To determine the relationship between performance in theoretical classroom instruction and related learning experience (RLE) of nursing students of WVSU.

1. Healthcare is becoming part of
information technology.
A BOLD STATEMENT
“Lady with the Lamp”

2. Correlation Between Theoretical Classroom Instruction
And Related Learning Experiences (RLEs):
Evidence From A Philippine Nursing University
Ryan Michael F. Oducado
Mary Kristine Q. Amboy
Ayesha C. Penuela
Rosana Grace Belo-Delariarte
West Visayas State University
College of Nursing
La Paz, Iloilo City

3. INTRODUCTION
THE THEORY-PRACTICE GAP
DIVIDED
DISCIPLINES
(Greenwood, 2000 in Buhat-
Mendoza, Mendoza,Tianela &
Fabella, 2014)
INCREASING
DIVERGENCE
(Miller, 1985)
INHIBITORY
FACTOR
(Dlama, Modupe, & Umar, 2015)

4. Few studies have
explored factors that
impact BSN students’
clinical performance
Scarcity of studies
exploring the relationship
of classroom and practice
performance
Provide local and up-to-date
evidence on the theory to
practice gap

5. CONCEPTUAL FRAMEWORK
THEORETICAL
CLASSROOM
INSTRUCTION
PERFORMANCE
RELATED LEARNING
EXPERIENCE (RLE)
PERFORMANCE

6. METHODOLOGY
RESEARCH DESIGN
Descriptive
Correlational
RESEARCH LOCALE
WVSU
College of Nursing
PARTICIPANTS
BSN Graduates
(2013-2017)
N=653

7. Approved for
Exemption from
UBRERC
Permission
fromVPAA
Anonymized
hard copy ofTOR
from Registrar
11 Professional
Nursing subjects
with lecture & RLE
included
Encoding of data
Statistical
Analysis (SPSS)
Interpretation
of Results
Ethical considerations observed
DATA GATHERING PROCEDURE
METHODOLOGY

8. Statistical
Analysis (SPSS)
Inferential Data Analysis
Mean Standard Deviation
Linear RegressionPearson’s r
Inferential Data Analysis
Descriptive Data Analysis
α level .05

9. To determine the relationship between performance in
theoretical classroom instruction and related learning
experience (RLE) of nursing students of WVSU
OBJECTIVES & RESULTS
theoretical classroom
Instruction performance
related learning experience
(RLE) performance

10. Correlation between performance in theoretical classroom and related learning experiences
COURSE r p
2013
r pr pr pr pr p
Overall2017201620152014 p < .05

11. To determine the relationship between performance in
theoretical classroom instruction and related learning
experience (RLE) of nursing students of WVSU
OBJECTIVES & RESULTS
INCIDENTAL CASE:
COMMUNITY HEALTH NURSING (r = -.08, p = .457) in 2016
showing NO SIGNIFICANT RELATIONSHIP
The overall/average grade
for 5 years shows a
statistically significant
HIGH POSITIVE relationship
(r = .8;p = .00)

12. Correlation between performance in theoretical classroom and related learning experiences
COURSE r p
2013
r pr pr pr pr p
Overall2017201620152014

13. To ascertain whether WVSU nursing students’
theoretical classroom performance significantly predicts
their performance in related learning experience (RLE)?
Ŷ = 1.269 + .399(X)
• where Ŷ is the estimated RLE
Performance
• 1.269 is constant
• X is the theoretical classroom
performance
Prediction
Equation Model
64% variance explained
Hence, theoretical classroom performance is
a significant predictor of RLE performance

14. RECOMMENDATIONS & IMPLICATIONS
Enrich classroom-based learning with clinical experience
to enable a spontaneous connection (congruence) and continuity of learning
between the two settings.
Nurse educators should be more proactive in identifying
students who are at risk of performing poorly. Strategic monitoring, guidance &
support should be given to these students.
Revisit the syllabus/curriculum to ensure alignment of
didactics with clinical placement outcomes and competencies.
Administrators can look into non-academic variables
ranging from student, faculty, and learning environment-related factors influencing
clinical performance or competence of students.

15. RECOMMENDATIONS & IMPLICATIONS
Further investigation on other factors influencing the clinical practicum of student
nurses are recommended. Likewise, studies on psychometric testing of the scales used to
evaluate BSN students in the theoretical classroom and RLE should be explored.
THANK YOU!