Learning is a procedure of geting alterations in bing cognition. accomplishments. wonts. or inclinations through experience. pattern. or exercising. ( Merriam-Webster Dictionary. 2012 ) Clinical instruction is a critical constituent in the course of study of pre-registration nursing classs and provides pupil nurses with the chance to unite cognitive. psychomotor. and affectional spheres. Assorted surveies have suggested that non all pattern scenes are able to supply nursing pupils with a positive acquisition environment. In order to maximise nursing students’ clinical acquisition results. there is a demand to analyze the clinical acquisition environment. ( Chan. 2004 )
Clinical experience has been the critical portion of nursing instruction. Harmonizing to Dunn and Burnette ( 1995 ) . it is the avenue for the pupils to use the theories that they’ve learned in their treatment. It prepares student nurses to be able of “doing” every bit good as “knowing” the clinical rules in pattern. The clinical pattern stimulates pupils to utilize their critical thought accomplishments for job resolution. It is where the pupil nurses heighten their cognition in nursing constructs and rules every bit good as to develop and better their accomplishments and attitude towards rendering quality of nursing services. Internet is a world-wide web that connects 1000000s of computing machine and quickly transforming the character of life and work. Internet gives enormous impact on the behavior of every facet in life particularly in instruction. Nowadays. most of the pupils rely in the new tendencies brought by engineering. When it comes to instruction. cyberspace is the figure one beginning of the pupils in doing school demands. However. there are negative facets excessively with respects in utilizing cyberspace. but if we use it plenty in the right manner. it will be a large aid and easier for us to larn something new in merely a click off.
The cyberspace. or sometimes called “The Net” is a world-wide system of computing machine web at any computing machine can acquire information from any other computing machines. ( Gaylah. 2010 ) Regular usage of computing machines can hold an consequence on pupil public presentation on standardised trials. harmonizing to a new survey by research workers at Boston College and the University of Massachusetts at Lowell. Analyzing trial public presentation and computing machines utilizations of 1986 4th grade pupils from 55 schoolrooms in nine Massachusetts Comprehensive Assessment Systems ( MCAS ) English Language Arts Exam. Harmonizing to federal communicating committee. 97 % of schools across the state had internet connectivity as of 2010 ( FCC. 2010 ) . Far fewer. were able to successfully run into the demand from higher velocity entree. the FCC said. mentioning that demand as one ground it unveiled its National Broadband Plan in March 2010. A survey of I. Kabakci. et Al. . about “Parents Positions about Internet usage of their Children” was revealed that parents consider Internet as an of import beginning that kids can particularly utilize to make research for their lessons and to make their prep.
It was concluded that Internet influences the personal development of kids negatively because kids are exposed to physiological effects since they spend a batch of clip on cyberspace. The survey of Kabacki et. Al. . was all about Internet Use and Its Effect to Academic Performance but there was merely limited survey conducted about Internet and Clinical Performance of Nursing Students. therefore. the Researchers would wish to carry on a survey about the Internet Use in Clinical Performance of Nursing Students to place how student’s public presentation on clinical country would be affected with the usage of cyberspace and to make full the spread of the researcher’s wonder about the said survey.
Statement of the Problem
This survey was intended to find the effects of cyberspace usage of pupil nurses in relation to their clinical public presentation. Specifically. the survey sought replies to the followers:
1. What is the demographic profile of the respondents in footings of: 1. 1 sex ;
1. 2 age ;
1. 3 twelvemonth degree ; and
1. 4 hebdomadal allowance?
2. How frequently do pupil nurses use the Internet?
3. Is there a important relationship between pupil nurses’ usage of the Internet and their profile random variables? 4. What is the clinical public presentation of the pupil nurse-respondents? 5. Is there a important relationship between student-respondents’ clinical public presentation and profile random variables? 6. Is there a important relationship between Internet use of pupil nurses and their clinical public presentation? 7. What are the deductions can be drawn from the survey?
Based on the specific inquiries presented above. the undermentioned hypotheses were tested: 1. There is no important relationship between pupil nurses’ usage of the Internet and their profile random variables. 2. There is no important relationship between students-respondents clinical public presentation and profile random variables. 3. There is no important relationship between Internet usage of pupil nurses and their clinical public presentation.
Cognitive Theory of Multimedia Learning by Mayer where in the rule known as the multimedia rule provinces that “people larn more deeply from words and images than from words alone” ( Mayer. 1996 p. 47 ) . However. merely adding words to images is non an effectual manner to accomplish multimedia acquisition. The end is to instructional media in the visible radiation of how human head plant. This is the bases of Mayer’s cognitive theory of multimedia acquisition. This theory proposes three chief premises when it comes to larning with multimedia: There are two separate channels. auditory and ocular for treating information sometimes referred to as Dual-coding Theory ; Each channel has a limited ( finite ) capacity similar to Sweller’s impression of cognitive ; Learning is an active procedure of filtrating. choosing. forming and incorporating information based upon anterior cognition. Worlds can merely treat a finite sum of information in a channel at a clip and they make of sense of incoming information by moving making mental representations.
Mayer besides discusses the function of three memory shops sensory ( which receives stimulations and restores if for a really short clip ) . working ( where we actively process information to make mental concepts ( or scheme ) and long-run ( the depository of all things learned ) . Mayer’s Cognitive Theory of Multimedia presents the thought that the encephalon does non construe a multimedia presentation of words. images and audile information in a reciprocally sole manner ; instead these elements are selected organized dynamically to bring forth logical mental concepts. Furthermore. Mayer underscores the importance of larning ( based upon the testing of content and showing the successful transportation of cognition ) when new information is integrated with anterior cognition. Design rules include supplying coherent verbal. pictural information. steering the scholars to choose relevant words and images and cut downing the burden for a sing processing channel etc. can be entailed from this theory. Experimental Learning Theory by David A. Kolb emphasizes that the true drama in the acquisition procedure.
He states that “learning is a procedure is whereby cognition is created through the transmutation of experience” ( 1984. p. 38 ) . The theory presents a cyclical theoretical account of larning. dwelling of four phases. One may get down at any phase. but must follow each other in the sequence: concrete experience ( or “DO” ) . brooding observation ( or “OBSERVE” ) . abstract conceptualisation ( or “THINK” ) . active experimentation ( or “PLAN” ) . Kolb’s four-stage acquisition rhythm shows how experience is translated through contemplation into constructs. which in bend are used as ushers for active experimentation and the pick of new experiences. The first phase. concrete experience ( CE ) . is where the scholar actively experiences an activity such as a lab session or field work. The 2nd phase. brooding observation ( RO ) . is when the scholar consciously reflects back on that experience. The 3rd phase. abstract conceptualisation ( AC ) . is where the scholar efforts to gestate a theory or theoretical account of what is observed.
The 4th phase. active experimentation ( AE ) . is where the scholar is seeking to be after how to prove a theoretical account or theory or program for a extroverted experience. Kolb identified four acquisition manners which correspond to these phases. The manners highlight conditions under which scholars learn better. These manners are: learners. who learn better when presented with sound logical theories to see. convergers. who learn better when provided with practical applications of constructs and theories. obligers. who learn better when provided with “hands-on” experiences. divergers. who learn better when allowed to detect and roll up a broad scope of information.
Presented in the Figure 1 is the Conceptual Framework of the research survey. a frame at the base of the diagram shows the survey group or the research
environment. 78 Student Nurses of Samar State University S. Y. 2012-2013. The said frame is connected to a bigger frame by a individual pointer where it consist the research procedure. The purpose of the survey is to find the relationship between the cyberspace usage of pupils and their profile random variables. the cyberspace usage of pupils and clinical public presentation. and the relationship between the profile random variables and clinical public presentation of the pupils. The frame for the research procedure is connected to the determination and analysis of the research worker and the deduction which serves as a room of chance in the betterment of larning accomplishments of pupil nurses.