Level of medical-surgical patient satisfaction with the nursing care at Adventist hospitals in the Philippines

Abstract

There is a need to create a tool that will help clinical instructors identify the origin of the satisfactory and unsatisfactory behavior of the clinical nursing student. This tool, clinical nursing teaching diagnosis, is modeled on the format of the nursing diagnosis. A sample of 44 nurses from Mindanao supplied the initial data from which a list of nursing student diagnoses were derived. Bloom's Taxonomy became the organizing structure for the teaching diagnoses in three domains: cognitive, affective, and psychomotor. The steps of the nursing process, especially the assessment and intervention phases guided the research process. The 44 subjects and search of literature contributed a list of clinical nursing educator teaching diagnoses. The present list is composed of the learning problems and strengths with definitions, behavioral indicators, probable causes, and interventions. A panel of 11 expert nursing educators validated the list of teaching diagnoses. The panel members critiqued the list and recommended additions, acceptance, rejection, redefining, or restating of the items in the list. The list presented in this study incorporated these recommendations. The validated list resulted to 26 learning problems and strengths. These diagnoses consist of nine in the cognitive, eleven in the affective, and two in the psychomotor domains. The four learning strengths are under the cognitive domain. The major recommendation is, a group of nurse educators be appointed in the schools of nursing in the Philippines to continue refinement and development of the tool.