Effectiveness of Return Demonstration on Enhancing Related Learning Experience Skills and Clinical Performance among Nursing Students at Dr. Carlos S. Lanting College
Aug 2026· International Journal of Advanced Multidisciplinary Research and Studies· 0 citations
TL;DR
The study found that the return demonstration greatly increased students' relevant learning experience skills and clinical performance, indicating that the technique adequately prepares individuals for real-world clinical situations.
Abstract
The purpose of this study was to investigate the efficacy of return demonstration in improving associated learning experience skills and clinical performance among nursing students at Dr. Carlos S Lanting College. It specifically evaluated students' self-confidence and clinical competence in performing nursing procedures, applying theoretical knowledge, making clinical decisions, communicating, and managing clinical duties.
A quantitative study design was used, with a structured questionnaire as the major data collection tool. The respondents were nursing students, and the statistical methods used were the frequency and percentage, weighted mean average (WAM) and Cronbach's Alpha to analyze the data and verify instrument reliability.
The study found that the return demonstration greatly increased students' relevant learning experience skills and clinical performance. Respondents reported excellent levels of self-confidence and clinical performance, indicating that the technique adequately prepares individuals for real-world clinical situations.
The study concludes that return demonstration is an effective teaching method in nursing education. It is advised that educators continue to strengthen their implementation and that institutions allocate enough resources to facilitate student learning and skill development.
This study analyzes the self-efficacy of simulation-based Related Learning Experience in improving clinical skills among second-year nursing students at Dr. Carlos S. Lanting College during clinical practice to provide evidence-based recommendations to inform curriculum development, optimize simulation protocols, and ultimately enhance nursing education outcomes at the institutional level.
Tolentino King Nolan C, Ibañez Ellyza Marie D, Lumbang Freya Mhae L et al.· International Journal of Adv...· 0 citations
Clinical skills learning is an important component in medical education because it plays a role in developing students' competencies before entering clinical practice. This study aims to describe the performance of clinical skills instructors and the level of student satisfaction with clinical skills learning activities at the Faculty of Medicine, Swadaya Gunung Jati University. The study used a quantitative descriptive design with a cross-sectional approach. The study population was 796 active students in semesters 2, 4, 6, and 8 who had participated in clinical skills learning. A sample of 266 respondents was selected using a simple random sampling technique. Data collection was carried out using the Instrument for Evaluating Clinical Skill Laboratory Teacher's Didactical Performance and a modified student satisfaction questionnaire, then analyzed univariately. The results showed that instructor performance in the aspects of teaching skills, interpersonal and communication skills, and training strategies was predominantly in the good and very good categories. Most students also expressed satisfaction with the clinical skills learning activities, although several aspects still needed improvement, particularly the provision of feedback, instructor time management, the availability of mannequins and medical procedures, the condition of learning facilities, and the responsiveness of administrative staff. This study concluded that good instructor performance was followed by a high level of student satisfaction, but improving the quality of learning was still needed to support optimal achievement of clinical competencies.
Unknown authors· International Journal of Hea...· 0 citations
It is recommended that nursing programs strengthen simulation-based learning, improve blended learning strategies, and integrate more real-life clinical scenarios to further enhance students’ readiness for professional nursing practice and ensure continuous improvement in nursing.
Reginald Dancel De la Cruz, RN· International Journal of Nur...· 0 citations
Nursing students demonstrated a developing but not yet fully clinically competent and readiness for professional practice which mirrors the theoretical foundational competence with strength in communication and should address the emotional unpreparedness and the used of medical equipment and technologies.
Rosemarie D Vista, Najd Hamed Alenzi, Samia Ali Alanzi et al.· Journal of Frontiers in Mult...· 0 citations
Existing research in nursing education predominantly focuses on broad academic outcomes and theoretical knowledge acquisition, leaving a critical gap regarding how self-regulatory behaviors directly impact practical clinical competence, specifically in Related Learning Experiences (RLE). To address this gap, a descriptive-correlational research design was conducted using total enumeration among second-, third-, and fourth-year Bachelor of Science in Nursing students at faith-based college. Data were gathered via a content-validated, pilot-tested instrument and analyzed using descriptive statistics and multiple regression analysis to assess the predictive capacity of study habits and time management on RLE performance. Results indicated that students generally demonstrate high levels of study habits and time management, showing strong competence in clinical-related study routines, clinical task scheduling, and goal setting. Their overall clinical performance was interpreted as good, although an evident performance gap highlights the need for further clinical enhancement. Crucially, while the combined model of study habits and time management significantly predicted clinical performance, study habits emerged as the sole significant individual predictor, whereas time management alone did not significantly drive outcomes. This underscores that structured learning routines and active study strategies are far more vital for practical clinical execution than time allocation alone. Future researchers are strongly recommended to conduct longitudinal or experimental studies across multiple institutions to investigate mediating variables—such as clinical stress, faculty mentorship, or self-efficacy—that may clarify how specific study habits translate into applied clinical mastery.
Revina O. Mendoza, Hazel Anne B. Angeles, M. Zamayla et al.· International journal of res...· 0 citations
This study determined the relationship between the innovative practices of clinical instructors and the student performance of nursing students at the University of La Salette as basis for a proposed Clinical Practice Enhancement Program. The study used a descriptive-correlational research design and involved third-year and fourth-year nursing students as respondents. A structured survey questionnaire was used to gather data on the respondents' profile, the level of innovative management practices of clinical instructors, and the level of student performance based on the Six-Dimension Scale of Nursing Performance. Frequency, percentage, weighted mean, Kruskal-Wallis H test, Mann-Whitney U test, and Pearson correlation coefficient were used to analyze the data. Findings revealed that the respondents were mostly within the 20-23 age range, predominantly female, and almost evenly distributed between third-year and fourth-year levels. The innovative management practices of clinical instructors were rated Very Highly Practiced, particularly in transformational leadership, support for professional development, creativity and change management, participative decision-making, and the use of technology and evidence-based practices. Student performance was rated Excellent across the six dimensions of nursing performance, with interpersonal relations as the strongest area and leadership as the area needing further strengthening. The findings also showed no significant differences in the students' evaluation of clinical instructors' innovative practices and student performance when grouped according to age, sex, and year level. However, a significant positive relationship was found between the innovative practices of clinical instructors and student performance. Thus, the null hypothesis on the relationship between the two variables was rejected. The study concluded that innovative, supportive, participative, and evidence-based clinical instruction contributed meaningfully to better student performance. Based on the findings, an Enhancement Program was proposed to sustain effective clinical teaching practices and further improve student leadership, feedback-seeking behavior, technology use, reflective learning, and professional development.
Hannah Kathrine B. Chiu, Steve M. Esteban· International journal of res...· 0 citations
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