Chapter 1-2

ASIA PACIFIC COLLEGE OF ADVANCED STUDIES
A.H. Banzon St, Ibayo, Balanga City
CHALLENGES AMIDST ONGOING CLINICAL DUTY

DURING COVID-19 PANDEMIC
by
REINJEL JULES S. REYES
JANN MARIE N. ISIDRO
LARABELLE A. CORALES
CARMELA G. MENESES
RENZ ARJOHN V. BARCARSE
1
Chapter 1
THE PROBLEM AND LITERATURE REVIEW
Background of the Study
COVID-19 is a public health pandemic and a global crisis that affects every aspect of life,
with potentially devastating social, economic and political implications (United Nations
Development programme [UNDP] 2020). The pandemic has impacted all sectors, including
nursing education. As the crisis escalated, many governments closed schools, colleges and
universities to ensure the safety of students, teachers and nations. With the onset of the
pandemic, globally, face-to-face classes, clinical skills laboratories and the clinical placement of
students were either suspended or restricted and more especially in countries that were critically
affected by the outbreak in order to maintain and safeguard the health of students and faculty as a
whole (British Columbia College of Nursing Professionals 2020; College & Association of
Registered Nurses of Alberta 2020; Jackson et al. 2020).
To be able to continue teaching and learning during the COVID-19 pandemic, while
complying with the COVID-19 prevention protocols, many institutions of higher learning
switched from the traditional face-to-face teaching and learning to the virtual mode. This
approach was also adopted by schools of nursing in the Philippines and other developing and
developed countries. Content that was previously taught only ‘face-to-face’ had to be quickly
converted to online delivery, and teachers were trained to deliver ‘virtual classroom sessions’
2
when necessary. This solution, however, limited the skills development and clinical practice
placement of students, which is the normal approach in the traditional nursing curricula.
Teachers were forced to learn how to navigate and deliver the course content online. Also,
students’ families and guardians were forced to provide the needed technology and Internet
services required to access the classes online.
Clinical learning is a main part of nursing education. Students’ exposure to a clinical
learning environment is one of the most important factors affecting the teaching-learning process
in clinical settings (Jamshidi, 2016). The professional development of the nursing profession
requires a clear and well-defined nurse role. The 3rd year students usually have their duty in the
medical and surgery ward to enhance their knowledge, skills and attitude in responding to
medical and surgical cases but due to the pandemic the students are not allowed to have their
clinical practice in certain areas. The students express their concern on how they will function
later as future registered nurses. The other concern of the students is the completion of their
cases in order for them to take their nursing licensure exam. Some students shared that they felt
selfish and were frightened about not reaching the career goals that they have worked so hard to
obtain their degree.
The online related experience of the students promotes innovative educational strategies in
nursing education (Broussard & Wilson 2018). Nursing students must be competent when they
go to the field. Competency, compassion and confidence must be a student nurse when
administering care to the patient in the hospital. It’s hard nowadays how to give the students that
3
competency through online learning in related experiences. The skills are one of the major
challenges right now, to acquire high competency in the skills of nursing students. Unlike the
actual duty where the students have the chance to assess their patients, learn the patient's disease,
and actual seeing of different surgeries when assigned to the surgical ward.
The students perform clinical exposure in the hospital to practice their skills. The excitement
on their duty in the special area gave them confidence in performing quality of care to the
patients but due to the pandemic student’s practice shifted into online. Usually the hospital
training gives opportunities for the students to carry out what they learn in the schools, like
carrying out assessments, implementations, and evaluations. This is also an opportunity to
understand the different cases in the hospital which give wonderful and meaningful experiences
to third year students.
According to CHED, the subjects or courses under Medicine, Nursing, Medical
Technology/Medical Laboratory Science, Physical Therapy, Midwifery, and Public health that
shall be allowed for face-to-face delivery are delimited to specialized laboratory courses or
hospital- based clinical clerkship/internship/practicum, including clinical rotations for post
graduate medical interns. This list of degree programs and courses covered by the guidelines
may be expanded upon the approval of the IATF. Supplemental memorandum/guidelines may be
issued for this purpose.
Furthermore, on Monday, November 15, higher education institutions (HEIs) would
4
gradually be allowed to conduct limited in-person classes for all degree programs. “Limited face-
to-face classes are now allowed under Alert Levels 1, 2 and 3, subject to certain conditions,”
Resolution No. 148-G of the Inter-Agency Task Force (IATF) for the Management of Emerging
Infectious Diseases read. Examples of conditions included limited indoor venue capacity, no
opposition from the respective local government unit, and the exclusive participation of fully
vaccinated students, teachers, and non-teaching personnel. Colleges and universities can start
applying for authorization in December 2021.
The situation of the students right now is quite challenging especially in the enhancing of
skills and competencies like through the use of manikins for practice sessions, role plays and
other activities that will support nursing competencies. On the other hand due to online students
experiences glimpse of positivity because through this the learners can control how, when and
where they engage with the faculty member and the knowledge embedded in the course while
having meaningful time to their family, friends and others.(Rohman et al., 2020)
Considering the aforementioned explanations, the current study investigates the challenges
amidst upcoming clinical duty during covid 19 pandemic. Thus, the researcher chose to conduct
this study to identify challenges and how students overcome them and to produce better
management.
5
Literature Review
Related Literature
Age
Goltra and Joseph (2018) stated that age has a significant role in affecting characteristics
such as student effort, retention, and interactions among instructors in schools. It has an
important role in determining the academic challenge and active and collaborative learning
benchmarks.
Jamshidi et al (2016), stated that the young age of nursing students, their social and
emotional lack of experience and fear of contracting threatening health issues may lead to stress,
discouragement and decrease their participation in clinical activities.
Clinical Duty
According to Tiwaken, Caranto and David (2015), student nurses must be exposed to
both facets equally and one of the best ways of realizing this is by giving them the opportunity to
put what they have learnt in the classroom into practice through clinical placement in the various
clinical settings such as hospitals wards, primary health care institutions, special clinics,
communities and nursing homes, comprehensive care clinics/patients support clinics, maternal
and child welfare clinics etc. under the strict direction and supervision of faculty members,
instructors, preceptors and nurse clinicians.
6
Bullen (2015) stated that in a nursing clinical setting can be unbearable and
overwhelming for nursing students. Leaping out of the safe boundaries of the classroom to the
busy, noisy, and sometimes life or death environment of the clinical setting or hospital can
completely frazzle the students. Realizing the need of time management and skills in time
management are then very essential, as they don’t learn good time management may cause
them to be overwhelmed and can burnout in managing personal life and duty shifts.
Time Management
According to Nayak (2018) Time management is about how one manages oneself. One
cannot manage the time; one can only manage how he/she can use it. Organizing and prioritizing
the patient care activities is of prime importance for providing quality care and to maintain the
personal and professional balance.
(Claessens et al., 2004) said that the ability for successfully managing their time is the
benchmark of students in developing better study habits as well as strategies for success. Time
management provides individuals the ways for structuring and controlling their activities.
Behavior of nursing students
7
Jamshidi et al, (2016) stated that nursing students also display nonchalant and negative
attitude to clinical work as some consider nursing tasks stressful and anxiety provoking.
Furthermore Mukumbang and Adejumo (2014) reported that some patients complained of
poor professional behavior and negative attitudes displayed by the student nurses when they
delivered their care. Poor professional attitude and behavior is sometimes evident in the way they
talk, relate and respond to the needs of the patients during their caring sessions.
Covid-19
Coronavirus disease (COVID-19) is an infectious disease caused by the SARS-CoV-2
virus. Most people infected with the virus will experience mild to moderate respiratory illness
and recover without requiring special treatment. However, some will become seriously ill and
require medical attention. Older people and those with underlying medical conditions like
cardiovascular disease, diabetes, chronic respiratory disease, or cancer are more likely to develop
serious illness. Anyone can get sick with COVID-19 and become seriously ill or die at any age.
(WHO, 2019).
Andreas (2020), stated that the COVID-19 pandemic has also had a severe impact on
higher education as universities closed their premises and countries shut their borders in response
to lockdown measures. Although higher education institutions were quick to replace face-to-face
8
lectures with online learning, these closures affected learning and examinations as well as the
safety and legal status of international students in their host country.
Preparedness
Health care workers should wear masks and heavy protective clothing, which limit their
movement and cause difficulty in performing medical procedures and practices compared to
normal conditions. Studies showed that those health care workers feared contagion and infection
of their family, friends, and colleagues, felt uncertainty and stigmatization, reported reluctance to
work or contemplating resignation, and reported experiencing high levels of stress, anxiety, and
depression symptoms, which could have long-term psychological implications. (Nabavian &
Ramhani, 2021)
Stress Coping
Akay and Kadiroglu (2021) stated that Nursing students are exposed to more stress
compared to the stress factors of other students during the pandemic process . One of the stress
factors is that nursing students do their internships and practical courses in hospital
environments. Students experienced intense stress and anxiety during the pandemic process, as
they conducted their courses and exams through distance learning, and they were unable to
9
perform clinical practice. A study examined the difficulties experienced by nursing students
during the pandemic and found that students could not keep up with distance education lessons,
so they could not cope with the anxiety they experienced.
Vaccine
Vaccination against COVID-19 is expected to be the most efficient preventive measure
for limiting the pandemic. Vaccines against SARSCoV-2 became available at the end of 2020,
and healthcare workers (HCWs) were in many countries among the first groups to be vaccinated
[3,4]. The success of a vaccination program depends on the uptake rates among the general
population and especially among Health care workers, who are important for vaccination
advocacy [5,6]. Apart from being at a higher risk of becoming infected with SARS-CoV-2 than
the general population [7–9], HCWs are also potential transmitters of the virus in the clinical
setting [10], where they work with the most susceptible population, i.e., the elderly, and those
with certain underlying medical conditions, which require more attention and care. (Velikonja.,
et al. 2021).
Patient Care
The study of Subke, Downing & Kearns (2020) stated that within the nursing profession,
caring is mostly aspired to, yet it is under threat of disintegration in the 21st century. Clinical
practice is an essential aspect of nursing education and this is where nursing students are exposed
to a complicated world that is influenced by many factors; socially, economically and politically.
It can, therefore, appear that caring becomes lost within the existing healthcare milieu.
10
Transportation
According to Habib (2021), one of the many sectors that have been hit hard by the
COVID-19 pandemic is transportation. Passenger and freight transport have both suffered severe
setbacks from the crisis. Daily travel patterns and mobility behavior of commuters have been
significantly affected by the pandemic. Trip-making has been significantly reduced during the
lockdown period for the following reasons: mandatory stay-at-home orders, closed retail/shops,
and fear of contracting the virus. Public transport in particular has seen an all-time low in
ridership. People are avoiding public transit in fear of coming in contact with the virus. Crowded
public transport is considered a risk for the spread of the virus in urban areas, and as an
alternative, people are shifting to private vehicles, bicycles, or even walking as their primary
modes of transport. Moreover, the students understood their responsibility to the community and
the importance and risks of the nursing profession. They also described negative experiences
with public transportation and residing in the student dorm Lovri´c et al. (2020)
Related Studies
A study by Hayat., el at (2021) stated that one of the areas most affected by the virus is
education, which has been halted or slowed dramatically by restrictive laws and the
establishment of social distancing. Educational institutions have been closed in 182 countries,
and conventional university education has been hindered. In addition, more than 90% of the
world’s student population has been affected by the virus, and the pressure on higher education
11
systems to change their approach to distance learning (e-learning) has been maximized. In
response to this threat, all educational systems and professionals are trying to act appropriately
by finding effective solutions to minimize the adverse effects of the pandemic on the field of
education. This challenge is compounded in medical school, as it has not only led to an increase
in demands for clinical and administrative assistance from medical schools but has also put
additional pressure on these institutions to adopt appropriate teaching strategies for medical
students. In other words, in this situation, in addition to their crucial role in combating this
epidemic, medical schools and health professionals must ensure that their educational programs
remain appropriate and effective. Moreover, they need to maintain high-quality education for
students at all levels. For this reason, universities and medical schools have suspended face-to-
face, classroom-based teaching and regular tutorials in order to reduce the risk of infection, and
have forced professors and students to use online and virtual education until the epidemic ceases.
In other words, traditional education patterns have never been challenged in this way.
The study of Peasah, Sarf, & Asamoah stated that the Clinical practice in nursing
education is an important component of the nursing curriculum aimed at equipping nursing
students with the skills needed for performing their duties (Awuah-Peasah, Sarf & Asamoah,
2013). The purposes of the clinical practice are for the students to learn how to perform physical
and psychosocial assessments, interact with clients, families and staff, administer medications
and perform other related tasks, develop critical thinking skills, and develop plans for nursing
care. In the clinical setting, learning depends on the patient's condition and the ability of the
12
student to put into practice what has been taught. The need for training sessions for health
workers, including nurses, on managing patients with coronavirus, should include when to wear
masks and which types, reviewing respiratory system, and airborne precautions when treating
diseases, hand washing, proper donning and doffing gowns and gloves, and screening patients to
identify coronavirus (Jang, 2020).
According to the study of (Said, 2014) distress on the job and some stress naturally
comes for being a nurse. Knowledge on prioritization of the tasks during the shifts can make
huge differences in reducing the stress. Prioritizing and little planning can make the nurses
plan better and manage the time for their work and impart quality care. This also may help to
spend time relaxing and socializing at work without feeling nervous and exhausted. Better
balance between professional and personal life for working more effectively and efficiently
can also be achieved by better time management. Nurses need to work smarter, instead of
harder by learning time management skills. The skills of good time management is crucial to
survive the busy shift of day to day in nursing.
According to the study of Cleary & Horsfall (2011) Nursing students also need to
acquire the clinical skills in the background of high activity level, potential of distractions
which are inherent and occasional emergencies, which demands the skills of effective time
management to remain focused in clinical learning. Nursing students should be aware about
the importance of time management to build on their existing skills. Introducing the ideas and
practices on time management in the clinical setting and class room among nursing students
is an hour of need for planning, prioritizing and to apportioning the time effectively.
13
Research Paradigm
INPUT PROCESS OUTPUT

1. What is the demographic
Data Collection Identify the challenges and
profile of the respondents in
terms of; -Survey questionnaire how nursing students
1.1. Age; overcome them and also to
1.2. Number of nursing students Statistical Treatment produce better management.
allowed in clinical duty; and - Weighted Mean
1.3. Vaccination Status? - Likert scale
2. How may challenges amidst

ongoing clinical duty of nursing
students be described in terms
of;
2.1 Intrinsic Challenges.

2.1.1 Time Management;
2.1.2. Preparedness; and
2.2.3. Stress Coping?
2.2 Extrinsic Challenges
2.2.1 Quality of Patient

Care;
2.2.2. Transportation;
2.2.3. Availability of cases in
clinical duty?
3. Is there a significant
relationship between Intrinsic
and Extrinsic challenges?
14
4. Based on the salient findings

of the study, what specific
action plan can be proposed to
overcome the challenges of
nursing students amidst ongoing
clinical duty during this
pandemic.
Figure 1.
Conceptual Framework of the Challenges Amidst OnGoing Clinical Duty during Covid-
19 Pandemic
Theoretical Framework
This chapter discusses the theories, literatures, and research that contain relevant data
information that is significant to the current research It also provides clarifications, explanations,
and logical linkages between earlier research and the current study. The theoretical framework
and paradigm are all included in this research. To give a deeper understanding of the key
variable, the terminology used were conceptually and operationally defined.
15
Related Theories
For this research, The Theory of Challenge and Support is a theory that will serve as the
study’s theoretical foundation.
Sanford (1967) developed Theory of Challenge and Support. He believed that for growth
and personal development to occur, a student needs to have a challenge/support balance. The
basic idea of this theory is that for growth to occur, a person needs a balanced amount of
challenge and support as appropriate for the task.
This theory is related to this research because most nursing students face a lot of
challenges on upcoming limited face-to-face and some of it has a negative impact on clinical
learning. Challenge is at the heart of the learning attitude; without it, students are unable to take
chances, learn to fail, and figure out how to get back on their feet. Many nursing students during
this pandemic go through a lot of challenges and this serves as their solid foundation to fulfill
their tasks and grow.
Statement of the Problem
This study aims to identify the challenges Amidst Upcoming Clinical Duty during Covid-19
Pandemic among 3rd year & 4th year students under Bachelor of Science in Nursing.
Specially, it seeks to answer the following questions:
1. What is the demographic profile of the respondents in terms of;

1.1. Age;
1.2. Number of nursing students allowed in clinical duty; and
1.3. Vaccination Status?
16
2. How may challenges amidst ongoing clinical duty of nursing students be described in
terms of;
2.1 Intrinsic Challenges.

2.1.1 Time Management;
2.1.2. Preparedness; and
2.2.3. Stress Coping?
2.2 Extrinsic Challenges
2.2.1 Quality of Patient Care;
2.2.2. Transportation;
2.2.3. Availability of cases in clinical duty?
3. Is there a significant relationship between Intrinsic and Extrinsic challenges?
4. Based on the salient findings of the study, what specific action plan can be
proposed to overcome the challenges of nursing students amidst ongoing clinical
duty during this pandemic.
Hypothesis of the Study
The null hypothesis to be tested in this study is:
There is no significant difference between the challenges of nursing students towards
ongoing clinical duty.
17
Scope and Delimitation
This study aims to identify the Challenges Amidst Upcoming Clinical Duty during
COVID-19 Pandemic among 3rd year and 4th year nursing students in APCAS. This involves a
close-ended type of questionnaire as a main tool for this study and the challenges occurring on
the clinical duty. The selection of respondents will be a convenience sampling since the research
wants to access a particular subset of people.
This research considers every aspect of the students’ personal information that may be
significant to the study such as their age, transportation or boarding house expenses, and
vaccination status. Each of the respondents will be given the exact same questionnaire for data
gathering.
Significance of the Study
This study was conducted and the results of this will be benefitted by the following:
Clinical Duty. The finding of this study will redound to the benefits of the upcoming clinical
duty that they would have the knowledge and information regarding the challenges facing during
the pandemic (Covid-19).
18
Nursing Student. The information presented in this study will enable them to inform in advance
and to see the effects, benefits, disadvantages, and advantages of a nursing student on duty
during the pandemic (Covid-19).
Nursing School. This study will provide them with a clear overview of how to create an
excellent COVID-19 transmission prevention plan. This will also assist nursing students and
educational institutions in putting all of these safety precautions in place for ongoing clinical
duty during the Covid-19 pandemic.
Future Researchers. This study will serve as a guide or literature on their research if they
conduct a study with the same topic on experiences, and find out what other challenges amidst
upcoming clinical duty during the Covid-19 pandemic.
Definition of Terms:
The following terms, which are important to the study, had the following meanings.
Behaviors. This refers to the student nurses; acts in response to the patient and colleagues.
Clinical Duty. This refers to the medical practice “on the field” portion of nursing students.
Clinical skills. It is any discrete and observable act within the overall process of patient care.
Covid-19. It is the name of the illness caused by the coronavirus SARSCoV-2. COVID-19
stands for "coronavirus disease 2019” (UVA Health, 2020).
19
Hospital exposure. This refers to the student nurses’ resources available in an affiliated hospital
of the institution wherein they conduct the clinical duty.
Pandemic. Occurring over a wide geographic area (such as multiple countries or continents) and
typically affecting a significant proportion of the population.
Time Management. The time management is when the students plan and organize specific
activities to learn. It also helps students to prioritize all their work tasks to be able to achieve
their goal fast.
Chapter 2
RESEARCH METHODOLOGY
This chapter presents the research methodologies used in the study. This includes the
research method, research locale, respondents, instrumentation of the study, validation of the
instruments, data gathering procedure and the treatment of the data.
Research Method
20
The researchers utilized a descriptive quantitative method approach, the method is used
to describe the characteristics of a population and provide deeper and better understanding of
research problems. Quantitative data collection and analysis will be applied all throughout the
data gathering.
On the other hand, the study utilized a quantitative research method to identify and
understand the challenges of nursing students amidst ongoing clinical duty during this
pandemic.
Research Locale
This research is conducted at Asia Pacific College of Advanced Studies (APCAS)
located at A.H Banzon St., Ibayo, Balanga City of Bataan is an educational institution in
Balanga, Bataan. It was founded in 1999 as the Asia Pacific Academy of Bataan. Two years
later, the academy officially became a college and was renamed as it opened undergraduate
degree courses on top of its complete basic education program.
APCAS currently implements the K to 12 program. Senior High School (SHS) students
can choose their strand of interest under the Academic, Arts and Design, Sports, and Technical-
21
Vocational-Livelihood (TVL) tracks. For college students, there are various degree programs
available in the areas of Communication, Accountancy, Business and Customs Administration,
Criminology, Hospitality and Tourism Management, Engineering, Nursing, Information
Technology, and Teacher Education. Additionally, APCAS is a TESDA Training and
Assessment Center, specifically for Food and Beverage Services and Bartending.
The researchers chose this institution as the place of implementation as this study will
need nursing students who will provide the needed information and responses. The study is
conducted in the second semester of the Academic.
Year 2021-2022.
22
Figure 2: Research Local Map
Respondents
The main respondents of the study are the 3rd year and 4th year nursing students of
APCAS. There are 40 respondents as the sample of composition is as follows: 20 3rd year and 20
23
4th year students under Bachelor of Science in Nursing from APCAS. The selection of
respondents in this study is done using convenience sampling.
Convenience sampling is a type of nonprobability sampling in which people are sampled
simply because they are "convenient" sources of data for researchers (Lavrakas, 2008).
According to an article, researchers use various sampling techniques in situations where there are
large populations. In most cases, testing the entire community is practically impossible because
they are not easy to reach. Researchers use convenience sampling in situations where additional
inputs are not necessary for the principal research. There are no criteria required to be a part of
this sample. Thus, it becomes incredibly simplified to include elements in this sample.
Instrument
The instrument used for quantitative approach in gathering data is through questionnaires
to analyze the factors proposed in the study’s paradigm. A questionnaire is a research instrument
consisting of a series of questions for the purpose of gathering information from respondents.
Questionnaires can be an effective means of measuring the behavior, attitudes, preferences,
opinions and intentions of relatively large numbers of subjects more cheaply and quickly than
other methods (McLeod, 2018).
Validation of Instrument
24
Questionnaires form an important method of collecting information and a number of
situations that have been used extensively in a variety of studies. However, many similar studies
focusing on the same themes often use questionnaires. The aim of this paper is to try and identify
problems in questionnaire development and validation and also to seek out ways in which these
can be improved. This will lead to better utilization of time and money and will lead to better
research outcomes.
Data-Gathering Procedure
To distribute the questionnaires to the respondents and gather the information for the
study, the researcher must prepare a formal letter in the APCAS administration for the
permission to conduct the survey. After the approval, it will be given to the students and
employees, asking for permission to conduct the research instrument. In conducting the
instrument, the researchers will use smartphones and the internet in order to collect the answers
of the respondents. There will be a link for an online survey since it is through an online based
survey. After the respondents answered the questionnaires, the data will be carefully presented
and analyzed for determining the possible outcome of this study.
Treatment of Data
25
As the data needed were obtained from the respondents the data were tallied,
computed and tabulated. The statistical formula that was applied in the computation is the
following:
1. Weighted Mean (WX). This was computed in order to establish quantitative analysis
to show which of the rating scales obtained the highest score.
Wx f
Formula: Wx=
N
where:
Wx - weighted mean
f - frequency
N - total number of respondents
The Likert Scale shown below was used to quantify the responses and for the
analysis and interpretation of the computed means.
5 Strongly Agree (SA) = 4.51 – 5.00
4 Agree (A) = 3.51 – 4.50
3 Neutral (N) = 2.51 - 3.50
2 Disagree (D) = 1.51 - 2.50
1 Strongly Disagree (SD) = 1.00 - 1.50
2. Pearson R. This was measured to determine the relationship between two quantitative
variables and the degree to which the two variables coincide with one another.
26
Formula:
Where:
N - number of pairs of scores
∑xy - sum of the products of paired scores
∑x - sum of x scores
∑y - sum of y scores
∑x² - sum of squared x scores
∑y² - sum of squared y scores
27

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ASIA PACIFIC COLLEGE OF ADVANCED STUDIES

A.H. Banzon St, Ibayo, Balanga City

CHALLENGES AMIDST ONGOING CLINICAL DUTY

REINJEL JULES S. REYES

JANN MARIE N. ISIDRO

RENZ ARJOHN V. BARCARSE

THE PROBLEM AND LITERATURE REVIEW

Background of the Study

Registered Nurses of Alberta 2020; Jackson et al. 2020).

services required to access the classes online.

Clinical learning is a main part of nursing education. Students’ exposure to a clinical

obtain their degree.

carrying out assessments, implementations, and evaluations. This is also an opportunity to

to third year students.

According to CHED, the subjects or courses under Medicine, Nursing, Medical

hospital- based clinical clerkship/internship/practicum, including clinical rotations for post

issued for this purpose.

Furthermore, on Monday, November 15, higher education institutions (HEIs) would

applying for authorization in December 2021.

discouragement and decrease their participation in clinical activities.

instructors, preceptors and nurse clinicians.

personal and professional balance.

Behavior of nursing students

Coronavirus disease (COVID-19) is an infectious disease caused by the SARS-CoV-2

safety and legal status of international students in their host country.

so they could not cope with the anxiety they experienced.

Vaccination against COVID-19 is expected to be the most efficient preventive measure

education is an important component of the nursing curriculum aimed at equipping nursing

identify coronavirus (Jang, 2020).

survive the busy shift of day to day in nursing.

INPUT PROCESS OUTPUT

2. How may challenges amidst

2.1 Intrinsic Challenges.

2.2 Extrinsic Challenges

2.2.1 Quality of Patient

4. Based on the salient findings

variable, the terminology used were conceptually and operationally defined.

study’s theoretical foundation.

challenge and support as appropriate for the task.

Statement of the Problem

Specially, it seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of;

2.1 Intrinsic Challenges.

2.2 Extrinsic Challenges

2.2.1 Quality of Patient Care;

2.2.3. Availability of cases in clinical duty?

3. Is there a significant relationship between Intrinsic and Extrinsic challenges?

proposed to overcome the challenges of nursing students amidst ongoing clinical

duty during this pandemic.

Hypothesis of the Study

The null hypothesis to be tested in this study is:

There is no significant difference between the challenges of nursing students towards

ongoing clinical duty.

Scope and Delimitation

wants to access a particular subset of people.

Significance of the Study

the pandemic (Covid-19).

during the pandemic (Covid-19).

duty during the Covid-19 pandemic.

upcoming clinical duty during the Covid-19 pandemic.