 3 3 3 1 1 3 3 3 1

47 2 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 2 2 2 2 2 2 1

48 2 0 4 1 1 1 2 2 2 1 1 1 1 2 1 1 1 2 1 2 1 1 1 1

49 2 0 1 1 3 1 2 2 2 2 1 2 2 3 2 2 2 1 2 2 1 2 2 1

50 2 0 2 2 1 1 2 1 2 2 1 2 1 2 2 1 2 2 1 1 2 2 1 2

51 2 0 2 1 2 2 2 2 1 2 1 1 1 2 1 1 1 2 1 2 2 1 2 1

52 2 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

53 3 0 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 2 2 1 1

54 2 0 1 3 3 3 4 3 3 2 2 2 2 2 1 2 2 2 1 4 2 2 1 1

55 2 0 5 1 2 3 1 2 1 2 1 1 2 1 3 2 1 2 1 2 3 2 1 1

56 2 0 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 2 2 2 2 1 1

57 3 0 1 3 2 1 1 1 2 2 1 1 1 1 1 1 1 1 1 2 1 2 2 2

58 2 0 4 2 3 1 1 2 3 2 1 2 2 2 2 1 2 3 2 2 3 2 1 1

59 3 0 1 1 2 1 2 1 2 2 1 2 1 2 2 1 1 2 2 2 1 1 1 1

60 2 1 1 3 3 3 3 3 4 2 1 2 3 2 2 2 2 2 2 2 2 2 2 2

61 2 1 1 2 2 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

62 1 1 4 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2

63 1 0 4 3 3 3 2 3 2 2 1 1 2 2 3 3 2 3 2 3 3 3 4 3

64 2 0 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 2 1 1

65 2 0 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2

66 2 1 4 2 1 1 2 1 2 2 1 1 1 2 1 1 2 2 2 2 1 2 2 1

67 3 1 1 3 2 2 2 1 1 1 1 1 1 2 2 1 1 2 2 3 2 2 1 1

68 3 1 1 1 1 2 3 1 2 3 3 3 1 3 2 2 1 2 3 4 1 4 1 1

69 2 1 1 2 2 1 2 1 1 1 1 1 1 1 2 1 1 1 1 2 1 1 1 1

70 2 0 1 1 1 1 2 2 2 2 2 2 1 2 2 3 3 3 2 2 2 3 2 2

CURRICULUM VITAE

REYES, SARAH JENNE P.

Block 6, Lot 30 Ruby St. Imus, Cavite

[email protected]
 45

PERSONAL DATA:

Gender: Female

Civil Status: Single

Birth date: Jan. 06, 1991

Birthplace: Pampanga

Religion: Roman Catholic

Height: 5’5

Weight: 123 Lbs.

Citizenship: Filipino

Father’s name: Renato Reyes

Mother’s name: Susan Permejo

EDUCATIONAL BACKGROUND:

College Education:

Manila Adventist Medical Center and Colleges Inc.

1975 Donada St. Pasay City

Bachelor of Science in Nursing

2007 – 2011

Secondary Education:

San Jose National High school

Class of 2003-2007

Primary Education:
 46

San Jose National High School

1997-1993

CURRICULUM VITAE

REYES, SHELLA N.

3515 Sta. Maria Gonzaga Cagayan

[email protected]
 47

PERSONAL DATA:

Gender: Female

Civil Status: Single

Birth date: January 12, 1990

Birthplace: Sta. Maria Gonzaga Cagayan

Religion: Seventh-day Adventist

Height: 5’3”

Weight: 127 lbs

Citizenship: Filipino

Father’s name: Pedro Reyes

Mother’s name: Sylvia Reyes

EDUCATIONAL BACKGROUND:

College Education:

Manila Adventist Medical Center and Colleges Inc.

1975 Donada St. Pasay City

Bachelor of Science in Nursing

2007 - 2011

Secondary Education:

Baua National Highschool

2003-2007

Primary Education:
 48

Baua Elementary School

1997-2003

CURRICULUM VITAE

RICO , MARY ANNE L.

P 57-07 17th 2nd St. Villamor Airbase Pasay City

 49

[email protected]

PERSONAL DATA:

Gender: Female

Civil Status: Married

Birth date: January 28, 1984

Birthplace: San Juan M. Mla

Religion: SDA

Height: 5’2”

Weight: 115lbs

Citizenship: Filipino

Father’s name: Teddy Libongcogon

Mother’s name: Evangeline Libongcogon

EDUCATIONAL BACKGROUND:

College Education:

Manila Adventist Medical Center and Colleges Inc.

1975 Donada St. Pasay City

Bachelor of Science in Nursing

2007 – 2011

Secondary Education:

Dominican College

1997-2001

Primary Education:
 50

Dominican College

1991-1997

CURRICULUM VITAE

SAGER, BREN JARED M.

2027 Leveriza street, Pasay City

[email protected]
 51

PERSONAL DATA:

Gender: Male

Civil Status: Single

Birth date: January 20, 1991

Birthplace: Lamesa Mogpog Marinduque

Religion: Seventh-Day Adventist

Height: 5’5”

Weight: 154 lbs

Citizenship: Filipino

Father’s name: Bernie O. Sager

Mother’s name: Elenita M. Sager

EDUCATIONAL BACKGROUND:

College Education:

Manila Adventist Medical Center and Colleges Inc.

1975 Donada St. Pasay City

Bachelor of Science in Nursing

2007 - 2011

Secondary Education:

Landy National High School (LNHS)

Landy Sta. Cruz Marinduque

2003-2007
 52

Primary Education:

Lamesa Elementary School

Lamesa Mogpog Marinduque

1997-2003

CURRICULUM VITAE

SALAGUBANG, ALPHA AMOR B.

01 Putingbuhangin San Juan, Batangas

[email protected]
 53

PERSONAL DATA:

Gender: Female

Civil Status: Single

Birth date: August 22, 1990

Birthplace: 01 Putingbuhangin, San Juan, Batangas

Religion: Seventh-day Adventist

Height: 5’1”

Weight: 92 lbs

Citizenship: Filipino

Father’s name: Noriel M. Salagubang

Mother’s name: Gertrudes B. Salagubang

EDUCATIONAL BACKGROUND:

College Education:

Manila Adventist Medical Center and Colleges Inc.

1975 Donada St. Pasay City

Bachelor of Science in Nursing

2007 - 2011

Secondary Education:

Batangas Eastern Academy, High School Department

01 Javier St. Poblacion, San Juan Batangas

2003-2007
 54

Primary Education:

Batangas Eastern Academy, Elementary Department

01 Javier St. Poblacion, San Juan Batangas

1997-2003

CURRICULUM VITAE

SAN JOSE, MICHAEL BRYAN S.

308 Timog Street, Barangka Drive Mandaluyong City

[email protected]
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PERSONAL DATA:

Gender: Male

Civil Status: Single

Birth date: January 26, 1981

Birthplace: Manila

Religion: Seventh-day Adventist

Height: 5’0”

Weight: 105 lbs

Citizenship: Filipino

Father’s name: Fermin R. San Jose

Mother’s name: Luzviminda S. San Jose

EDUCATIONAL BACKGROUND:

College Education:

Manila Adventist Medical Center and Colleges Inc.

1975 Donada St. Pasay City

Bachelor of Science in Nursing

2007 - 2011

Secondary Education:

Jose Rizal University

Shaw Blvd. Mandaluyong City

1993 - 1997
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Primary Education:

Ilaya Barangka Elementary School

Lion’s Road, Mandaluyong City

1987 - 1993