The Communication Barriers in Student Nurse

8/4/2019 The Communication Barriers in Student Nurse

1/41

The Communication Barriers in Student Nurse-Patient Interaction Encountered by the Third YearNursing Students

An Undergraduate ThesisPresented to

The Faculty of the College of NursingUniversity of Perpetual Help SystemIsabela CampusMinante 1, Cauayan City, Isabela

In Partial Fulfillment for theDegree of Bachelor ofScience in Nursing

By:

Andres,Lyra Mae C.Del Rosario, Ma. Angela M.Domingo, Kristel Ann M.Duazo, Bernadeth T.Eda, Merry Grace M.Erese, Benjamin D.Labugen, Gerlie C.Lopez, Shiela Marie M.

APPROVAL SHEETThis undergraduate thesis entitled: The Communication Barriers in Student Nurse-Patient

Interaction Encountered by the Third Year Nursing Studentsprepared by Lyra Mae C.Andres, Ma. Angela M. Del Rosario, Kristel Ann M. Domingo, Bernadeth T. Duazo, Merry Grace M. Eda,


2/41

Benjamin D. Erese, Gerlie C. Labugen, Shiela Marie M. Lopez, in partial fulfillment of the requirements forthe degree of Bachelor of Science in Nursing, has been recommended for oral examination.

Harold Haze S. Cortez, RN, MANThesis Adviser

-------------------------------------------------------------------------------------------------

PANEL OF EXAMINERS

Chairman

Member Member

Date

Accepted and approved in partial fulfillment of the requirements for the Degree of Bachelor ofScience in Nursing.

Femelonia C. Cabatan, RN, MSNDean College of Nursing

EDITORS CERTIFICATION

This is to certify that this thesis entitled; The Communication Barriers in Student Nurse-Patient Interaction Encountered by the Third Year Nursing Studentsprepared and submitted by LyraMae C. Andres, Ma. Angela M. Del Rosario, Kristel Ann M. Domingo, Bernadeth T. Duazo, Merry GraceM. Eda, Benjamin D. Erese, Gerlie C. Labugen, Shiela Marie M. Lopez,has been edited by the

undersigned.

Krystel Joy A. FerrerEditor

-------------------------------------------------------------------------------------------


3/41

STATISTICIANS CERTIFICATION

This is to certify that the statistical treatment of this thesis entitled; The CommunicationBarriers in Student Nurse-Patient Interaction Encountered by the Third Year NursingStudentsprepared and submitted by Lyra Mae C. Andres, Ma. Angela M. Del Rosario, Kristel Ann M.Domingo, Bernadeth T. Duazo, Merry Grace M. Eda, Benjamin D. Erese, Gerlie C. Labugen, Shiela MarieM. Lopez, has been reviewed by the undersigned.

Ms. Vivien R. Mauricio, M.A Ed.Statistician

ACKNOWLEDGEMENT

The researchers wish to express their deep appreciation, sincere acknowledgement and heartfelt

gratitude to those who, in one way or another, contributed to the successful completion of this study. In

this regard the researchers wish to convey their profound, warm and sincere acknowledgement to the

following:

Dr. Warren I. Callilung, School Director of the University of Perpetual Help System-IsabelaCampus for sharing his valuable ideas, suggestions, and untiring support.

Mrs. Femelonia C. Cabatan, RN, MSN, Dean of the College of Nursing, for her precious

assistance and encouragement.

Mrs. Vivien R. Mauricio, M.A.Ed., Research Coordinator, for her competent and scholarly

guidance, patience, intelligence and help to the researcher in the statistical computation and analysis of

this study.

Mr. Benjamin C. Abregado, RN, MSN, instructor of Introduction to Research, for his inestimable

lectures on how to conduct and accomplish a substantial, comprehensive, and systematic Nursing

Research, which served as the researchers guide all throughout the completion of this study.

Ms. Krystel Joy A. Ferrer, the research editor for her patience, keenness, countless suggestions

and corrections to enhance this research.

Mr. Harold Haze S. Cortes, RN, MAN, the thesis adviser, who unselfishly and incessantly

devoted his time and expertise in the preparation and completion of this work.


4/41

To our classmates, who gave their opinions for the improvement of our study.

To the respondents for their cooperation and participation in providing us the necessary

information for the completion of this study.

Finally, words are not enough to express their sincerest thanks for the love, help, patience and

guidance, moral and financial support of their family. Without them, the researchers would not have

reached this point of success in their l ives.

And above all, the Almighty God, who generously showered his blessings and guidance and for

always giving them the courage, confidence and faith to go on.

THE RESEARCHERS

DEDICATION

The researchers respectfully dedicate this research work to their beloved parents who have given

them the encouragement and full support in our studies; to the faculty of the College of Nursing, who

shared their knowledge, wisdom and understanding; and most especially to Him, for the blessing that He

showered upon us.


5/41

ABSTRACTTitle: The Communication Barriers in Student Nurse-Patient

Interaction Encountered by the Third Year Nursing Students

Authors: Andres,Lyra Mae C.Del Rosario, Ma. Angela M.Domingo, Kristel Ann M.Duazo, Bernadeth T.Eda, Merry Grace M.Erese, Benjamin D.Labugen, Gerlie C.Lopez, Shiela Marie M.

Degree: Bachelor of Science in Nursing

School: University of Perpetual Help System-Isabela Campus

Academic: 2011-2012

Adviser: Mr. Harold Haze Cortez

No. of Pages: 60

Introduction

Communication is a very vital aspect of life; it could be compared to an organ. It is an organ to

understand the thoughts and aspirations of other people. Without communication, the world would

become a world of chaos and misunderstanding. In order to gain understanding and order, one must bewilling to share and one must be willing to listen. A communication will not prosper if both would insist to

share and no one would want to listen or vice-versa. In a world where order is dreamt, everyone must

learn to give and to take; everyone must know when to talk and when to listen. Communication barriers

are impossible to avoid but they are possible to overcome. Once communication barriers are identified,

possible solutions and alternatives could be devised to counter attack and overcome these

communication barriers hence, improving the communication process.

Statement of the Problem

This study aims to determine the communication barriers in student nurse-patient interaction

among third year nursing student of the University of Perpetual Help System-Isabela Campus.

Specifically this study seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age 1.3 Dialects

1.2 Gender


6/41

2. What are the common communication barriers in the student nurse-patient interaction as to:

2.1 Language

2.2 Message Content

2.3 Environment

2.4 Speaker-generated variables

2.5 Student nurses condition

3. What is the extent of encountering the communication barriers in the student nurse-patient

interaction?

4. Is there a difference on the extent of encountering the communication barriers when respondents are

grouped according to:

4.1 Age

4.2 GenderResearch Design

The researchers use the descriptive research by the use of questionnaires and interview in

determining the communication barriers encountered by the third year nursing students of University of

Perpetual Help System-Isabela Campus. Descriptive research method is also used for the comparison of

the information regarding the communication barriers encountered by the third year nursing students. It

also attempts to establish some comparisons or contrast and to discover relationships in different

variables.

Summary of Findings

1. Demographic Profile of the Respondents

The profile of the respondents in this study revealed that there are 48 female and 15 male, and

majority are 18 years old and uses tagalong as dialect.

2. Common Communication Barriers in the Student Nurse-Patient Interaction.

The common communication barriers in student nurse-patient interaction are language, message

content, environmental barriers, speaker-generated variables and student nurses condition.

3. Extent of Encountering the Communication Barriers in the Student Nurse-Patient Interaction.

The common communication barriers in the nurse-patient interaction were rated as follows:

language with 1.91, message content with 1.93, environmental barrier with 1.95, speaker-generated

variable with 2.13 and student nurses condition with 2.19. The extent of encountering these

communication barriers were described as rarely.


7/41

4. Significant Difference on the Extent of encountering the Communication Barriers when

Respondents are grouped according to their profile.

There is no significant difference on the extent of encountering the communication barriers when

patients grouped as to age and gender as reflected in the computed value of x2

which are 6.37 and 3.24

respectively, compared with the tabular values of 24.996 and 7.815. Thus null hypothesis is accepted.

Conclusion

In view of foregoing finding the following conclusion were drawn.

1. The respondents of the study mostly belong to ages 18-19 years old, female (48 out of 63

respondents) and majority uses tagalog as their dialect.2. There were five identified common communication barriers in student nurse and patient interaction.

3. The extent of encountering communication barriers was described as rarely. These barriers are

language with an average weighted mean of 1.91, message content with 1.93, environmental barrier with

1.95, speaker-generated variables with 2.13 and student nurses condition with 2.19.

4. Age and gender are not variable including in the extent of experiencing the communication barriers in

the student nurse-patient relationship.

Recommendation

Based on aforementioned findings and conclusions the following recommendations are hereby

proposed.

1. Student nurses should first identify the age, gender and dialect of their patient to be able to choose the

appropriate words and language to be used in the interaction to have an end result of effective

communication as well as effective nursing care.

2. Student nurses should be aware of the communication barriers identified such as language, message

content, environment, speaker-generated variables and student nurses condition. They should also be

aware on the measures on how to prevent it.

3. Student nurses condition should not affect the quality of care given to patient. Thus, student nurse

should be advised to ensure a good condition before interacting to patients.

4. Student-nurse interaction is not based on age or gender. Thus, they must be aware that to have a good

student nurse-patient interaction they must have a passion on what they are doing and sincerity in

interacting with the patient.


8/41

TABLE OF CONTENTS

APPROVAL SHEET-------------------------------------------------------------------ii

EDITORS CERTIFICATION--------------------------------------------------------iii

ACKNOWLEDGEMENT-------------------------------------------------------------iv

DEDICATION--------------------------------------------------------------------------v

ABSTRACT-----------------------------------------------------------------------------vi

TABLE OF CONTENTS--------------------------------------------------------------vii

LIST OF TABLES----------------------------------------------------------------------viii

LIST OF FIGURE-----------------------------------------------------------------------ix

CHAPTER

1 THE PROBLEM AND ITS SETTING

Introduction-----------------------------------------------------------------------1

Conceptual Framework----------------------------------------------------------3

Paradigm of the Study-----------------------------------------------------------4

Statement of the Problem--------------------------------------------------------5

Statement of the Hypothesis----------------------------------------------------6

Significance of the Study--------------------------------------------------------6

Scope and Delimitation----------------------------------------------------------7

Definition of Terms--------------------------------------------------------------8


9/41

CHAPTER

2 REVIEW OF LITERATURE AND STUDIES

Foreign Literature---------------------------------------------------------------10

Local Literature------------------------------------------------------------------12

Foreign Studies------------------------------------------------------------------13

Local Studies---------------------------------------------------------------------14

3 RESEARCH DESIGN AND METHOLOGY

Research Design-----------------------------------------------------------------16

Sources of Data------------------------------------------------------------------16

Population of the Study---------------------------------------------------------17

Instrumentation and Validation------------------------------------------------17Data Gathering Procedure------------------------------------------------------17

Statistical Statement------------------------------------------------------------18

4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA------------------------------------------------------------------------21

5 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Introduction----------------------------------------------------------------------33

Summary of Findings----------------------------------------------------------34

Conclusions---------------------------------------------------------------------35

Recommendations--------------------------------------------------------------36

BIBLIOGRAPHY-----------------------------------------------------------------------37

APPENDICES

Appendices A. Questionnaire-------------------------------------------------39

Appendices B. Computation--------------------------------------------------44

Appendices C. Letters---------------------------------------------------------48

Appendices D. Curriculum Vitae--------------------------------------------52


10/41

LIST OF TABLES

Table No. Title Page No.

1.1Frequency and Percentage Distribution of Respondents

According to Age---------------------------------------------------------------21

1.2

Frequency and Percentage Distribution of Respondents

According to Gender-----------------------------------------------------------22

1.3

Frequency and Percentage Distribution of Respondents

According to Dialects----------------------------------------------------------23

2.1

Communication Barriers Experienced by the

Respondents as to Language -------------------------------------------------24

2.2


Respondents as to Message Content-----------------------------------------25

2.3


Respondents as to Environment----------------------------------------------25

Table No. Title Page No.

2.4



11/41

Respondents as to Speaker-Generated Variable----------------------------26

2.5


Respondents as to Student Nurses Condition------------------------------27

3.1

Extent of encountering the Communication Barriers Between

The Student Nurse-Patient Interaction---------------------------------------28

4.1

Significant Difference on the Extent of encountering the

Communication Barriers when Respondents

are grouped according to Age-------------------------------------------------31

4.2Significant Difference on the Extent of encountering the

Communication Barriers when Respondents

are grouped according to Gender---------------------------------------------32


12/41

Chapter 1

PROBLEM AND ITS BACKGROUND

IntroductionMaslows hierarchy classifies the different needs of human; it uses the shape of a triangle to

describe the stages of these human needs. Basic need occupies the base of the triangle and has the

greatest percentage of needs which implies that this should be met first. Basic needs like food, shelter

and clothing are very important to sustain the total functioning of an individual. An individual cannot

perform his daily tasks if his basic needs are not met first. Hence, basic needs are very important in a

persons life and health. Communication could be likened to a basic need, a very important need of

humans as well as to other species alive.

Communication is very vital in a persons life, just as his food, shelter and clothing. He uses

communication almost every second of his life. The mere blinking of the eye could be a means of

communicating to others. An individual might not be aware of the different communication patterns he

uses but still undeniably these patterns are very important to express his thoughts. There are many ways

to communicate with others. One may want to do it verbally through oral and written accounts or one may

choose to communicate through non-verbal approaches like using some facial expressions and gestures.

Either of these two ways, the objective of communicating to others remains, that is, to understand one

another. But understanding one another poses difficulties too. People often misunderstand one another

because of some factors that are beyond their control. Miscommunication happens because of some

communication barriers that hinder the transmission and transfer of needed information. Communication

barriers pose a big problem in the communication process. Communication process is a two-way system

in which the receiver and transmitter understand each other. The interception of the communication

barrier hinders the understanding to both parties. Many studies conducted internationally and locally

identified some of these communication barriers. One of these is the language spoken. Parties are not

able to understand one another because of the differences in the language spoken. This problem

concerns everybody especially the nurses because every day of their lives involves talking to different

people of all walks of lives. Nurses ability to communicate to patients affects the rapport and productive

interaction. The nurse-patient interaction is a very important aspect of the nursing process and this can be

achieved only if the communication between patient and nurse is without barriers.

Motivated by the importance of communication in the nurse-patient interaction, the researchers

would want to determine some communication barriers that might retard the communication process and

hamper understanding between the nurse and patient. And because the researchers would be nurses in


13/41

the future their attentions were caught up by the pressing problems in communication between student

nurses and the patients assigned to them, thus this study is conducted.

Conceptual Framework

Communication is a very vital aspect of life; it could be compared to an organ. It is an organ to

understand the thoughts and aspirations of other people. Without communication, the world would

become a world of chaos and misunderstanding. In order to gain understanding and order, one must be

willing to share and one must be willing to listen. A communication will not prosper if both would insist to

share and no one would want to listen or vice-versa. In a world where order is dreamt, everyone must

learn to give and to take; everyone must know when to talk and when to listen. Communication barriers

are impossible to avoid but they are possible to overcome. Once communication barriers are identified,

possible solutions and alternatives could be devised to counter attack and overcome these

communication barriers hence, improving the communication process.

Paradigm of the Study

Analysis or assessment of the input

1. Profile of the respondents.

2. Common communication barriers in the student nurse-patient interaction.


14/41

3. Extent of encountering the communication barriers in the student nurse-patient interaction.

Improved student nurse-patient communication in providing quality health services.

Input Process Output

FEEDBACK

Figure 1. Operational Model of the Study

The paradigm of the study consists of the input, process and expected outcome.

The inputs are the profile of the respondents in terms of age, gender, and dialect, the common

communication barriers in the student nurse-patient interaction, and the extent of encountering the

communication barriers in the student nurse- patient interaction.

The processes used are analysis and assessment of the inputs.

The expected outcome of the study is an improved student nurse-patient communication in

providing quality health services.



15/41


among third year nursing student of University of Perpetual Help System-Isabela Campus.




1.2 Gender


2.1 Language

2.2 Message Content

2.3 Environmental barriers


2.5 Student nurses condition3. What is the extent of encountering the communication barriers in the student nurse-patient

interaction?



4.1 Age

4.2 Gender

Statement of Hypothesis

There is no significant difference between the extent of encountering the communication barriers

and the profile of the respondents when grouped in terms of age, and gender.

Significance of the Study

In general, this study will help student nurses to identify communication barriers in student nurse-

patient interaction.

Specifically, the result of this research is significant to the following:

Patients. Through the identification on the communication barriers, they will be able to prepare

themselves on these potential barriers, hence, they will be able to understand the situation and can easily

adapt to the barriers.

Student Nurses. The findings will help them to determine and analyze the common communication

barriers encountered by them in the nursing field. They will be able to plan ahead of time on how to deal

with these communication barriers and they can think of alternatives to overcome the barriers.

College of Nursing. Communication is a basic skill of every nurse including student nurses. This may


16/41

help the college formulate a better curriculum in terms of improving student nurse-patient interaction. This

will give them the idea on ways to help their students improve their communication skills. A good

communication in student nurse-patient interaction is very important in providing healthcare service.

Clinical Instructors. The findings of the study will serve as a guide in helping the student nurse think of

possible alternatives. They would be able to guide them in the performance of student nurse-patient

interaction.

Future Researchers. The findings of the study will serve as an offshoot for further studies along the time.

Scope and Delimitation

This study will determine the communication barriers in student nurse-patient interaction

encountered by the third year nursing students of University of Perpetual Help System-Isabela Campus

during the Academic Year 2010-2011. This study is delimited only on the perceptions of the respondents.

The respondents of the study will be the third year nursing students of University of PerpetualHelp System having their hospital duty. The respondents of the study are the nursing students who are

involved in the student nurse-patient interaction.

Definition of terms:

To understand the study better, the following terms are defined as they are used in the study:

Communication. It is the exchange and flow of information and ideas from one person to another; it

involves a sender transmitting an idea, information, or feeling to a receiver.

Barrier. Itis a physical structure which blocks or impedes something.

Communication barriers. These are the problems encountered in communicating with other people.

Non-verbal communication. This is a type of communication pattern that uses gesture and facial

expression as means of communicating to others.

Verbal communication. This is a type of communication pattern which uses oral and written accounts as

means of communicating to others.s

means of vocal sounds and combination of sounds to which meaning is

attributed.

Language barrier. This is a type of barrier which involves the language of the people involved in the

communication process.

Patient. A person or thing bearing or enduring pain and receives impressions from external agent.

surgeons.


17/41

Interaction. It is the action that happens in two or more subjects.

Nurse-patient Interaction. Any process in which a nurse and a client exchange or share information,

verbally and nonverbally. It is fundamental to communication and is an essential component of the

nursing assessment.

Dialect. It is theparticular vernacular or language used by the respondents in communicating with their

patients.

Ambiguous. It is having two or more possible meanings.

Literacy. It is the ability to read, write and understand things.

Jargon. Medical words

Vague. It isnot clearly, precisely, or definitely expressed or stated

Fatigue. It is aphysical or mental exhaustion.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the various researcher on the problem generally related to this study. A

review related to this study was previously conducted by previous investigators both in local and foreign

for the most common communication barriers in nurse-patient interaction.

Foreign Literature

According to Kirby (2007), there may also be barriers in the transfer process; these barriers may

include: noise, static, multiple communications, fatigue, stress, distractions, incomplete message,

ambiguous wording, lack of credibility, lack of rapport, think in personal terms, jargon and boring.

In the study of Britni Dial (2011), for communication to work, a message must be understood by

the receiver. When two people cannot understand one another, they experience a language barrier.


18/41

Language barriers occur when a breakdown in language and communication happens at either the

sender side or the receiver side of a message. A language barrier can occur within a language or

between speakers of different languages. In dialect, two people may technically speak the same

language; dialectal differences can make communication between them difficult. Examples of dialectical

language barriers exist worldwide.

In the study of Lorraine C. (2010), Communication is an important feature of patient safety and

quality of care. The patient's rights and need for effective communication is customary in healthcare

organizations. Effective communication is understood by both persons. And it typically operates in both

directions-communications that simplifies the message. Barriers are the factors that hinder or interrupt

healthcare communication. These barriers to communication include differences in language, cultural

differences and lowhealth literacy. By recognizing and using preventative measures for these barriers,

healthcare staff can communicate effectively. Language barriers-The growing diversity of our nationbrings more healthcare providers and corporations into contact with patients with different languages.

Effective communication is at risk in such cases. The language differences themselves are the leading

obstacle to effective communication. Next, this language barrier is usually not immediately obvious.

Patients, who considered themselves capable in English, were not. Further, physicians and hospital staff

who thought they were fully proficient in another language adds to the problem because they were not.

According to the article of Communication Within the Health and Social Services,age can be a

barrier in communication because if a there is a big age gap between the client and the carrier this can

cause things to be

uncomfortable for the client if they are an older person as it may

make them feel inadequate if they or being looked after by someone

much younger and it may also cause them to feel like their right to

their dignity is being ignored.

Based from Zachary Fenell (2010), one of the environmental barriers in effective communication

is noise. In regard to communication, "noise" refers to other messages that may interfere with the

message being communicated.

According to Noreen Wainwright (2010), Environmental barriers to communication can include

noise and lack of privacy. An environment which is too hot or cold will not be conducive to effective

communication.

Local Literature

According to Salve (2008), Communication is a very important key to the road of recovery. It is

important for a patient to communicate her needs and concerns to the healthcare team. In return,
http://www.ehow.com/health/http://www.ehow.com/health/


19/41

members of the healthcare team needs to inform the patient and the family members the plans or

progress in the patients care thus this leads to understanding of the patients health condition and

encourages cooperation from both the patient and their family with regards to the patient healthcare

regimen.

Language barrier also affects legal and ethical aspects in the healthcare setting. Many healthcare

facilities now provide services such as Language hotline and Personal bedside interpreter for the patient.

Personal interpreter at the bedside is very convenient for the patient and the healthcare personnel. Both

the patient and the healthcare personnel are able to communicate anytime they want to. However, this

type of service is more expensive than the telephone language hotlines. The Language hotline is

convenient for the caregivers but not for the patient. The patients dont have the access to language

hotlines number and for their basic needs such as water, food, and toileting and pain relief. It is quite a

hassle for both the patient and healthcare givers to dial the number and wait for we dont know how longbecause these lines can get busy, too.

Foreign Studies

In the study of Chapman (2009), she found out that, as healthcare providers try to accomplish

more in less time, the relationships between patients and providers-and among providers-naturally suffer.

Stress and pressure from time constraints often cause miscommunication, flawed assumptions,

decreased staff and patient satisfaction, and poor or nonexistent care coordination. To Err Is

Humanand Crossing the Quality Chasm, reports from the Institute of Medicine, stress that good

communication is critical to ensuring safe and reliable care.

In Hemsleys study (2001), nurses identified a lack of access to inappropriate approach strategies

as a major problem in interacting with patients. The lack of communication systems in hospital settings

increased the amount of time and effort spent on communication, leading to considerable frustration for

nurses and patients.

According to nurses' views, 'heavy nursing workload', 'hard nursing tasks' and 'lack of welfare

facilities for nurses' were the main communication barriers. From patients' views, 'unfamiliarity of nurses

with dialect', 'having contagious diseases' and 'sex differences between nurses and patients' were

determined as the main communication barriers. The shared communication barriers were 'age

difference', 'social class difference' and 'having contagious diseases' (Anoosheh, 2010).

Local Studies

According to Dempster, Celeste (2010), Ang pananaliksik ay komplikado lalo na sa mga oras na

hindi mo alam ang lengwahe na ginagamit. Ngunit hindi ibig sabihin nito ay wala ka nang maibabahagi,

kailangan lang na humanap ka ng ibang paraan kung paanong ang pananaliksik ay iyong magampanan.


20/41

Working abroad has been an amazing experience and has helped me to learn so much. But when you

don't speak the local language how do you manage to conduct research so that you are able to make a

meaningful contribution in return?

In Canada, we have two official languages: English and French. The Philippines also has two

official languages: Tagalog and English. While my French is fluent, my Tagalog is limited. I'm lucky that

here at WorldFish, the language of communication is English. World Fish is an international organization

with 13 offices in Asia, Africa, and the South Pacific. English is used for written and oral communications

so that information can easily be shared between branches and with the international community. As a

result, my co-workers in Los Baos speak wonderful English. It certainly makes my day-to-day life easier,

and allows me to keep pace in the office.

Research is all about communication; and language barriers are a serious issue for

consideration. It is a researchers duty to continue to question themselves and to make sure that they arethe right persons for the job. Research is complicated at the best of times and not knowing the language

makes it even more difficult. That does not mean you cannot make a meaningful contribution, but you

need to find creative solutions to make the research process work for you.

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter describes how this study was conducted. It presents a description of the

research design, methodology, selection and description of the respondents, data gathering tools,

locale of the study, data gathering procedures employed to gather the necessary data and the

statistical techniques and data analysis procedure used in the study.

Research Design

The researchers use the descriptive research by the use of questionnaires and interview in


21/41

determining the communication barriers encountered by the third year nursing student of

University of Perpetual Help System-Isabela Campus. Descriptive research method is also used

for the comparison of the information regarding the communication barriers encountered by the

third year nursing students. It also attempts to establish some comparisons or contrasts and to

discover relationships of different variables.

Sources of Data

The primary sources of the researchers are the respondents. Secondary sources include the

use of books,, internet and previous studies and dissertations.

Population of the Study

The respondents of the study are the third year nursing student of University of Perpetual

Help System-Isabela Campus. The said respondents were chosen by using total enumeration

sampling with a number of 63 nursing students. They were utilized in order to determine the

communication barriers most encountered between student nurse-patient interaction.

Instrumentation and Validation

To attain the objectives of this study, the researchers made use of questionnaire.

The questionnaire was constructed/prepared by the researchers based from the related

literature of the study.

The questionnaires were pre-tested to 10 BSN IV students of University of Perpetual Help

System-Isabela who were not included in the sample. The retrieved questionnaires were analyzed

basis for modification of the final items of the questionnaires during a scheduled date.

Data Gathering Procedure

The researchers made use of primary and secondary resources of data gathering. All

gathered data were kept confidentially.

Request letters addressed to Dr. Warren L. Calilung, School Director of the University of

Perpetual Help System-Isabela, were prepared for the permission in conducting the study.


22/41

The researchers constructed the questionnaire patterned from the previous studies and

references read. The questionnaire had been prepared; it was reproduced by the researcher for

distribution.

The checklists to be accomplished by students were distributed personally to the

respondents.

Statistical Statement

In order to analyze the data gathered the following statistical tools were utilized by the

researcher.

1. Frequency Count. This was used in determining the profile of the respondents including

the variables age, gender, and dialect.

2. Percentage. This is rate per hundred parts. This was used in rating the frequency of a

communication barrier in a given number of respondents.

f

where: P = X 100

P = percentage N

f = frequency

N = total respondents

100 = consistent variable

3. Weighted Mean. This was used in determining the querage perception of the

respondents using this formula:

fx

where: X =


23/41

X = mean N

fx = the sum of the respondents

N = number of respondents

f = frequency

4. Rating Scale. A four-point rating scale was used to recognize the degree of responses with

the following statistical limits and corresponding descriptive equivalents.

INTERPRETATION INTERVAL OBSERVED

4- ALWAYS 3.26-4.00

3- SOMETIMES 2.51-3.25

2- RARELY 1.76- 2.50

1- NEVER 1.00-1.75

5. Chi-Square. This was used in determining the difference between the extent of

encountering the communication barriers and the profile of the respondents when grouped in

terms of age and gender.

Formula:

(f-fo)

x = fo

where:

x = Chi-Square value

fo = Stands for the actual observed frequency


24/41

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered .For consistency in the

discussion, the data were presented in the sequence of the statement of the problem.1. Demographic Profile of the Respondents

Table 1.1

Frequency and Percentage Distribution ofRespondents According to Age

Age bracket Frequency Percentage(%)

16-17 2 3.1718-19 30 47.6220-21 22 34.9

22-23 3 4.7624-25 4 6.35Others

28 1 1.5834 1 1.58

Total 63 100

Table1.1 presents the frequency and percentage distribution of respondents with respect to age.

Out of 63 respondents, majority of them belong to the age bracket of 18-19 with 30 or 47.62%.

Two or 3.17% belong to the age bracket of 16-17 years old. 22 or 34.9% belong to 20-21year of age.

Three or 4.76 belong to 22-23 years old, while four or 6.35 belong to 24-25 years of age. There are also

two respondents whose ages are 28 and 34. The ages were listed based from the age bracket of the

3rd

year nursing students.

According to the article of Communication Within the Health and Social Services,age can be a

barrier in communication because if a there is a big age gap between the client and the carrier this can


25/41

cause things to be

uncomfortable for the client if they are an older person as it may

make them feel inadequate if they or being looked after by someone

much younger and it may also cause them to feel like their right to

their dignity is being ignored.Table 1.2

Frequency and Percentage Distribution ofRespondents According to Gender

Gender Frequency PercentageMale 15 23.81

Female 48 76.2

Total 63 100

Table 1.2 presents the distribution of respondents with respect to gender.

Out of 63 respondents, 48 or 76.2% are female and 15 or 23.81% are male. Based from the list of

3rd

year nursing students of the University Registrar, there are 48 female and 15 male with a total of 63

students.

The table reveals that majority of the respondents are female.

Table 1.3

Frequency and Percentage Distribution ofRespondents According to Dialect

Dialect Frequency PercentageIlocano 50 40.7Itawis 0 0

Tagalog 59 47.96Ibanag 9 7.32

Gaddang 1 0.81

Others

English 3 2.44Palanan 1 0.81

Total 123 100

Table 1.3 presents the distribution of respondents with respect to dialect. Out of 63 respondents

with a total of 123 responses, 59 or 47.96% speak

Tagalog, 50 or 40.7% speak Ilocano, 9 or 7.32% speak Ibanag and 1 or 0.81 speak Gaddang. Aside from


26/41

the stated dialect, two other dialects were listed. 3 or 2.44% knows how to speak English and 1 or 0.81%

know how to speak Palanan.

The table reveals that majority of the respondents know how to speak tagalog.


Table 2.1Communication Barriers Experienced by

the Respondents as to Language

Table 1.4 presents the common communication barriers as to language.

The table shows that dialect ranked first among the communication barriers, followed by Jargon

with 32 or 37.21%, while using ambiguous words ranked third among the barriers on language.

According to Britni Dial (2011). In dialect, two people may technically speak the same language;

but dialectal differences can make communication between them difficult.

Table 2.2

Communication Barriers Experienced by theRespondents as to Message Content

LanguageBarriers

Frequency Percentage Rank

Jargon 32 37.21 2Dialect 46 53.49 1

Ambiguous

Wording8 9.30 3

Message

Content

Barriers


Incomplete 37 37.76 1


27/41

Table 1.5 presents the common communication barriers as to message content.

The table shows that incomplete information ranked first among the communication barriers,

followed by vague thought with 32 or 32.65%, while looseness of idea or thought ranked third among the

barriers on message content.

As mentioned by Kirby (2007), one of the barriers in the transfer process of effective

communication is incomplete information.

Table 2.3Communication Barriers Experienced by theRespondents as to Environmental Barriers

Environmental

BarriersFrequency Percentage Rank

Noise 31 35.63 2Lack of Privacy 32 36.78 1Ventilation or

Temperature24 27.59 3

Table 1.6 presents the common communication barriers as to environment.

The table shows that lack of privacy ranked first among the communication barriers, followed by

noise with 31 or 35.63 %, while ventilation or temperature ranked third among the barriers on

environment.

Based from the study of Norrenn Wainright (2010), environmental barriers to communication

include noise and lack of privacy. An environment which is too hot or cold will not be conducive to

effective communication.Table 2.4

Communication Barriers Experienced by the Respondentsas to Speaker-Generated Variables

InformationVague

Thought32 32.65 2

Looseness of

Idea or

Thought

29 29.59 3

Speaker-

Generated

Variables


High tone ofvoice

20 19.80 3


28/41

Table 1.7 presents the common communication barriers as to speaker-generated variables.

The table shows that inappropriate approach ranked first among the communication barriers,

followed by no eye to eye contact with 39 or 36.81%, while high tone of voice ranked third among the

barriers on speaker-generated variables.

As mentioned byHemsleys (2001), nurses identified a lack of access to inappropriate approach

strategies as a major problem in interacting with patients. The lack of communication systems in hospital

settings increased the amount of time and effort spent on communication, leading to considerable

frustration for nurses and patients.

Table 2.5

Communication Barriers Experienced by the Respondentsas to Student Nurses Condition

Student

Nurses

Condition


Handling too

Many Patients28 28 3

Fatigue 29 29 2Stress 43 43 1

Table 1.8 presents the common communication barriers as to student nurses condition.

The table shows that stress ranked first among the communication barriers, followed by fatigue

with 29 or 29%, while handling too many patients ranked third among the barriers on student nurses

condition.

According to the study of Chapman (2009), she found out that, as health care provides try to

accomplish more in less time, the relationships between patients and provider and among providers-

naturally suffer. Stress and pressure from time constraints often cause miscommunication.3. Extent of Encountering the Communication Barriers in the Student Nurse-Patient Interaction.

Table 3.1Extent of Encountering the Communication Barriers

in the Student Nurse-Patient Interaction

No Eye to

Eye Contact39 38.61 2

Inappropriate

Approach42 41.58 1

Communication Barrier WeightedMean

Qualitative

Description


29/41

1. Language

Jargon 1.98 Rarely

Dialect 2.57 Sometimes

Ambiguous

Word

1.19 Never

Average Weighted Mean 1.91 Rarely

2. Message Content

Incomplete

Information

2.22 Rarely

Vague

Thought

1.71 Never

Looseness of

Idea or

Thought

1.87 Rarely

Average Weighted Mean 1.93 Rarely

3. Environmental

Barriers

Noise 2.09 Rarely

Lack of

Privacy

2.08 Rarely

Ventilation or

Temperature

1.69 Never

Average Weighted Mean1.95 Rarely

4. Speaker-Generated

Variables

High tone of voiceNo eye to eye

Contact

1.75

2.33

Never

Rarely

Inappropriate

Approach 2.32 Rarely


5. Student Nurses

condition

Handling too

many patient 2.03 Rarely


30/41

Table 1.9 presents

the extent of encountering the

communication barriers to the student nurse- patient interaction.

Table 1.9 presents the extent of encountering the communication

barriers in the student nurse-patient interaction such as language, message content, environmental

barriers, speaker-generated variables, and student nurses condition.

Under language; the respondents never encounter the communication barrier ambiguous word

with a weighted mean of 1.19,they rarely encounter Jargon with 1.98 and they sometimes encounter

Dialect with 2.55 of average weighted mean.

Under message content; the respondents never encountered the communication barriers vague

thought with a weighted mean of 1.71, they rarely encounter looseness of idea with 1.87 and incomplete

information with 2.22 of average weighted mean.

Under environment barriers; the respondence encountered the communication barrier ventilation

or temperature with a weighted mean of 1.69, they rarely encounter lack of privacy with 2.08 and noise

with 2.09 of average weighted mean.

Under speaker generated variables; the respondents never encounter the communication barrier

high tone of voice with a weighted mean of 1.75, they rarely encounter inappropriate approach with 2.32

and no eye to eye contact with 2.33 of average weighted mean.

Under student nurses condition; the respondents rarely encounter the communication barriers

fatigue with a weighted mean of fatigue and handling too many patients with 2.03 and they sometimes

Fatigue 1.97 Rarely

Stress 2.56 Sometimes



31/41

encounter stress with 2.56 of average weighted mean.



Table 4.1Significant Difference on the Extent of Encountering the Communication Barriers when

Respondents are grouped According to Age

Table 4.1

shows the test of

significant

difference in the

extent of

encountering the

communication barriers and age.

The results show that computed x2

is 6.37 and it is less than the tabular value 24.996. This

indicates that the null hypothesis is accepted. Thus, there is no significant difference on the extent of

encountering the communication barriers when respondents are grouped according to age.

This means that age does not have a direct bearing on extent of encountering the communication

barriers of the respondents. It implies that young as well as old have the same extent of encountering the

communication barriers.

Table 4.2Significant Difference on the Extent of Encountering the Communication Barriers when

Respondents are grouped According to Gender

Table 4.2

shows the test of

significant

difference in the

extent of

encountering the

VariablesComputed

x2

Tabular

Value Decision Remarks

Extent ofEncountering

theCommunication

Barriers andAge

6.37 24.996 Accept HoNot

Significant

VariablesComputed

x2

Tabular

Value Decision Remarks

Extent ofEncountering

theCommunication

Barriers and

Gender

3.24 7.815 Accept HoNot

Significant


32/41

communication barriers and gender.

The results show that computed x2

is 3.24 and it is less than the tabular value 7.815. This

indicates that the null hypothesis is accepted. Thus, there is no significant difference on the extent of

encountering the communication barriers when respondents are grouped according to gender.

This means that gender does not have a direct bearing on extent of encountering the

communication barriers of the respondents. It implies that males as well as females have the same extent

of encountering the communication barriers.

Chapter 5SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the introduction, summary of the findings, conclusion, and

recommendations of the study.

This study is an analysis of the extent of encountering the communication barriers between

student nurse-patient interactions encountered by the third year nursing students.

The researcher utilized the descriptive method of research. The sources of data are books,

journals, internet, previous studies and dissertations as well as questionnaire that have been distributed

among the respondents. There were 63 respondents of the study.



among Third year nursing student of the University of Perpetual Help System-Isabela Campus.




1.2 Gender


2.1 Language

2.2 Message Content

2.3 Environmental barriers


2.5 Student nurses condition

3. What is the extent of encountering the communication barriers in the student nurse-patient


33/41

interactions?



4.1 Age

4.2 Gender

Summary of Findings

1. Demographic Profile of the Respondents

The profile of the respondents in this study revealed that there are 48 female and 15 male, and

majority are 18 years old and uses tagalong as dialect.


The common communication barriers in student nurse-patient interaction are language, message

content, environmental barriers, speaker-generated variables and student nurses condition. 3. Extent of Encountering the Communication Barriers in the Student Nurse-Patient Interaction.

The common communication barriers in the nurse-patient interaction were rated as follows:

language with 1.91, message content with 1.93, environmental barrier with 1.95, speaker-generated

variable with 2.13 and student nurses condition with 2.19. The extent of encountering these

communication barriers were described as rarely.



There is no significant difference on the extent of encountering the communication barriers when

patients grouped as to age and gender as reflected in the computed value of x2

which are 6.37 and 3.24

respectively, compared with the tabular values of 24.996 and 7.815. Thus null hypothesis is accepted.

Conclusion

In view of foregoing finding the following conclusion were drawn.

1. The respondents of the study mostly belong to ages 18-19 years old, female (48 out of 63

respondents) and majority uses tagalog as their dialect.

2. There were five identified common communication barriers in student nurse and patient interaction.

3. The extent of encountering communication barriers was described as rarely. These barriers are

language with an average weighted mean of 1.91, message content with 1.93, environmental barrier with

1.95, speaker-generated variables with 2.13 and student nurses condition with 2.19.

4. Age and gender are not variable including in the extent of experiencing the communication barriers in

the student nurse-patient relationship.

Recommendation


34/41

Based on aforementioned findings and conclusions the following recommendations are hereby

proposed.

1. Student nurses should first identify the age, gender and dialect of their patient to be able to choose the

appropriate words and language to be used in the interaction to have an end result of effective

communication as well as effective nursing care.

2. Student nurses should be aware of the communication barriers identified such as language, message

content, environment, speaker-generated variables and student nurses condition. They should also be

aware on the measures on how to prevent it.

3. Student nurses condition should not affect the quality of care given to patient. Thus, student nurse

should be advised to ensure a good condition before interacting to patients.

4. Student-nurse interaction is not based on age or gender. Thus, they must be aware that to have a good

student nurse-patient interaction they must have a passion on what they are doing and sincerity ininteracting with the patient.

BIBLIOGRAPHY

A. INTERNET ACCESS

http://www.ehow.com/list_6940461_barriers-effective-communication-hospital.htmlhttp://allnurses.com/nursing-blogs/barriers-to-communication-338199.htmlEssentials & Barriers of Effective Communication |eHow.comhttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.hablamosjuntos.org/resources/pdf/SMLeeCommunication_and_Health.pdfWhat Are Language Barriers? | eHow.com http://www.ehow.com/info_7957500_language-

barriers.html#ixzz1ItS4XcR7: What Are Language Barriers? | eHow.com http://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItSPag3o

Barriers to Effective Communication in Nursing | eHow.comhttp://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItU7IcL7Barriers to Effective Communication in Nursing | eHow.comhttp://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItUMsByC

Essentials & Barriers of Effective Communication |eHow.comhttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDt

http://onlinelibrary.wiley.com/doi/10.1111/j.1525-1497.2000.06469.x/referenceshttp://allnurses.com/nursing-blogs/barriers-to-communication-338199.htmlhttp://www.healthliteracy.org.uk/why-it-is-important

B. DICTIONARY

Webster Dictionary: Noah WebsterMedical Dictionary: Mosbys Pocket dictionary
http://www.ehow.com/list_6940461_barriers-effective-communication-hospital.htmlhttp://allnurses.com/nursing-blogs/barriers-to-communication-338199.htmlhttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.hablamosjuntos.org/resources/pdf/SMLeeCommunication_and_Health.pdfhttp://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItS4XcR7http://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItS4XcR7http://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItSPag3ohttp://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItSPag3ohttp://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItU7IcL7http://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItU7IcL7http://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItUMsByChttp://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItUMsByChttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://onlinelibrary.wiley.com/doi/10.1111/j.1525-1497.2000.06469.x/referenceshttp://allnurses.com/nursing-blogs/barriers-to-communication-338199.htmlhttp://www.healthliteracy.org.uk/why-it-is-importanthttp://www.healthliteracy.org.uk/why-it-is-importanthttp://allnurses.com/nursing-blogs/barriers-to-communication-338199.htmlhttp://onlinelibrary.wiley.com/doi/10.1111/j.1525-1497.2000.06469.x/referenceshttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItUMsByChttp://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItUMsByChttp://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItUMsByChttp://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItU7IcL7http://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItU7IcL7http://www.ehow.com/list_6797926_barriers-effective-communication-nursing.html#ixzz1ItU7IcL7http://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItSPag3ohttp://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItSPag3ohttp://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItSPag3ohttp://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItS4XcR7http://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItS4XcR7http://www.ehow.com/info_7957500_language-barriers.html#ixzz1ItS4XcR7http://www.hablamosjuntos.org/resources/pdf/SMLeeCommunication_and_Health.pdfhttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://www.ehow.com/list_6691191_essentials-barriers-effective-communication.html#ixzz1GjVmHxDthttp://allnurses.com/nursing-blogs/barriers-to-communication-338199.htmlhttp://www.ehow.com/list_6940461_barriers-effective-communication-hospital.html


35/41

C. THESIS AND DISSERTATION

The level of awareness on antibiotic drugs among mothers of San Miguel Luna Isabela;Mavie

Ramoran

Effective Teaching Strategies used by Clnical Instructors Percieved by the Third Year Nursing

Students;March 2010


36/41

APPENDICES

APPENDIX A

QUESTIONNAIRE

Part 1. Profile of the respondents

Instruction: Please put a check ( ) mark on the space provided that describe your profile.

Name (optional)

1.1 Age

( ) 16-17 ( ) 18-19

( ) 20-21 ( ) 22-23

( ) 24-25 ( ) others, specify

1.2 Gender

( ) Male ( ) Female

1.3Dialect

( ) Ilocano ( ) Ibanag

( ) Itawis ( ) Gaddang

( ) Tagalog ( ) others, specify

Part 2. The common communication barriers in student nurse-patient interaction.

Instruction: Select as many communication barriers and please specify in the space provided if there are

others that you encountered during your RLE duties.

Please put a check ( ) mark on the space provided.

1. Languages


37/41

( ) Jargon (medical words)

( ) Dialect

( ) Ambiguous wording

2. Message Content

( ) Incomplete information

( ) Vague thought

( ) Looseness of idea/thought

3. Environmental Barriers

( ) Noise

( ) Lack of privacy

( ) Ventilation/ Temperature

4. Speaker-Generated Variables( ) High tone of voice

( ) No eye to eye contact

( ) Inappropriate approach

5. Students nurses condition

( ) Handling too many patients

( ) Fatigue/Exhaustion

( ) Stress

6. Others (specify) _____________

Part 3. The extent of encountering the communication barriers to the student nurse-

patient interaction.

Instruction: Rateonly the communication barriers listed below that you have chosen in Part 2 that would

determine the extent of encountering the communication barriers to the student nurse-

patient interaction. Put a check ( ) on the box that corresponds to your possible answer on the basis of

scale 1-5, 1-NEVER, 2- RARELY, 3- SOMETIMES, and 4- ALWAYS.4 ALWAYS3 SOMETIMES

2 RARELY

1 NEVER

1.

Language

( ) Jargon(medical words)

4 3 2 1


38/41

( ) Dialect

( ) Ambiguous wording

2. Message Content

( ) Incomplete information

( ) Vague thought

( ) Looseness of idea/thought

3. Environmental Barriers

( ) Noise

( ) Lack of privacy

( ) Ventilation/ Temperature

4. Speaker-Generated Variables

( ) High tone of voice

( ) No eye to eye contact

( ) Inappropriate approach

5. Students nurses condition


39/41

( ) Handling too manypatients

( ) Fatigue/Exhaustion

( ) Stress

6. Others (Specify)


40/41

APPENDIX B

COMPUTATION

Age

Observed Frequencies

Column variable

Row

variable16-17 18-19 20-21 22-23 24-25 Others Total

Always 0.03 0.48 0.34 0.05 0.06 0.03 0.99Sometimes 0.16 2.38 1.75 0.24 0.32 0.16 5.01

Rarely 0.83 12.38 9.08 1.24 1.65 0.83 26.01Never 0.98 14.76 10.83 1.47 1.97 0.98 30.99

Total 2 30 22 3 4 2 63

Calculationsfo-fe

-0.03 0.52 -0.34 -0.05 -0.06 -0.03

-0.16 -0.38 1.25 -0.24 -0.32 -0.16

-0.83 0.62 -0.08 0.76 -0.65 0.83

1.02 -0.76 -0.83 -0.47 1.03 0.02

Expected FrequenciesColumn variable

Row

variable16-17 18-19 20-21 22-23 24-25 Others Total

Always 0.0314

51378

0.4714

51378

0.34564

5863

0.0472

56894

0.0627

43105

0.0314

51378

0.99

Sometimes 0.159163038

2.385829705

1.749177552

0.239148524

0.317518142

0.159163038

5.01

Rarely 0.826313497

12.3863135

9.081059507

1.241567489

1.648432511

0.826313497

26.01

Never 0.983809523

14.75714286

10.82190476

1.475714286

1.967619048

0.983809523

30.99

Total 2 30 22 3 4 2 63

(fo-fe)^2/fe

0.03 0.56 0.34 0.05 0.06 0.03

0.16 0.06 0.89 0.24 0.32 0.16

0.83 0.03 0.000705 0.47 0.26 0.031.06 0.04 0.06 0.15 0.54 0.000408


41/41

Documents

The Communication Barriers in Student Nurse