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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,
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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
-------------------------------------------------------------------------------------------
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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.
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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.
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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
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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.
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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.
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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
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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
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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
Communication Barriers Experienced by the
Respondents as to Message Content-----------------------------------------25
2.3
Communication Barriers Experienced by the
Respondents as to Environment----------------------------------------------25
Table No. Title Page No.
2.4
Communication Barriers Experienced by the
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Respondents as to Speaker-Generated Variable----------------------------26
2.5
Communication Barriers Experienced by the
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
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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
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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.
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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.
Statement of the Problem
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This study aims to determine the communication barriers in student nurse-patient interaction
among third year nursing student of 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
2. What are the common communication barriers in the student nurse-patient interaction as to:
2.1 Language
2.2 Message Content
2.3 Environmental barriers
2.4 Speaker-generated variables
2.5 Student nurses condition3. 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 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
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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.
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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.
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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,
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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.
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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
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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.
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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 =
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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
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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
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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
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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.
2. Common Communication Barriers in the Student Nurse-Patient Interaction.
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
Frequency Percentage Rank
Incomplete 37 37.76 1
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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
Frequency Percentage Rank
High tone ofvoice
20 19.80 3
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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
Frequency Percentage Rank
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
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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
Average Weighted Mean2.13 Rarely
5. Student Nurses
condition
Handling too
many patient 2.03 Rarely
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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
Average Weighted Mean2.19 Rarely
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encounter stress with 2.56 of average weighted mean.
4. Significant Difference on the Extent of encountering the Communication Barriers when
Respondents are grouped according to their profile.
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
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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.
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
2. What are the common communication barriers in the student nurse-patient interaction as to:
2.1 Language
2.2 Message Content
2.3 Environmental barriers
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
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interactions?
4. Is there a difference on the extent of encountering the communication barriers when respondents are
grouped according to:
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.
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.
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
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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
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B. DICTIONARY
Webster Dictionary: Noah WebsterMedical Dictionary: Mosbys Pocket dictionary
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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
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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
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( ) 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
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( ) 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
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( ) Handling too manypatients
( ) Fatigue/Exhaustion
( ) Stress
6. Others (Specify)
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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
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