The study employed two sets of respondents taking all four(4) clinical instructors and one hundred twenty-two (122) Level II nursing students from the Asia Pacific College of Advanced Studies in Balanga City using universal sampling. In gathering data, the researcher used survey questionnaires in evaluating the attitude of Level II nursing students towards performance during return demonstration and the attitude of teachers towards work. Like, the same instruments were utilized in gathering the profile of the clinical instructors. Finally, documentary analysis was used in obtaining the RLE grades and section of the nursing students.
The data were tabulated, analyzed and interpreted using appropriate statistical tools like frequency, percentage and mean. Pearson's Product Moment Coefficient of Correlation, T-test, Z-test and Mutliple Regression for test of relationship were likewise applied to compute the relationship between the dependent and independent variables.
The study revealed that there is no significant relationship between the nursing students' profile and the level of effectiveness in team-teaching as a strategy in RLE. Likewise, there is no significant relationship between the clinical instructors' profile except workload and the level of effectiveness in team-teaching as a strategy in RLE.
Moreover, there is a significant difference between the perceptions of students and clinical instructors on attitude towards work. The attitude of the nursing students towards performance during return demonstration is undecided which calls for proper motivation on the side of the clinical instructors. Clinical instructors have only MA/MS units to their credits which call for sustained upgrading to attain professional competence in teaching. Clinical instructors have limited attendance to seminars and trainings related to methods and principles of teaching which loosen their grip towards sound and effective clinical teaching. Clinical instructors have workload beyond the prescribed 24 hours plus 6 hours for consultation which deprive them to focus on other academic functions of the institution.
It was recommended that the nursing students' profile and the clinical instructors' profile except workload which have no significant relationship with the level of effectiveness of team-teaching as a strategy in teaching RLE are hereby recommended to be utilized in venturing to another study which is nursing-related also like testing its influence on team-teaching in hospital classes or duties of the nursing students. Furthermore, the administration must conduct as Annual Faculty Development Seminar which will incorporate moral and sound teaching attitude among its faculty members. An in-depth study on the determinants of positive and negative attitude of nursing students towards their clinical performance must be conducted as basis for intervention and springboard for proper motivation. Moreover, the College should encourage the continuing professional education among its clinical instructors by offering scholarships to finish their post-graduate studies. The College should also encourage the attendance of clinical instructors to attend various seminars and trainings which call for improving the methods and principles of teaching they use in the classroom particularly in team-teaching. Moreover, expenses on these seminars must be shouldered by the College. Finally workloads of the clinical instructors must be decreased to pave way for the accomplishment of other academic functions of the clinical instructors like research and extension services.
This study aimed to determine the factors that affect the effectiveness of team-teaching as a strategy in Related Learning Experience among Level II nursing students of Asia Pacific College of Advanced Studies in Balanga City during Academic Year 2006-2007. Specifically, this study sought answers to the following questions:(1) how may the Level II nursing students be described in terms of class section and attitude towards performance during return demonstration; (2) what is the profile of the clinical instructors in terms of educational attainment, work experience, relevant seminars/trainings attended, work load, work status and attitude towards work; (3) what is the level of effectiveness of team-teaching as a strategy in RLE; (4) how do nursing students' and clinical instructors' profile influence the level of effectiveness of team-teaching as a strategy in RLE;(5) which among the factors mentioned above taken singly or in combination could be considered strong determinants of effectiveness of team-teaching; and (6) is there a difference between the perceptions of students and clinical instructors on attitude towards work.