THESIS October 1 (2 Jes)

8/8/2019 THESIS October 1 (2 Jes)

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Chapter 1

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

Nursing is one of the professions that require its graduates to take a

licensure examination before he or she is legally qualified to practice nursing

and be called a nurse. In the Philippines, nursing graduates are required to

take the Philippine Nurse Licensure Examination (PNLE) which is administered

by the Professional Regulation Commission (PRC).

Philippine Nurse Licensure Examination (PNLE) is important to every

aspiring nurses. It serves as the gate that leads the way towards legal

aspect of becoming a Registered Nurse. All the knowledge and skills that a

student learned in their four years of education will be put into final test that

will measure their competencies as a novice nurse. The performance of

nursing graduates in the licensure examination may also serve as an

evaluation of the quality of education the school of nursing offers to its

students.

In passing the Philippine Nurse Licensure Examination one must have

a good, if not the best, foundation of the nursing program. It does not

necessarily mean that one has to memorize everything, but what matters

most is to understand deeper and analyze each situation presented in the

examination. Even with the help of review programs, the result of PNLE

performance may depend on mixtures of knowledge, skills and the correct

attitude.

Many nursing schools provide and administer board exam type

examinations to students to familiarize them with the type of examination

given in the Philippine Nurse Licensure Examination. Different strategies

have been employed to ensure success of students in the PNLE. One of these

strategies is conducting an in-house review. A number of nursing schools

have sought the help of review centers in preparing their students for the

PNLE. But if one would come to think of it, do these pre-board examinations

really affect the future of nursing students? Why were there students who

pass the Philippine Nurse Licensure Examination without even involving

themselves on a particular review center? And why are there students

engaged on certain review program yet fail upon examination?

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Series of examinations are given to students to evaluate their

knowledge of a particular concept. Among these examinations, the pre-board

or mock board examination is conducted by many as a possible gauge of

students performance in the PNLE.

Because all graduating nursing students are required to pass the

licensure examination in order to become licensed as registered nurses, it is

paramount that each nursing educational program provides as much

assistance as possible in aiding students to prepare for the exam and be

successful.

Setting of the Study

It was years ago since different review centers were introduced in

different universities to cater the review needs of the nursing students. This

is a type of preparation that engages their students on certain review

programs which the schools or they have chosen. For some, they utilize the

final coaching and the result of their pre-board examination as a gauge to

measure their ability and level of preparation for the licensure exam. These

review centers are acknowledge to help achieve first time PNLE success,

provide students with additional preparatory support, as well as increase

overall program pass rates. For in every university that caters the Nursing

baccalaureate course aims to meet the ultimate goal of a 100% passing rate.

Hence, the objective of this study was to find out whether there is an existing

significant relationship between the Pre-board Examination Scores and

Philippine Nurse Licensure Examination Performance (PNLE).

Review of Related Literature

This section presents theoretical literatures and relevant studies that

provided bases for the theoretical framework of the study.

Philippine Nurse Licensure Examination

According to Article IV Section 12 of R.A. No. 9173, all applicants for

license to practice nursing shall be required to pass a written examination,

which shall be given by the Board of Nursing in such places and dates as may

be designated by the Commission, provided that it shall be in accordance

with Republic Act No. 8981, otherwise known as the PRC Modernization Act of

2000. This examination is known to be the Philippine Nurse Licensure

Examination, otherwise known as the local board exam.

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As mentioned in Section 13, in order to be admitted to the examination

for nurses, an applicant must, at the time of filing his/her application,

establish to the satisfaction of the Board. First, he/she is a citizen of the

Philippines, or a citizen or subject of a country which permits Filipino nurses

to practice within its territorial limits on the same basis as the subject or

citizen of such country: Provided, That the requirements for the registration

or licensing of nurses in said country are substantially the same as those

prescribed in the Act. Then, he/she is of good moral character. Last, he/she is

a holder of a Bachelor's Degree in Nursing from a college or university that

complies with the standards of nursing education duly recognized by the

proper government agency.

Section 15 states that in order to pass the examination, an examinee

must obtain a general average of at least seventy five percent (75%) with a

rating of not below sixty percent (60%) in any of five test subjects. An

examinee that obtains an average rating of 75% or higher but gets a rating

below 60% in any subject must take the examination again, but only in the

subjects where he/she is rated below 60%. In Section 14, the scope of the

examination was stated. It will be a 5- part examination.

PNLE Test Framework

The Philippine Nurse Licensure Examination (PNLE) is a standardized

test, which all graduates of nursing programs must pass in order to practice

as registered nurse in the Philippines. It is a 500-item multiple choice type of

examination which aims to test the basic nursing level competency of the

nursing graduate and considers the objective of the nursing curriculum, the

broad areas of nursing and other related discipline and competencies.

The test framework consists of five parts- Nursing Practice I, II, III, IV

and V, each having 100-item multiple choice type of questions. Nursing

Practice I deals more on Concepts of Foundation of Professional Nursing

Practice theories concepts, principles and processes basic to the practice of

nursing with emphasis on health promotion and health maintenance. It

includes basic nursing skills in the care of clients across the age groups in

any setting. The test scope Nursing Practice II will cover topics about

Community Health Nursing for part I, and Care for the Mother and Child on

part II. Theories, concepts, principles and processes in the care of the

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individuals, families, groups and communities to promote health and prevent

illness, and alleviate pain and discomfort, utilizing the nursing process of

framework. This includes care of high risk and at-risk mothers, children and

families during the various stages of the cycle. The remaining three will cover

about safe and quality care, help education management of environment and

resources and quality improvement for client in pain and those who have

alteration in human functioning such as disturbances in oxygenation,

metabolic and endocrine function and elimination in Test III, fluid and

electrolyte imbalance, inflammatory and infection disturbance and

emergency nursing in Test IV and disturbance in perception and coordination

and maladaptive pattern of behavior in Test V.( Venzon, 2005)

Studies on Preparation for Nurse Licensure Examination

Pettit, Mosher, Flores, Holmes, Lundstrom and Pals (2008), in their

article NCLEX Success HURST Review, mentioned that a number of

researchers have agreed that early preparation is crucial to improving NCLEX

success and suggested various interventions to increase the pass rates of

nursing graduates in the licensure examination. Furthermore, Pettit et.al

(2008) mentioned that inclusion of exam preparation strategies throughout

the nursing curriculum is one factor that will increase NCLEX pass rates.

Frith, Sewell, and Clark (2008), in their article Best Practices in

NCLEX-RN Readiness Preparation for Baccalaureate Student Success,

mentioned that academic performance in prenursing courses and on

standardized tests has been investigated to determine if NCLEX-RN failure

can be predicted by these scores. Grade point average (GPA) has been

identified as a predictor of NCLEX-RN failure wherein students who do not

pass NCLEX-RN on the first attempt exhibit lower GPAs as compared to those

who do pass NCLEX-RN.

It was mentioned in the study of Gerwick et. al (2010) that the stress of

preparing for and taking the NCLEX-RN can lead to maladaptive behaviors

such as poor test performance and inadequate preparation. They presented a

3-credit course that combines cognitive behavioral techniques, metacognitive

strategies, test taking strategies and simulated NCLEX experience with

practice question as a different approach to NCLEX preparation for at risks

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students. As a result, the students developed an individualized plan of

preparation from graduation until they take the NCLEX.

Studies on Predicting Success for Nurse Licensure Examination

J.C. Hudson and E.A. Hughes (2006) of Indiana University School of

Dentistry stated that mock national board exam served as an indicator to

predict success on the Dental Hygiene National Board Exam. They concluded

that administering a mock national board exam to second year dental

hygiene students can be a useful tool for identifying students who may need

additional assistance in order to be successful on the Dental Hygiene National

Board Exam.

Beeson and Kissling (2000) conducted a retrospective study that

identified predictors of success for baccalaureate nursing graduates on the

National Council Licensure Examination-Registered Nurse (NCLEX-RN).

Students who passed the NCLEX-RN had significantly higher average GPAs,

made fewer grades of C or below, and scored higher on the Mosby Assess

Test than students who failed.

Beeman ( 2003), on her pilot study that explored post graduation

influences on the NCLEX-RN such as length and type of study, work hours,

review course participation, sleep and stress which were recorded using the

newly developed NCLEX preparation survey. Results suggested both

expected and unexpected relationships between these factors and NLEX-RN

mastery. She also stated that nursing graduates succeed on the licensure

examination, not only for their self-esteem and careers but also for the

reputations and accreditations of the programs that graduated them.

Yin and Burger (2003) examined the relationship of pre-nursing

admission variables and success on the NCLEX-RN in order to help nurse

educators select applicants with greatest potential for success and identify at

risk students early. Statistical analyses revealed that grade point average

(GPA) at admission is the strongest predictor of success. In addition, course

grades on Psychology and natural sciences are also positively related to

success.

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Ostrye (2001) determined the predictive values of demographic data,

pre- admission and programmatic variables for the NCLEX-RN success in a

statewide 2-year college system.

On another study, the utilization of report card method designed in

motivating students to become involved in their own review was presented. It

yielded to a 68 % over all compliance rate of the students that was

considered as a major contributing factor to their schools drastic increase in

NCLEX-RN scores.

In the study of Friedmann (2007), relationship of student and academic

variables with nursing licensure scores were examined. Among the pre

admission variables, grade point average (GPA) and student age were most

useful in predicting exam scores.

McKinney (2007), in her ex post facto correlational study, determined

which measures of academic success predicted success on the NCLEX. The

relationships between pre-entrance test scores (SAT Total, Math and Verbal),

GPA (cumulative, prenursing, nursing, theory and clinical), Mosby Assess Test

scores, NCLEX scores, age sex, courses repeated and Type A behavior were

determined. Significant positive correlations were found between cumulative

GPA, Mosby Assess Test scores, pre-entrance test scores, prenursing,

nursing, theory and clinical GPA and NCLEX performance. There was a little

evidence that age, sex and Type A personality were predictive of nursing

abilities. On the other hand, pre-entrance test scores GPA, Mosby Assess Test

scores and courses repeated were found to be significant predictors of NCLEX

success. This study concluded that nurse educators could identify students

early in programs whose academic patterns suggest potential difficulty within

the nursing major and likely failure on the NCLEX.

Harris (2006) study on the other hand concluded that mature

students, as well as those with elevated admission and cumulative GPA had a

higher level of predictability with board success. No evidence was shown to

link civil status with the outcome variable.

In the study of Stewart, Bates, Smith (2004), performance on the state

dental licensure examination is monitored and compared with senior year

mock board performance and clinical productivity to identify factors that may

contribute to state board "pass" rates. Significant relationships were noted

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between mock board performance and clinical productivity data and

performance on the Florida Dental Licensure Examination.

Local Studies

According to Sicat (2000), all academic performance including review

groups and pre-board examination becomes a predictor in the actual board

examination. It is, therefore, imperative that measures to enhance the

academic performance of the students be prioritized. (The Assumption

Journal, August 2005)

Synthesis

The reviewed related literature presented the different concepts, ideas

and studies done by different researchers and experts concerning nurse

licensure examination and pre- board examination. The Philippine Nurse

Licensure Examination is regulated by the Professional Regulation

Commission as mentioned in R.A. No. 9173. The required qualifications of an

applicant, passing rate and parts of the examination were stated.

The related studies mentioned that administering mock board exams

or pre-board examinations is essential in identifying the need for additional

assistance in order to succeed in the Nurse Licensure Examinations. They

concluded that Pre-board examination is a key indicator or predictor of

national board examinations. The given related studies deal most with other

professions that require a national examination. This study focused mainly on

the relationship of pre-board examination and PNLE performance. It aimed to

determine the significant relationship between the Pre-board Examination

Scores and PNLE performance. To add more, most of the studies mentioned

focused on correlation between board examination performance and

academic performance and entrance examinations of test takers.

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Conceptual Framework

Figure 1 presents the conceptual paradigm of the study. It shows the

relationship between the pre-board examination score and Philippine Nurse

Licensure Examination performance. The first box contains the pre-board

examination scores. Pre-board examinations are given by review centers

prior to the actual board examination to provide students with additional

preparatory support and increase overall program pass rates. The second box

contains the Philippine Nurse Licensure Examination performance

determined after the actual board examination. Passing the PNLE is a

standard benchmark for nursing licensure and entry competence of the

students. This Nurse Licensure Examination is administered by the

Professional Regulation Commission which all universities that caters the

Nursing baccalaureate course aims to have a 100% passing rate. The

paradigm shows a positive linear relationship between the two variables

which indicates that pre-board examination scores reflect the board exam

performance of an examinee.

Figure 1. Relationship Between Pre-board Examination Scoresand Philippine Nurse Licensure Examination Performance

8

Philippine NurseLicensure

ExaminationPerformance

Pre-boardExamination

Scores


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Statement of the Problem

This study aimed to determine the relationship of pre-board

examination scores and the Philippine Nurse Licensure Examination (PNLE)

performance of level IV nursing students. Specifically, it sought to answer the

following questions:

1. Is there a significant relationship between the Pre-Board Examination

Scores and the results of Philippine Nurse Licensure Examination?

Hypothesis

There is a significant relationship between the Pre-board Examination

Scores and PNLE performance.

Significance of the Study

This study was conducted primarily to determine the relationship

between the pre-board examination scores and Philippine Nurse Licensure

Examination performance. The findings of the study may be beneficial to the

following:

School Administrators. The findings of this study may provide the

administrators a tool in assessing and evaluating the effectiveness of the

review program in relation with the performance of the students in the

Philippine Nurse Licensure Examination. The university may be able to

design and implement strategies to ensure scores in the licensure

examinations not only in the nursing department but as well in other courses

with board examination. The data may also provide basic information for

designing a curriculum that best suits the ability of the students and, at the

same time, meet all expected board examination requirements.

Nursing Students. The findings of this study may benefit the nursing

students considering any interventions to be undertaken by school

administrators and nurse educators will lead towards the improvement of

their learning and their preparation for the licensure examination. The

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students may be motivated on their preparation for the forth-coming

examination.

Clinical Instructors. The findings of this study may give instructors

guide on to what areas of the nursing program they can improve and give

emphasis to enhance students learning. The results of this study may

provide instructors the idea on the strengths and weaknesses of students in

different nursing subjects. When weak areas have been identified, teaching

strategies, methods, techniques and appropriate interventions may be done

or be adjusted to overcome these weaknesses.

Future Researchers. The study may serve as a reference to similar

studies in improving performance of nursing graduates in the licensure

examination. The study will contribute to the future of a university that

includes the Nursing baccalaureate course in their program as well as to the

graduating students. If the outcome of this study may result positively or

negatively, the review program may be retained or improved to adapt to the

review preparation needs of the graduating students in the future.

Scope and Limitations

This study focused in determining the relationship between pre-board

examination scores and the PNLE performance of batch 2009 nursing

graduates of a Catholic university. This involved 100 students who were

regularly admitted in the nursing program and who have completed the

degree. The study focused on the scores of the pre-board examination

administered by a review center affiliated with the university, were most of

the students had their review class and established its relationship with the

performance scores of respondents in the June 2009 PNLE.

Definition of Terms

The following terms have been defined to provide a common

understanding between the researchers and the reader and to gain a more

appropriate perspective on the study:

Philippine Nurse Licensure Examination. This refers to the 500-

item multiple choice examination given to nursing graduates in the

Philippines, to test basic nursing level competency which considers the

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objectives of the nursing curriculum, the broad areas of nursing and other

related disciplines and competencies (Professional Regulation Commission

(PRC)-Board of Nursing). In this study, this also refers to the national board

examination intended for nurses in the Philippines in which the graduate

students would be taking to be registered licensed nurses.

Pre-Board Examination. It is the examination that is conducted prior

to the board examination (Lippincott Review Series, 2009). In this study, it

refers to the examination conducted by a review center in their

comprehensive review program offered by the university as a preparation

prior to board examination.

PNLE Subject 1 - Foundation of Professional Nursing Practice.

This refers to a 100-item part of the Philippine Nurse Licensure Examination

(PNLE) pertaining to theories concepts, principles and processes basic to the

practice of nursing with emphasis on health promotion and health

maintenance.

PNLE Subject 2 Community Health Nursing and Care of the

Mother and Child. This refers to a 100-item part of the PNLE that covers

topics about Community Health Nursing for part I and Care for the Mother

and Child on part II to promote health and prevent illness, and alleviate pain

and discomfort, utilizing the nursing process as framework.

PNLE Subject 3 -Care of the Clients with Physiologic and

Psychosocial Alterations. This refers to 100-item part of PNLE that

includes theories, concepts, principles and processes in the care of clients

with altered health patterns utilizing the nursing process and integrating the

key areas of nursing competencies.


Psychosocial Alterations. This refers to 100-item part of PNLE that covers

about safe and quality care, health education, management of environment

and resources, quality improvement for client with alteration in human

functioning and entails emergency and disaster nursing.


Psychosocial Alterations. This refers to 100-item part of PNLE that covers

about the safe and quality care, health education, management of

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environment and resources for client with disturbance in perception and

coordination and maladaptive pattern of behavior.

Pre-board Nursing Practice 1 (NP1)-

Definition of Terms

The following terms have been defined to provide a common

understanding between the researchers and the reader and to gain a more

appropriate perspective on the study:

Philippine Nurse Licensure Examination (PNLE). This refers to

the 500-item multiple choice examination given to nursing graduates in the

Philippines, to test basic nursing level competency. (Professional Regulation

Commission (PRC)-Board of Nursing). In this study, this refers to the actual

national board examination intended for nurses in the Philippines in which the

graduate students would be taking to be registered licensed nurses.

Pre-Board Examination. It is the examination that is conducted prior

to the board examination (Lippincott Review Series, 2009). In this study, it

refers to the examination conducted by a review center in their

comprehensive review program offered by the university as a preparation

prior to board examination.

Subject 01 of PNLE. This refers to the first part of the PNLE

consisting of 100 item questions pertaining to theories, concepts, principles

and processes basic to Concepts of Foundation of Professional Nursing

Practice (Professional Regulation Commission). Operationally, it refers to the

part I of the actual board examination and is used accordingly with NP1 of

pre-board examination.

Subject 02 of PNLE. This refers to the second part of the PNLE

consisting of 100 item questions pertaining to theories, concepts, principles

and processes basic to Community Health Nursing and Care for the Mother

and Child (Professional Regulation Commission). Operationally, it refers to the

part II of the actual board examination and is used accordingly with NP2 of


Subject 03 of PNLE. This refers to the third part of the PNLE

consisting of 100 item questions pertaining to safe and quality care and

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management of client in pain and those who have alteration in human

functioning such as disturbances in oxygenation, metabolic and endocrine

function and elimination (Professional Regulation Commission). Operationally,

it refers to the part III of the actual board examination and is used

accordingly with NP3 of pre-board examination.

Subject 04 of PNLE. This refers to the fourth part of the PNLE


management of client who have alteration in human functioning such as fluid

and electrolyte imbalance, inflammatory and infection disturbance and

emergency nursing (Professional Regulation Commission). Operationally, it

refers to the part IV of the actual board examination and is used accordingly

with NP4 of pre-board examination.

Subject 05 of PNLE. This refers to the fifth part of the PNLE


management of client who have alteration in human functioning such as

disturbance in perception and coordination and maladaptive pattern of

behavior (Professional Regulation Commission). Operationally, it refers to the

part V of the actual board examination and is used accordingly with NP5 of


NP2 of Pre-board. Community Health Nursing and Care of the

Mother and Child. This refers to a 100-item part of the PNLE concerning

theories, concepts, principles and processes in the care of the individuals,

families, groups and communities to promote health and prevent illness, and

alleviate pain and discomfort, utilizing the nursing process as framework. This

includes care of high risk and at-risk mothers, children and families during

the various stages of the life cycle. The test scope will cover topics about

Community Health Nursing for part I, and Care for the Mother and Child on

part II. (Professional Regulation Commission (PRC)-Board of Nursing). In this

study, Subject 2 of PNLE and NP2 of pre-board examination is used

accordingly.

Nursing Practice III (NP3)-Care of the Clients with Physiologic

and Psychosocial Alterations. This refers to 100-item part of PNLE that

includes theories, concepts, principles and processes in the care of clients


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key areas of nursing competencies. NP3 will cover about safe and quality

care, help education management of environment and resources and quality

improvement for client in pain and those who have alteration in human

functioning such as disturbances in oxygenation, metabolic and endocrine

function and elimination. (Professional Regulation Commission (PRC)-Board of

Nursing). In this study, Subject 3 of PNLE and NP3 of pre-board examination is

used accordingly.

Nursing Practice IV (NP4)-Care of the Clients with Physiologic


contain theories, concepts, principles and processes in the care of clients with

altered health patterns utilizing the nursing process and integrating the key

areas of nursing competencies. NP4 will cover about safe and quality care,

health education, management of environment and resources, quality

improvement for client with alteration in human functioning such as fluid and

electrolyte imbalance, inflammatory and infection disturbance, disturbance in

immunologic and cellular functioning. It also entails emergency and disaster

nursing. (Professional Regulation Commission (PRC)-Board of Nursing). In this

study, Subject 4 of PNLE and NP4 of pre-board examination is used

accordingly.

Nursing Practice V (NP5)-Care of the Clients with Physiologic


comprises theories, concepts, principles and processes in the care of clients


key areas of nursing competencies. NP5 will cover about the safe and quality

care, health education, management of environment and resources for client

with disturbance in perception and coordination and maladaptive pattern of

behavior. (Professional Regulation Commission (PRC)-Board of Nursing). In

this study, Subject 5 of PNLE and NP5 of pre-board examination is used

accordingly.

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Chapter 2

METHOD

This chapter presents and describes the tools used in the study

including the research design, respondents and participants, sampling

design, sources of data, data gathering procedures and data analysis.

Type of Research

This study is a descriptive correlational type of research. Descriptive

correlational research determines the relationship between two variables if

the relationship is perfect, very high, high, moderate, slight, or negligible. The

study described the relationship between pre-board examination scores and

the Philippine Nurse Licensure Examination (PNLE) performance of the 2009

nursing graduates of a Catholic university.

Sample Scores

The samples used consisted of scores of both pre-board examination

and PNLE performance of 100 nursing graduates of a Catholic university who

took the June 2009 Philippine Nurse Licensure Examination (PNLE). The

researchers used simple random sampling in obtaining samples.

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Source of Data

The researchers made use of the results of the 2009 pre-board

examination scores and Philippine Nurse Licensure Examination (PNLE)

Performance obtained from the College of Nursing. The secondary data were

obtained with permission from authorities on condition of confidentiality.

Data Gathering Procedure

Prior to the data gathering, permission was sought from the dean of

the nursing department. Upon grant of permission, the researchers obtained

pertinent data of pre-board examination scores and the PNLE performance of

nursing graduates batch 2009. Data were recorded in worksheets and

encoded in the computer.

Data Analysis

For the researchers to evaluate and interpret the data collected,

computer-aided data processing using state-of-the-art statistical software is

used.

Frequency and Percentage distribution were utilized to present the Pre-

Board Examination Scores and PNLE performance of the respondents sample

scores. Bivariate analysis using Pearson Product-Moment Correlation was

used to determine significant relationship between the said variables. Scatter

diagram was presented to substantiate the finding.

Further, T-test for independent samples was presented to describe

difference, if any, between the two examinations.

The researchers computed the equivalent percentage of the sample

scores in the pre-board examination using transmutation table utilized by the

College of Nursing having a 65% passing rate. To describe the performance

of the sample scores in the pre-board examination and PNLE, the researchers

utilized the grading system of the university presented below.

Excellent - 93-100%

Superior - 88-92%

Very Good - 83-87%

Good - 78-82%

Fair - 75-77%

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Poor - Below 75%

Chapter 3

RESULTS AND DISCUSSION

This chapter presents, analyze and interprets the findings of the study.

This study described the relationship of the pre-board examination scores

and Philippine Nurse Licensure Examination (PNLE) performance of Batch

2009 nursing graduates. The findings are presented in figures and tables.

Pre-board Examination Performance of the Respondents

Table 1 presents the results of the pre-board examination of

respondents. Fourteen out of 100 respondents or 14 % failed on their pre-

board examination while the total number of passers is 86 out of 100 which

represents 86% passing rate in the pre-board.

The 86% passing rate consists of fifty out of 100 respondents or 50%

belonged only to scores ranging from 78-82% which describes as good

performance, followed by 28 (28%) respondents with scores from passing

rate of 75-77% and only 8 (8%) respondents belonged to students scores

range from 83-87%, described as very good performance. The rest,

comprising 86 % of the total respondents passed.

Table 1

Pre-board Performance of Batch 2009

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With the results, it can be implied that the over-all performance of the

respondents in their pre-board examination can be described as good. As can

be seen, there were only 8 with very good performance and no one made it

with an excellent performance. Having an 86% passing rate may be a good

indicator of also passing the PNLE. Yet, exerting further effort and desire

could have still been made to maintain this good performance and excel

higher scores. Knowing the results of the pre-board examination may

determine the needs for improvement to pass on the PNLE.

Philippine Nurse Licensure Examination (PNLE) Performance of the

Respondents

Table 2 provides the result of the PNLE Performance of the

respondents. The total sample was 100 graduate nursing students Batch

2009. As with the frequency, 47% of the respondents ranged between a score

of 75-77% can be considered as fair performance, 33% ranged between a

score of 78-82% indicates a good performance, and only 2% of the

respondents ranged between 83-87% indicates a very good performance. The

rest comprising 18% failed in the PNLE. The 18% who failed does not indicate

Pre-boardPerformance

VerbalInterpretation

No. ofRespondents

Percent

83-87%78-82%75-77%

Below 75%Total

Very GoodGoodFairPoor

8502814100

8%50%28%14%

100%

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that they are also the students who failed in the pre-board examination. The

over-all performance of the respondents in the PNLE was considered as fair.

Although the 82% passing rate seems to be good, having a score

ranging between 75-77% is not good or safe. Just single point lower could

lead to a failed result. The students performed better on pre-board as

compared with the result of PNLE. Those 47% may have a difficult time taking

the PNLE. It could be due to factors associated with their preparation and

motivation. Thats why the respondents were not able to maintain their good

performance during the pre-board examination. However, the pre-board

examination performance still contributed for the result of PNLE.

Table 2

PNLE Performance of Batch 2009

Figure2. presents the comparison of the percentage of the respondents

who passed or failed between the two examinations. It shows that 86%

passed on the pre-board examination while 82% passed on the PNLE and

14% failed on the pre-board examination and 18% failed on PNLE. The

passing rates are not far from each other. Although it seems that the

respondents got a higher passing rate on their pre-board examination

PNLEPerformanc

e

VerbalInterpretatio

n

No. ofRespondent

sPercent

83-87%78-82%75-77%

Below 75%Total

Very GoodGoodFairPoor

2334718

100

2%33%47%18%

100%

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compared to their PNLE performance, the relationship between them exists.

The good performance on the pre-board examination was reflected on their

PNLE performance which is considered as fair.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Passed Failed

Pre-boar

PNLE

Figure 2. Summary of Pre-board and Philippine Nurse Licensure Examination

(PNLE)

Relationship of Pre-board Examination Scores and Philippine Nurse

Licensure Examination Performance (PNLE)Pre-board Nursing Practice 1 vs. PNLE Subject 1

The scatter plot from Figure 3 indicates a significant positive linear

relationship between the said variables. Further, substantiating this result is

the high Pearson coefficient of correlation (r) of 0.375 obtained between the

variables as presented in Table 4, which is significant at 0.01 level.

Findings reveal that there is a significant relationship between the two

examinations. It shows that if a respondent passed the Pre-board Nursing

Practice 1, the student may pass the PNLE Subject 1. It can also be inferred

that Pre-board Examination Scores is a key predictor of PNLE Performance. It

shows that the trend in the Pre-board Examination goes in accordance with

the trend of PNLE Performance. Although there were number of students who

did not achieve the same score from the Pre-board, the overall performance

of the respondent in passing the PNLE may be considered good.

20


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Subject 1 of PNLE Performance

908070605040

NursingPract i

ce1ofPre-boardExamin

ation

90

80

70

60

21


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Figure 3. Scatter Diagram Between Scores of Respondents in NursingPractice 1 of Pre-board Examination vs. Subject 1 of PNLE Performance

Table 3 denotes the results of the Pearson Correlation between the

performance of the respondents in the Nursing Practice 1 of the Pre-board

Examination and the Subject 1 of Philippine Nurse Licensure Examination.

Findings reveal that the performance of the respondents in Nursing

Practice 1 of Pre-Board Examination is highly correlated with their

performance in Subject 1 of Philippine Nurse Licensure Examination. Table 4

indicates that Pearson (r) of 0.375 significant at the 0.01 level, between Pre-

board Examination and PNLE performance suggests that higher achievement

in Nursing Practice 1 would also tend to generate better performance in the

Subject 1 of Board Examination.

Table 3

Correlation between Nursing Practice 1 of Pre-board Examination vs. Subject1 of Philippine Nurse Licensure Examination (PNLE) Performance

Bivariates R Interpretation

22


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Performance inNursing Practice 1 of

Pre-boardExamination andSubject 1 of PNLE

0.375 Correlation issignificant at the0.01 level

Pre-board Nursing Practice 2 vs. PNLE Subject 2

The scatter plot from Figure 4 indicates a positive linear relationship

between the said variables. Further substantiating this inference is Pearson

coefficient of correlation (r) of 0.256 obtained between the variables which is

significant at 0.05 level.


The findings seemed to show that there is a significant relationship

between the two examinations. It shows that if a respondent passed the Pre-

board Nursing Practice 2, the student may pass the PNLE Subject 2. It can

also be inferred that Pre-board Examination Scores is a key predictor of PNLE

Performance. It shows that the trend in the Pre-board Examination goes in

accordance with the trend of PNLE Performance. Although there were number

of students who did not achieve the same score from the Pre-board, the

Subject 2 of PNLE Performance

9080706050

86

84

82

80

78

76

74

72

70

Nursing

Practice2ofPre-boardExamination

23


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overall performance of the respondent in passing the PNLE may be

considered good.

Table 4 provides the results of the Pearson Correlation between the

performance of the respondents in the Nursing Practice 2 of the pre-board

examination and the Subject 2 of PNLE.


Practice 2 of Pre-board examination is moderately correlated with their

performance in Subject 2 of PNLE. Table 4 indicates that Pearson (r) of 0.256

significant at the 0.05 level, between Pre-board examination and PNLE

performance suggests that higher achievement in Nursing Practice 2 would

tend to generate better performance in the Subject 2 of PNLE.

Table 4

Correlation between Nursing Practice 2 of Pre-Board Examination vs. Subject2 of Philippine Nurse Licensure Examination (PNLE) Performance




0.256 Correlation issignificant at the 0.05level



relationship between the said variables. Further substantiating this result is

relatively high Pearson coefficient of correlation (r) of 0.443 obtained

between the variables which are significant at 0.01 level.







24


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did not achieve the same score from the pre-board, the overall performance






Table 5




Pre-board

Examination andSubject 3 of PNLE



Practice 3 of pre-board examination is highly correlated with their


25

Subject 3 of PNLE Performance90807060

86

84

82

80

78

76

74

72

70

68

NursingPract i

ce3ofPre- b

oard

Examination


26/48

significant at the 0.01 level, between pre-board examination and PNLE





relationship between the said variables. Further substantiating this result is

relatively high Pearson coefficient of correlation (r) of 0.233 obtained

between the variables which are significant at 0.05 level.




that Pre-board Examination Scores is a key predictor of PNLE performance. It

shows that the trend in the pre-board examination goes in accordance with

the trend of PNLE performance. Although there were number of students who





NursingPractice4ofPre-boardExaminatio

n

100

90

80

70

60

26


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Practice 4 of pre-board examination is highly correlated with their


significant at the 0.05 level, between Pre-board examination and PNLE



Table 6

Correlation between Nursing Practice 4 of Pre-board Examination vs. Subject

4 of Philippine Nurse Licensure Examination (PNLE) Performance





The scatter plot of Figure 7 indicates a significant positive linear

relationship between the said variables. Further substantiating is relatively

high Pearson coefficient of correlation (r) of 0.333 obtained between the

variable which is significant at 0.01 level.





shows that the trend in the pre-board examination goes in accordance with




27


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performance of the respondents in the Nursing Practice 5 of the Pre-board


Findings reveal that the performance of the respondents in NP5 of Pre-

board examination is highly correlated with their performance in Subject5 of

PNLE. Table 8 indicates that Pearson (r) of 0.333 significant at the 0.01 level,

between Pre-board examination and PNLE performance suggests that higher

achievement in Nursing Practice would tend to generate better performance

in the Subject 5 of PNLE.

Table 7


28


NursingPractice5ofPre-boardExaminatio

n

100

90

80

70


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Correlation between Pre-board Examination Scores and PNLE

Performance

Positive linear trend between Pre-board Examination Scores and PNLE

performance of the respondents is apparent in Figure 8. Scatter plots

indicates that there is significant positive linear relationships between Pre-

board Examination Scores and PNLE performance of the respondents. It


the trend of PNLE Performance. This also connotes that a high Pre-board

performance tend to result into a high performance also in PNLE.

It can also be inferred that Pre-board Examination Scores is a key

predictor of PNLE Performance. As the same with what did J.C. Hudson and

E.A. Hughes stated, administering a mock national board exam to second

year dental hygiene students can be a useful tool for identifying students who

may need additional assistance in order to be successful on the Dental

Hygiene National Board Exam. It will also be of great help having a well

performance on the pre-board examination as a preparation and at the same

time indicator of PNLE performance.



Pre-board

Examination andSubject 5 of PNLE

0.333 Correlation issignificant at the 0.05level

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Figure 8. Scatter Diagram Between Pre-board Examination Scoresvs. PNLE Performance

Table 8 provides the results of the correlation analysis between Pre-

board Examination Scores and PNLE performance. There is a relatively high

Pearson coefficient of correlation (r) of 0.599 obtained between the variables

as presented below. This coefficient is significant at the 0.01 level. Therefore,

the hypothesis that there is significant relationship between Pre-board

Examination Scores and PNLE Performance cannot be rejected.

Table 8

Correlation between Pre-board Examination Scores vs. PNLE Performance


Performance in Pre-board Examination

and PNLE

0. .599 Correlation issignificant at the

0.01 level

Table 9 shows that there is no significant difference between the

performance of the respondents in the Pre-board examination and Philippine

Nurse Licensure Examination at 0.05 level, with a coefficient of 1.102. This

9080706050

88

86

84

82

80

78

76

74

72

Pre-bota

rdExaminatio

nScor

es

PNLEPerformance

30


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finding further substantiate that there is a significant relationship between

the two variables.

Table 9

Difference in the Performance in the Pre-BoardExamination and Board Examination

VariablesMeanScore

StandardDeviation

t-value P-value t-test

Pre-BoardExaminatio

nPerformanc

e

Board

ExaminationPerformanc

e

77.7600

75.7020

2.79321

3.694001.102 0.295

Notsignificant

at the0.05 level

Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with the important data and prominent features of

the study. It recapitulates how the study was conducted, summarizes the

findings, formulates conclusions and offers recommendations.

Summary of Findings

This study aimed to know the relationship between the Pre-Board

Examination Scores and the Philippine Nurse Licensure Examination

performance. Specifically, it sought to answer the following questions:

1. Is there a significant relationship between the Pre-Board Examination

scores and the results of Philippine Nurse Licensure Examination?

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This study was a descriptive correlational type of research. It

determined the relationship between two variables. Secondary data in the

form of scores were gathered with permission to the College of Nursing.

The sample scores were randomly selected from the list of scores of

100 nursing graduates who took the June 2009 PNLE. A criterion was made

based from the existing grading system of the Catholic University to describe

Pre-board Examination and PNLE performance.

Data underwent computer processing, analyzed and presented.

Different statistical tools were used to present the data such as mean and

standard deviation, t-test analysis, bivariate analysis, scatter plots and

Pearson correlational analysis.

The researchers made use of the sample scores which were derived

from the list of scores of 100 nursing graduates who took the June 2009

PNLE. As with the frequency, 14 out of 100 respondents or 14.1 % failed on

their pre-board examination. The rest, comprising of 86 % then passed. Most

number of respondents, (49%) to be exact belonged only to scores range

from 78-82%, described as good performance. The findings showed a good

performance of the respondents in the pre-board examination. This good

performance reflects a good preparation on the part of the respondent that

may indicate a good PNLE result.

As with the results of the respondents performance on PNLE, 82%

passed while 18% failed. As with the frequency, 18 out of 100 respondents or

18.0 % failed on their PNLE. The rest, comprising of 82 % then passed. Most

number of respondents, (47%) to be exact achieved a passing rate from 75-

77%. The findings revealed that the respondents performance can be

considered as fair

There is a significant positive linear relationship between Pre-board

Examination Scores and Philippine Nurse Licensure Examination (PNLE)

performance of the respondents. It shows that the trend in the pre-board

examination goes in accordance with the trend of PNLE Performance. This

also connotes that a high pre-board performance tend to result into a high

performance also in PNLE. Further, there is no significant difference between

the two examinations.

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Conclusion

Based on the findings, the researchers concluded that there is a

significant relationship between pre-board examinations scores and

Philippine Nurse Licensure Examination (PNLE). As substantiated with the

results, the respondents performed good in pre-board examinations and this

tend to generate on their PNLE performance considered as fair. This also

reflects the pre-board examination could be an indicator for PNLE success.

Preparation for any examinations really matters. Moreover, the release of the

results may greatly affect the ongoing preparation of the students. Those

who passed would either tend to maintain their performance or excel for

PNLE and those who failed would be able to figure out needs for further

improvement.

Recommendations

The researchers suggest the following recommendations based on the

conclusion drawn:

The school administrators may use this study to evaluate the efficacy

and preparedness of the students to take PNLE. They may design and

implement changes in the curriculum or techniques of teaching that suits

with the ability of the students at the same time meet the PNLE

requirements. In addition, the administration may require that passing of pre-

board examination as a pre-requisite before taking board examinations.

Results should be release earlier and those who will pass will be allowed to

take PNLE. Those who failed should be put under probationary and may need

to undergo another intensive review. Failing for the third time after class

remedies, students will be advised not to take the PNLE.

Also, the clinical instructors may adopt board exam type questions

when giving quizzes both on lecture and RLE settings.

The graduating students may need to give emphasis on their studies

be motivated on their preparation for their licensure examination. They need

to have eagerness to learn and exert extra effort to excel in all aspects of

their studies. Lastly, they must strive to perform well in pre-board

examination for it may reflect how they would perform on PNLE.

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References

Hudson, J.C., & Hughes, E.A. (2006). Educational innovations KATTS: aframework for maximizing NCLEX-RN performance.Journal of NursingEducation, Vol. 47, No. 4.

Frederickson, K. (1996). Opportunities in nursing careers. NTC PublishingGroup

Venzon, L.M. & Venzon, R.M. (2005). Professional nursing in the Philippines(10th ed.). C & E Publishing Inc.

Gulapa, R. (2007). Relationship between the level of self-confidence andclinical

performance of nursing students.

Castro-Sadac, G.N. (2003).A follow-up study of the civil engineeringgraduates of theU.A. from school year 95, 96 to 99-00.

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Best Practices in NCLEX-RN Readiness Preparation for Baccalaureate StudentSuccess.Retrieved June 2006, from http://journals.lww.com/cinjournal/pages/results

Flores, R., Holmes, T., Lundstorm, M., Mosher H., Pettit, K., Palss, A. (2008).

NCLEXsuccess HURST review. The Journal of Student Nursing. Retrieved 2008fromGREEN SCRUBS database

Beeson, S. A., & Kissling G. (2000) J Pr predicting success for baccalaureategraduateson the NCLEX-RN.Journal of Professional Nursing, 17:121-127, 2000.Abstract retrieved 2001 from W.B. Saunders Company.

Requirements and interventions used by BSN programs to promote andpredict NCLEXRN success: A national study.Journal of Professional Nursing, Volume 20,

Issue 3, Pages 174-186. Abstract retrieved May 2004

http://www.jpsimbulan.com/2008/10/29/nursing-board-examnursing-

licensure-exam-coverage-nursing-practice-ii/

APPENDIX A

University of the AssumptionCollege of Nursing

City of San Fernando, (P)

35
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July 01, 2010

Mrs. Anna Marie Rhouency V. Sicat, RN, MANDean, College of Nursing

Thru:Mrs. Gloria D. Vergara, RN, MANAcademic Chair, Level III & IV

Greetings of Peace!

We, the BSN IV-C group 21, is currently conducting a thesis entitledCorrelation between the Pre-board Examination Scores and PhilippineNursing Licensure Examination Performance. This is in partial fulfillment ofthe requirement for the degree of B.S. in Nursing.

In line with this, we would like to ask permission and approval from your good

office to lend us a copy of the result of the Pre-board Examination Scores andPhilippine Nursing Licensure Examination of the fourth year nursing studentsin the school year of 2008-2009.

Thank you and God bless.

Respectfully yours,

Basilio, RichardCalma, HazelDelos Santos, Catherine

Duenas, Sofia AnnelleQuijalvo, Jessica

Mrs. Cynthia Rivera, RM, RN, MANAdviser

APPENDIX B

PRE-BOARD EXAMINATION SCORES

RESPON-DENTS

Foundationof

Professional NursingPractice(Nursing

Practice 1)

Community HealthNursing

and Careof the

Motherand Child(Nursing

Practice 2)

Care ofClients withPhysiologic

andPsychosocial Alterations

Part A(Nursing

Practice 3)



Part B(Nursing

Practice 4)



part C(Nursing

Practice 5)TOTALSCORE

R1 87 81 85 90 90 86.6

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R2 88 85 79 85 88 85

R3 80 78 85 91 88 84.4

R4 79 77 81 89 91 83.4

R5 79 81 78 88 91 83.4

R6 84 75 83 84 92 83.6

R7 82 75 81 85 90 82.6

R8 85 81 74 84 89 82.6

R9 79 74 76 86 92 81.4

R10 82 75 79 85 85 81.2

R11 81 76 74 82 93 81.2

R12 74 73 73 74 80 74.8

R13 74 78 73 74 82 76.2

R14 78 73 73 73 78 75

R15 74 72 72 75 86 75.8

R16 81 75 74 80 88 79.6

R17 75 73 73 73 73 73.4

R18 74 73 72 74 84 75.4

R19 73 73 72 76 78 74.4

R20 73 73 73 73 86 75.6

R21 73 73 73 73 78 74

R22 73 79 71 73 80 75.2

R23 73 74 73 73 76 73.8

R24 74 73 72 74 78 74.2

R25 74 72 73 73 78 74

R26 73 76 71 72 84 75.2

R27 75 72 71 73 82 74.6

R28 73 73 72 73 78 73.8

R29 74 73 70 72 85 74.8

R30 74 73 70 72 85 74.8

R31 72 73 71 72 84 74.4

R32 74 74 73 78 82 76.2

R33 74 76 74 74 82 76

R34 74 74 72 75 92 77.4

R35 81 74 74 73 80 76.4

R36 76 74 73 76 80 75.8

R37 74 74 73 74 91 77.2

R38 81 73 73 73 86 77.2

R39 80 78 72 72 84 77.2

R40 75 74 72 73 73 73.4

R41 74 73 74 81 82 76.8

R42 73 74 75 75 78 75

R43 75 74 73 77 76 75

R44 72 74 80 73 86 77

R45 73 76 73 74 82 75.6

R46 73 73 73 75 87 76.2

R47 74 76 72 74 80 75.2

R48 72 73 74 81 84 76.8

R49 74 73 73 73 91 76.8

R50 74 73 74 75 82 75.6

R51 74 74 74 73 82 75.4

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R52 77 73 73 74 80 75.4

R53 74 73 73 73 84 75.4

R54 74 74 71 74 84 75.4

R55 75 73 73 74 80 75

R56 74 75 82 82 91 80.8

R57 81 76 82 83 78 80

R58 80 79 74 78 93 80.8

R59 79 74 75 86 87 80.2

R60 79 78 75 81 86 79.8

R61 81 79 76 76 87 79.8

R62 80 78 75 80 85 79.6

R63 76 80 74 79 89 79.6

R64 83 77 74 78 87 79.8

R65 77 78 73 85 88 80.2

R66 74 74 80 84 86 79.6

R67 77 77 77 83 80 78.8

R68 72 71 72 70 78 72.6

R69 77 81 76 75 86 79

R70 67 80 74 75 88 76.8

R71 76 79 74 74 94 79.4

R72 77 74 75 81 86 78.6

R73 75 74 82 80 84 79

R74 76 77 72 84 92 80.2

R75 75 76 74 79 90 78.8

R76 73 76 75 80 90 78.8

R77 79 75 74 79 82 77.8

R78 74 78 74 77 90 78.6

R79 76 74 74 83 87 78.8

R80 74 79 73 79 87 78.4R81 80 74 73 87 80 78.8

R82 74 81 74 76 88 78.6R83 77 82 74 77 80 78

R84 76 72 73 86 91 79.6

R85 77 76 73 74 91 78.2

R86 73 80 74 75 89 78.2

R87 80 73 74 80 86 78.6

R88 79 77 73 74 90 78.6

R89 74 78 74 76 86 77.6

R90 74 79 74 74 86 77.4

R91 78 73 72 81 92 79.2

R92 79 77 73 76 85 78

R93 75 74 74 75 89 77.4

R94 76 74 73 77 87 77.4R95 74 74 73 76 91 77.6

R96 76 73 74 73 90 77.2

R97 76 79 74 73 82 76.8

R98 74 73 73 80 86 77.2

R99 76 73 73 80 82 76.8

R100 81 74 79 79 93 81.2

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APPENDIX C

JUNE 2009 PHILIPPINE NURSE LICENSURE EXAMINATION RESULTS

RESPON-DENTS

Foundationof

Professional NursingPractice

(Subject 1)

CommunityHealth

Nursingand Care ofthe Mother

and Child(Subject 2)

Care ofClients

withPhysiologi

c andPsychosoci

alAlterations

Part A(Subject 3)

Care ofClients

withPhysiologic

andPsychosoci

alAlterations

Part B(Subject 4)

Care ofClients

withPhysiologi

c andPsychosoci

alAlterations

Part C(Subject 5)

GEN.AVE

REMARKS

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R1 82 80 85 81 87 83 PASSED

R2 81 80 83 79 85 81.6 PASSED

R3 81 74 84 76 84 79.8 PASSED

R4 80 77 83 75 86 80.2 PASSED

R5 67 66 72 71 71 69.4 FAILED

R6 81 76 83 78 84 80.4 PASSED

R7 79 75 84 77 84 79.8 PASSED

R8 83 77 81 74 85 80 PASSED

R9 80 77 81 77 84 79.8 PASSED

R10 81 72 81 80 86 80 PASSED

R11 83 81 84 70 84 82.2 PASSED

R12 76 65 79 79 76 75 PASSED

R13 76 65 84 69 81 75 PASSED

R14 72 76 77 69 81 75 PASSED

R15 77 55 78 65 69 68.8 FAILED

R16 78 65 78 76 80 75.4 PASSED

R17 78 77 79 78 76 77.6 PASSED

R18 64 76 78 77 80 75 PASSED

R19 72 68 72 72 72 71.2 FAILED

R20 75 57 79 75 78 72.8 FAILED

R21 77 75 76 76 75 75.8 PASSED

R22 68 57 75 66 71 67.4 FAILED

R23 72 51 78 74 78 70.6 FAILED

R24 75 63 80 77 80 75 PASSED

R25 78 72 67 71 76 72.8 FAILED

R26 67 66 72 71 71 69.4 FAILED

R27 77 76 78 78 78 77.4 PASSED

R28 72 72 81 62 77 72.8 FAILED

R29 65 52 72 68 61 63.6 FAILED

R30 75 61 74 62 76 69.6 FAILED

R31 77 57 76 71 71 70.4 FAILED

R32 78 65 79 75 82 75.8 PASSED

R33 74 69 79 71 83 75.2 PASSED

R34 77 72 79 76 78 76.4 PASSED

R35 79 72 79 76 82 77.6 PASSED

R36 76 76 65 65 78 72 FAILED

R37 76 69 80 71 84 76 PASSED

R38 78 70 73 74 80 75 PASSED

R39 77 77 75 77 78 76 PASSED

R40 76 65 79 76 79 75 PASSED

R41 80 74 80 77 79 78 PASSED

R42 78 68 82 74 80 76.4 PASSEDR43 75 70 75 77 78 75 PASSED

R44 80 66 77 77 75 75 PASSED

R45 78 61 78 80 78 75 PASSED

R46 68 73 77 75 82 75 PASSED

R47 77 65 78 76 79 75 PASSED

R48 81 76 71 69 79 75.2 PASSED

R49 80 66 77 72 80 75 PASSED

R50 68 59 75 74 75 70.2 FAILED

40


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R51 75 78 77 77 80 77.4 PASSED

R52 75 66 79 78 77 75 PASSED

R53 77 66 79 74 79 75 PASSED

R54 74 64 77 69 67 70.2 FAILED

R55 75 70 74 80 76 75 PASSED

R56 79 72 82 68 86 77.4 PASSED

R57 80 62 78 75 80 75 PASSED

R58 80 61 77 78 81 75.4 PASSED

R59 80 69 83 78 81 78.2 PASSED

R60 76 72 81 76 81 77.2 PASSED

R61 80 74 80 76 82 78.4 PASSED

R62 78 76 82 71 83 78 PASSED

R63 72 75 83 77 77 76.8 PASSED

R64 81 69 80 79 81 78 PASSED

R65 78 75 78 74 75 76 PASSED

R66 79 63 84 70 79 75 PASSED

R67 79 71 85 75 83 78.6 PASSED

R68 50 55 67 56 69 59.4 FAILEDR69 79 66 80 71 79 75 PASSED

R70 79 75 81 78 81 78.8 PASSED

R71 76 77 79 76 79 77.4 Passed

R72 77 75 79 79 85 79 PASSED

R73 77 74 80 78 76 77 PASSED

R74 78 72 81 75 82 77.6 PASSED

R75 75 69 76 78 76 75 PASSED

R76 76 65 81 77 81 76 PASSED

R77 82 77 84 78 79 80 PASSED

R78 77 64 79 81 78 75.8 PASSED

R79 81 78 81 77 81 79.6 PASSED

R80 81 77 85 79 85 81.4 PASSEDR81 77 72 80 76 82 77.4 PASSED

R82 76 62 81 78 83 76 PASSED

R83 77 72 75 80 80 76.8 PASSED

R84 80 68 80 71 83 76.4 PASSED

R85 77 79 78 78 83 79 PASSED

R86 76 77 81 74 77 77 PASSED

R87 78 72 79 81 78 77.6 PASSED

R88 77 65 80 80 84 77.2 PASSED

R89 74 77 80 78 76 77 PASSED

R90 77 72 80 75 80 76.8 PASSED

R91 81 78 78 75 82 78.8 PASSED

R92 60 74 72 68 74 69.6 FAILED

R93 78 65 78 77 83 76.2 PASSED

R94 77 72 77 77 79 76.4 PASSED

R95 79 76 80 79 80 78.8 PASSED

R96 79 65 80 77 81 76.4 PASSED

R97 75 69 80 72 79 75 PASSED

R98 72 59 79 68 77 71 FAILED

R99 77 66 77 78 80 75.6 PASSED

41


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R100 81 71 80 76 79 77 PASSED

Curriculum Vitae

PERSONAL BACKGROUND

Name: Basilio, Richard Y.

Age: 20 yrs. old

Address: 10 Balangcas, Sto. Tomas, Pampanga

Civil Status: Single

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Nationality: Filipino

Religion: Roman Catholic

Name of Father: Domingo Y. Basilio

Name of Mother: Marivic Y. Basilio

EDUCATIONAL BACKGROUND

Tertiary: University of the Assumption

Secondary: University of the Assumption

Primary: Infant Jesus Learning Center

EXTRA CURRICULAR ACTIVITIES

Organization Position Year

Nursing Student Council member 2007-2011

CRCYC member 2007-

2011

CDW member 2007-2011

SEMINARS ATTENDED

Basic ECG interpretation (Lung Center of the Philippines)

Charting and Computation (University of the Assumption)

Motivation in Pursuing Nursing Career: An Answer to the Call of Service

(University of the Assumption)

Curriculum Vitae

PERSONAL BACKGROUND

Name: Calma, Hazel C.

Age: 20 yrs. old

Address: San Nicolas Mexico, Pampanga

Date of Birth: May 04, 1990

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Religion: The Church of Jesus Christ of Latter-day Saints (Mormon)

Name of Father: Virgilio C. Calma

Name of Mother: Ma. Lourdes C. Calma



Secondary: Pampanga High School

Primary: San Lorenzo Elementary School




CRCYC member 2007-

2011


SEMINARS ATTENDED

Obstructive Sleep Apnea: Diagnosis and Management (Lung Center of the

Philippines)



(University of the Assumption

Curriculum Vitae

PERSONAL BACKGROUND

Name: delos Santos, Catherine P.

Age: 19 yrs.old

Address: Sta. Lucia City of San Fernando Pampanga


44


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Name of Father: Danilo D. delos Santos

Name of Mother: Rizalina P. delos Santos



Secondary: Pampanga High School

Primary: Sta. Lucia Elementary School




CRCYC member 2007-

2011


SEMINARS ATTENDED

Basic ECG interpretation (Lung Center of the Philippines)




Curriculum Vitae

PERSONAL BACKGROUND

Name: Dueas, Sofia Annelle

Age: 20 yrs. old

Address: Minalin, Pampanga



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Name of Father: Jofel Dueas

Name of Mother: Vita Dueas



Secondary: Holy Family Academy

Primary: Holy Family Academy




CRCYC member 2007-

2011


SEMINARS ATTENDED


Philippines)




Curriculum Vitae

PERSONAL BACKGROUND

Name: Quijalvo, Jessica S.

Age: 19 yrs. old

Address: San Vicente Guagua, Pampanga

Date of Birth: August 07, 1991


46


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Name of Father: Dioscoro Quijalvo

Name of Mother: Raquel Quijalvo



Secondary: Natividad High School

Primary: San Vicente Elementary School




CRCYC member 2007-

2011


SEMINARS ATTENDED


Philippines)



(University of the Assumption

http://www.jdentaled.org/cgi/reprint/66/5/643.pdf

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MOCK BOARDS

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Documents

THESIS October 1 (2 Jes)