Nursing students face numerous stresses and challenges that pose threat to their well-being. They require guidance in order to attain satisfactory adjustment in all aspects of daily life in this critical stage of their development. Thus, this study was conducted to determine the guidance needs of nursing students in selected schools in Iloilo City. The sample of this descriptive, comparative study consisted of 283 randomly selected students from four nursing schools in Iloilo City. The Guidance Needs Inventory for Nursing Students (GNINS) developed by the researchers was used to gather data. Frequency, mean, standard deviation, and rank were used to describe the data. Independent Samples t-Test and ANOVA set at 0.05 alpha were employed to find out significant differences between variables. The study revealed that nursing students need guidance to a moderate extent. They need more guidance on the aspects of career and academic. Further, results indicated no significant differences in the guidance needs of nursing students when grouped according to sex, gender, year level, residence, type of school, living arrangement, employment status of parents, monthly family income, number of siblings, birth order and type of family. Guidance remains to be an integral part of nursing education. Continued provision of guidance responsive and relevant to the needs of nursing student cohort is therefore necessary.

1. RYAN MICHAEL F. ODUCADO, PIO REGGIE S. FRIGILLANO,
JESLI JOY T. GUNCE, PRINCESS LOUISE B. JOVER,
PRINCESS N. MELITON, KRISHA T. PANGILINAN
A paper presented at WVSU Lambunao 1st
National Research Conference for Cutting-edge Research
December 22, 2016

2. BACKGROUND OF THE STUDY
Education is considered by Filipinos as
a goal that one must achieve or
acquire to live a successful life in the
future. An individual can gain
knowledge, develop skills and attitude
that will shape one to a better version
of himself. However, as one student
moves to a higher level, a student life
is getting more complex.

3. BACKGROUND OF THE STUDY
According to Broderick (2013) for a majority of young people, college life
can be an enriching and rewarding experience-in terms of academic
success and through the opportunities inherent in the college
environment for personal, social and emotional development. But for
others, college life can pose several challenges and threats to mental
health and well-being as to cope with managing their time, their
studies, their health and their finances.
The transition that is lived up by the students can predispose them to
anxieties and other adversities that can alter their coping mechanism
especially with regards to their studies. Adjustments then are made in
order for them to deal with the everyday life.

4. BACKGROUND OF THE STUDY
According to Fernandez-Distajo (2013), a college student in the Philippines
is expected to have greater independence in thought and action and
many would like to be treated as an adult, yet unprepared to assume the
role. In fact, many students feel lost in college. Some students even
express that they receive no direction and encouragement from others
and that some teachers are indifferent to their adjustment difficulties.
Studies have shown that college students face a lot of
stressors. Such individuals perceived college life to be
frustrating and stressful. The competition for grades, the
need to perform, relationships, fear of AIDS, career choice,
and many other aspects of the college environment are
some that troubles them (University of Florida Counseling
and Wellness Center, nd).

5. BACKGROUND OF THE STUDY
In nursing education, studies indicated that the nursing
students experience higher levels of stress and are more
prone to stress than other students and in fact, stress is
acknowledged as one of the most important issues in the
modern world in nursing education (Labrague, 2013).
Pryjmachuk and Richards (2007) found that stress in nursing
students arises from a combination of personal and
extracurricular factors rather than from the educational
program itself.
Meanwhile, Seyedfatemi, Tafreshi, and Hagani (2007)
reported that the most stressful situations are having new
friends and working with people they don’t know.

6. BACKGROUND OF THE STUDY
In light of the struggles faced by college and nursing students, guidance is
needed to help them properly adjust in varied life situations whether in
education, profession, vocation, social, health, moral, personal and
marital areas.
Guidance and counseling service is needed to
help students deal effectively with the formal
developmental tasks of adolescent life situation
boldly (Prabu, 2015). Without proper guidance,
the students would not be able to function
properly may it be physically, emotionally,
mentally, and socially. This often leads to
inadequate thought and behavior, wrong
decisions and maladjustments (Prabu, 2015).

7. BACKGROUND OF THE STUDY
There are several studies conducted on guidance needs assessment.
Unfortunately, such were mostly for grade school and high school
students. This is possibly because these individuals are denser and
inexperienced towards dealing with the daily challenges in life. They often
tend to seek help from their parents, teachers, friends and other relatives
or to anyone whom they can find comfort.
In the Philippines, only a few published studies explored the guidance
needs of college students and none particularly among nursing students.
Since stressors are inevitable and recognizing the importance of
guidance in this critical period of development of nursing students, thus
this study.

8. THEORETICAL & CONCEPTUAL FRAMEWORK
Maslow’s Hierarchy of Needs: Maslow postulated that humans have an ascending order of needs
and used a hierarchal pyramid to prioritize them. At the bottom levels of the pyramid are our
physiological needs—like food, shelter, and clothing—that we need to survive (Bueno & Jeffrey,
2012).
Missouri's Comprehensive Guidance Counseling Program (CGCP) Model: Addresses the
needs of all students by facilitating their academic, career and personal/social development,
helping create positive and safe learning climates in schools, as well as helping students feel
connected to school and to at least one caring adult (Gysbers and Henderson, 2014).
Grewal (1982): Guidance Needs Inventory (GNI) identified the type and strength of guidance needs
of an individual student in five areas, namely: physical, social, psychological, educational and
vocational (cited in D’Souza, Urs, and R, 2008).
Villar (2007): categorized student’s guidance needs into five areas of concern: self-development,
studies, social relationships, family and career development (cited in dela Cruz, 2014).

9. THEORETICAL & CONCEPTUAL FRAMEWORK
GUIDANCE NEEDS
Personal/Psychological Needs
Family Needs
Physical Needs
Social Needs
Academic/Educational Needs
Career/Vocational Needs
Sex
Gender
Year Level
Type of School
Residence
Living Arrangement
Employment Status of Parents
Monthly Family Income
Number of Siblings
Birth Order
Type of Family
In relation to this study, the researchers included aspects of guidance in the following areas: PERSONAL,
FAMILY, PHYSICAL, SOCIAL, ACADEMIC & CAREER.
Furthermore, the researchers postulates that guidance needs may vary according to sex, gender, year
level, type of school, residence, living arrangement, employment status of parents, monthly
family income, number of siblings, birth order and type of family.
Figure 1 shows the conceptual model of the study which shows the hypothesized differences in the guidance needs of nursing
students according to their personal profile.

10. STATEMENT OF THE PROBLEM
Generally, this study determined the guidance needs of nursing students in Iloilo City.
Specifically, it sought to answer the following questions:
1. What is the overall extent of guidance needs of nursing students and in terms
of a) personal needs, b) family needs, c) physical need, d) social needs, e)
academic needs, and f) career needs?
2. Which areas do nursing students need guidance most?
3. Which aspects do nursing students need guidance least?
4. Are there significant differences in the guidance needs of student nurses as a
whole and when grouped according to a) sex, b) gender, c) year level, d) type of
school, e) residence, f) living arrangement, g) employment status of parents, h)
monthly family income, i) number of siblings, j) birth order and k) type of family?

11. METHODS & METHODOLOGY
Research Design:
Quantitative, descriptive cross-sectional survey
Sampling Technique and Sample:
Stratified proportionate simple random technique
283 sampled nursing students from 4 nursing
schools in Iloilo City, 1st Semester, SY 2016-2017

12. METHODS & METHODOLOGY
Research Instrument
Guidance Needs Inventory for Nursing Students (GNINS)
Researcher-made, Self-administered Questionnaire
Items adapted from the Guidance Needs Inventory by Dr. J.S. Grewal (1982), Needs Assessment
Survey by Dr. I. V.G. Villar (2007) and N. Sculli (2011), the guidance form of the West Visayas
State University, and individual questions formulated by the researchers.
Validated by 5 experts
Pilot tested
Cronbach alpha reliability coefficient of 0.984
2 Parts:
PART I – Personal Information
PART II – 5 point Likert scale ranging from not needed to very highly needed was utilized to
determine the extent of nursing students’ needs in six aspects of guidance

13. METHODS & METHODOLOGY
Data Gathering Procedure
After finalizing the study instrument, permission to conduct the
study was secured from the four (4) Deans of the College of
Nursing.
The data were collected between July to September 2016.
The objectives of the study were explained and informed
consent was obtained prior to the actual data gathering.
Participants were given ample time to accomplish the
questionnaires.
The questionnaires were then reviewed for completeness
immediately after each data gathering.

14. METHODS & METHODOLOGY
Statistical Tools
Descriptive Statistics:
Frequency, Percentage, Mean, Standard Deviation, Ranke
Inferential Statistics:
t-Test for Independent Samples, One-way ANOVA

15. RESULTS AND DISCUSSION
Overall Extent of Guidance Needs of Nursing Students and in
the Six Aspects of Guidance
Ranking of Guidance Needs of Nursing Students
Differences in the Guidance Needs of Nursing Students
Grouped According to Personal Characteristics

16. Extent Guidance Needs of Nursing Students in Selected Schools in
Iloilo City and Its Six Dimensions
Guidance Needs mean SD Description Rank
Overall 2.88 .884 Moderate Guidance Need
Personal/Psychological (PER) 2.97 .933 Moderate Guidance Need
Family (FAM) 2.79 1.004 Moderate Guidance Need
Physical (PHY) 2.70 1.015 Moderate Guidance Need
Social (SOC) 2.60 1.012 Moderate Guidance Need
Academic (ACA) 3.05 1.005 Moderate Guidance Need
Career (CAR) 3.11 1.064 Moderate Guidance Need
Table 1. Overall Guidance Needs of Nursing Students and in the Six Aspects
1
2
6
5
4
3

17. Ranking of Guidance Needs of Nursing Students
Table 2. Top Guidance Needs of Nursing Students
Guidance Needs mean SD Description Rank
a. To possess effective job hunting skills
(CAR)
3.27 1.156 Moderate Guidance Need 1.5
b. To improve my study skills and habits
(ACA)
3.27 1.178 Moderate Guidance Need 1.5
c. To learn how to spend money more
wisely (PER)
3.21 1.278 Moderate Guidance Need 3
d. To develop my test taking skills (ACA) 3.19 1.130 Moderate Guidance Need 4
e. To explore ways on how to make myself
competent in my chosen career (CAR)
3.16 1.214 Moderate Guidance Need 5.5
f. To learn how to ask help from teachers
concerning lessons I cannot understand
(ACA)
3.16 1.073 Moderate Guidance Need 5.5

18. Table 3. Least Guidance Needs of Nursing Students
Guidance Needs mean SD Description Rank
a. To understand the physical ill effects of
illegal drugs, alcohol and cigarettes (PHY)
2.29 1.302 Low Guidance Need 1
b. To improve grooming and physical
appearance (PHY)
2.37 1.252 LowGuidance Need 2
c. To be able to get along better with
classmates (SOC)
2.52 1.189 Moderate Guidance Need 3
d. To understand the changing roles of
men and women in today’s society (SOC)
2.54 1.167 Moderate Guidance Need 4
e. To know the importance of seeking
medical treatment when needed (PHY)
2.55 1.223 Moderate Guidance Need 5.5
f. To know the Do’s and Don’ts in dating
and boy-girl relationship (SOC)
2.55 1.266 Moderate Guidance Need 5.5

19. Differences in Guidance Needs
Categories M SD Description
A. Sex
Male
Female
B. Gender
Straight
LGB
C. Year Level
II
III
IV
D. Type of
School
Public
Private
2.88
2.86
2.87
2.76
2.97
2.94
2.69
2.80
2.94
.971
.862
.893
.734
.817
.838
.970
.826
.937
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
F/t value Sig Description
.151
.489
2.964
-1.325
.880
.625
.053
.186
No significant difference
No significant difference
No significant difference
No significant difference
Table 4. Guidance Needs of Nursing Students when Grouped According to Different Variables

20. Categories M SD Description
E. Residence
Urban
Rural
F. Living Arrangement
Staying in own
house
Staying in dormitory/
boarding house/
renting a house
Staying with relatives
G. Employment Status of
Mother
Deceased
Employed
Unemployed
H. Employment Status of
Father
Deceased
Employed
Unemployed
2.87
2.86
2.84
2.90
2.98
2.99
2.86
2.88
2.97
2.86
2.87
.859
.929
.866
.910
.886
1.170
.881
.876
.905
.913
.816
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
F/t value Sig Description
.109
1.015
.093
.123
.914
.387
.911
.885
No significant difference
No significant difference
No significant difference
No significant difference

21. Categories M SD Description
I. Monthly Family Income
Below 20,000
20,001-40,000
40,001-60,000
60,001-80,000
80,001-100,000
Above 100,000
J. Number of Siblings
None
1 to 2
3 to 4
5 or more
K. Birth Order
Only child
Eldest child
Middle child
Youngest child
L. Type of Family
Nuclear
Extended
Single Parent
Others
2.85
2.78
2.86
3.06
2.94
2.72
2.73
2.85
2.89
3.05
2.73
2.84
2.90
2.93
2.90
2.67
3.01
3.39
.821
.846
.918
.952
.985
1.055
.904
.785
.923
1.216
.904
.831
.937
.869
.892
.777
.996
1.169
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
Moderate Guidance Need
F/t value Sig Description
0.629
.569
.401
1.809
.678
.636
.752
.146
No significant difference
No significant difference
No significant difference
No significant difference

22. CONCLUSIONS AND RECOMMENDATIONS
Guidance remains to be an integral part of nursing education.
Contrary to the results of studies found in the literature, variation in the
guidance needs of nursing students grouped according to different personal
characteristics is not supported in this study.
Nursing students, regardless of personal characteristics require the same
extent of moderate guidance. Due to a great deal of various stressors
whether in school, external, and clinical setting, nursing students
experience a great load of pressures from time to time with continuous
changes in workload while they are in nursing school. However, myriad of
diversional activities is present in this generation may also contribute to the
management of the problems they are experiencing. Likewise, nursing
students may have developed effective ways of coping with daily life
stressors enabling them to still function in a productive way.

23. CONCLUSIONS AND RECOMMENDATIONS
Although nearing adulthood or are in their adult years, nursing students still
need help mostly in the area of career and academics. Likewise, they still
need assistance in personal, family, physical and social aspects of their lives.
Nursing students are highly concerned about their academic performance
and their ability to succeed in their chosen fields in the future.
Results of this study can lay the foundation for the development of a
Comprehensive Guidance Program for nursing students responsive and
relevant to their needs. Individual and group guidance and counselling
programs and services should give emphasis on the priority needs of nursing
students without neglecting the other aspects equally important for the total
and holistic development of nursing students in their journey towards
becoming a registered caring professional.