Vol. 2 No. 1 (2025): April 2025
Articles

The Readiness of the Level 3 Nursing Students of University of Luzon in Their Operating Room Experience

pdf
  • Joelle Shaine Flores,
  • Bernadeth Fernandez,
  • Heart Nicole Canta,
  • Charllote Peleglorio,
  • Liam Joshua Cave,
  • Christian De Jesus,
  • Johanna Beltran-Villar
Joelle Shaine Flores
University of Luzon
Bernadeth Fernandez
University of Luzon
Heart Nicole Canta
University of Luzon
Charllote Peleglorio
University of Luzon
Liam Joshua Cave
University of Luzon
Christian De Jesus
University of Luzon
Johanna Beltran-Villar
http://dx.doi.org/10.70848/cnj.v2i1.17
DOI: https://doi.org/10.70848/cnj.v2i1.25

Published 2025-04-30

Keywords

  • Readiness,
  • Nursing Students,
  • Operating Room,
  • Experience

How to Cite

Flores, J. S., Fernandez, B., Canta, H. N., Peleglorio, C., Cave, L. J., De Jesus, C., & Beltran-Villar, J. (2025). The Readiness of the Level 3 Nursing Students of University of Luzon in Their Operating Room Experience. Celebes Nursing Journal, 2(1), 40–46. https://doi.org/10.70848/cnj.v2i1.25

Abstract

Introduction: Operating rooms, often referred to as the "heart" of any hospital, demand a unique set of skills, knowledge, and personal attributes from healthcare professionals. Early exposure to healthcare settings is crucial for fostering student confidence and competence, providing them with the tools to manage complex patient situations. Studies show that early clinical exposure helps students enhance their communication, teamwork, and professional identity, giving them firsthand experience with patient care and the healthcare system. This exposure also fosters compassion and a deeper understanding of patient needs. Objective: The study aimed to assess the readiness of the 3rd year nursing students in the operating room, which covers knowledge, Skills, and Attitude (KSA). Method: The descriptive quantitative method was utilized in this study. The study limits its coverage to forty-two (42) 3rd year nursing students at the University of Luzon for the school year 2023-2024 only. Each student was given the same set of questionnaires distributed through an online survey. Results: Findings concluded that various preparation procedures, such as lectures accompanied by return demonstrations, have aided in the preparation of the students for their operating room experience. However, as novices in the operating room, most students lack the coping mechanisms. Clonclusion: stress management techniques needed to cope in the busy world of the operating room.

pdf

References

  1. Banneheke, H., Nadarajah, V. D., Ramamurthy, S., Sumera, A., Ravindranath, S., Jeevaratnam, K., Efendie, B., Chellamuthu, L., Krishnappa, P., & Peterson, R. (2017). Student preparedness characteristics important for clinical learning: perspectives of supervisors from medicine, pharmacy and nursing. BMC Medical Education, 17(1). https://doi.org/10.1186/s12909-017-0966-4
  2. Brown J. E. (2019). Graduate Nurses' Perception of the Effect of Simulation on Reducing the Theory-Practice Gap. SAGE open nursing, 5, 2377960819896963. https://doi.org/10.1177/2377960819896963
  3. CHED CMO NO. 4 (2020). https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://chedro3.ched.gov.ph/wp-content/uploads/2020/10/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-of-Flexible-Learning.pdf
  4. CNI College. (2024, September 4). Real-World experience in nursing education. https://cnicollege.edu/blog/nursing/real-world-experience-nursing-education/
  5. Cope, A., Bezemer, J., & Sutkin, G. (2019). Models of teaching and learning in the operating theatre. In Innovation and change in professional education (pp. 171–182). https://doi.org/10.1007/978-981-13-3128-2_16
  6. Gassas, R. (2021). Sources of the knowledge-practice gap in nursing: Lessons from an integrative review. Nurse Education Today, 106, 105095. https://doi.org/10.1016/j.nedt.2021.105095
  7. Gillespie, B. M., Harbeck, E. B., Falk-Brynhildsen, K., Nilsson, U., & Jaensson, M. (2018). Perceptions of perioperative nursing competence: a cross-country comparison. BMC Nursing, 17(1). https://doi.org/10.1186/s12912-018-0284-0
  8. Labuschagne, M. J. (2019). Preparation of nursing students for operating room exposure: A South African perspective https://journals.co.za/doi/epdf/10.7196/AJHPE.2019.v11i1.1072
  9. Liu, C., Tang, K., Wang, Y., & Chiu, C. (2022). Impacts of early clinical exposure on undergraduate student professionalism—a qualitative study. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03505-5
  10. Mohajan, H. K. (2020). Quantitative research: A successful investigation in natural and social sciences. Journal of economic development, environment and people, 9(4), 50-79.
  11. Tambunan E. H. (2024). Theory-Practice Gap During Clinical Learning: A Descriptive Qualitative Study of Nursing Students' Experiences and Perceptions. Journal of caring sciences, 13(2), 74–81. https://doi.org/10.34172/jcs.33251
  12. Wang, F., Xu, X., Li, S., Feng, W., & Almasri, M. (2024). Learning cleanroom microfabrication operations in virtual reality–An immersive and guided learning experience. Computers & Education: X Reality, 5, 100073. https://doi.org/10.1016/j.cexr.2024.100073