This study determined the perception of the third year nursing students regarding on distribution of affiliating area in related learning experience. The purpose is to identify the rationalization of having a non-equal distribution of affiliating area and the effect of this on the learning process of the student nurse. It aims to determine the perception of the respondents in prioritizing higher section. The researchers want to know if the affiliating area is adequate to sustain the learning needs of those students and if their duty of affiliation is related to their present major subject.The study is conducted at Dr. Yanga’s Colleges Inc. It utilized the descriptive method of research to describe and elaborate the nature and causes of the non-equal distribution of affiliating area in related learning experience at the time of the study. In collecting the data, the researchers used questionnaires as their research instrument to gather information from 106 third year nursing students. The questionnaire is divided into four categories: the level of experience, present affiliating areas, and general insights and how they respond on the non-equal distribution of affiliating areas in related learning experiences. The researchers opted to use the following statistical treatments on the data that is coded, tallied and tabulated to facilitate presentation and interpretation of results includes: frequency and percentage, ranking, weighted mean and standard deviation.
Based on the data gathered and analyzed, most of the groups are classified as competent and the rest are advanced beginner. It happened because of some factors like lack of equal opportunities to practice, unfamiliar areas, and level of experience of the clinical instructors that contribute to student nurses’ competency.To gain adequate information to be a competent student nurse there should be an environment that promotes equal opportunities and a climate of mutual respect and understanding. Each student expects clinical areas will be suitable in the present majorsubject to learn new knowledge.The core competencies are bases to determine whether the students reach their full potential according to the level of experience in rendering care to the client and the provision of equal opportunities in education. To conform to the equal distribution, the student must have the right to voice out their feelings and opinions in the ongoing development of educational program to examine and discuss areas of studies or specific clinical practice that are of interest to them.Through the findings derived from the study, the researchers come up with relevant suggestions that are drawn from the conclusions. The environment must promote equal opportunities and a climate of mutual respect and free from any discrimination wherein the students acquire the enough knowledge, skills and experiences. Nursing education have to provide opportunity for the students to participate academic committees and course, programs and faculty evaluation wherein they voice out or expressed their opinions specifically in terms of their clinical practice. Educator or Clinical Instructor must be prepare and had the ability to organize the learning experience in various health situations based on clearly-defined objectives for the nursing students to be involved actively in their education. The Students must be responsible for participating, to the best of their abilities, in research and other activities that contribute to the ongoing development of nursing knowledge. They must have the eagerness to initiate a discussion that will enable them to express their insights regarding the clinical areas.