CHAPTER IV

ANALYSIS AND INTERPRETATION

This chapter presents the results and discussion of the findings,

analysis and interpretation of data gathered composed of 7 parts,

namely: demographic profile of the respondent; the challenges of the

respondents on transition from theory to practice; the effect of

behavior to respondents on transition from theory to practice; the

relationship between the challenges and behavior of the respondents

on the transition from theory to practice; the extent of effect to

respondents on transition from theory to practice; the association

between demographic profile and the behavior of the respondents on

the transition from theory to practice and; an intervention program

that can be proposed to address the challenges of respondents on

transition from theory to practice.

Demographic Profile of the Respondents

This part presents the demographic profile of 227 respondents or

75% of the overall population of 2nd year nursing students consisting of

their age, sex, marital status, and family income. Table 1 shows the

profile of the respondents along with their frequency and percentage

computation.

Age. As shown in the table, there are 156 respondents (68.72%)

for 18 – 20 years old, 62 respondents (27.3%) for 21– 23 years old, 5

respondents (2.21%) for 24 – 26 years old, 2 respondents (0.88%) for

 41

27 – 29 years old, and another 2 respondents (0.88%) for 30 – 32 years

old.

Table 1
Demographic Profile of Respondents

Variables Frequency Percentage

Age
18-20 156 68.72
21-23 62 27.31
24-26 5 2.21
27-29 2 0.88
30-32 2 0.88
Total 227 100.00
Sex
Male 50 22.03
Female 177 77.97
Total 227 100.00
Marital Status
Single 225 99.12
Married 2 0.88
Total 227 100.00
Family Income
10,000 below 50 22.03
11,000 – 25,000 59 25.99
26,000 – 50,000 84 37.00
50,000 and above 34 14.98
Total 227 100.00
Weighted Mean 56.75
Standard Deviation 20.90

This finding indicates that most of the respondents taking

Bachelor of Science in Nursing belong to the average age group of

 42

students. As reported in the study of Messineo et al. (2019), younger

individuals choose nursing as their course for the potential of having a

long career in order to acquire more experiences, professional growth,

and stability of knowledge which will be useful in the workplace.

Sex. The findings present that female constituted the majority

with 177 respondents and a percentage of 77.97% while 50

respondents with a percentage of 22.03% are males. As seen in the

table, majority of the respondents were female which implies that

females are more likely to take nursing as their college course.

In the study published by Ndou and Moloko-Phiri (2018), found

that male students remain as the minority in the nursing profession

compared to females. In general, there is no balance between the

number of male and female taking the course. Also, nursing is

perceived as a feminine career in which women are regarded as carer

for the sick aligned with the role of being caring and gentle compared

to men.

Marital Status. This finding shows that 225 or 99.12% of the

respondents are single while 2 or 0.88% of the respondents are

married. This finding indicates that nursing students are younger

individuals who prioritize education and career development before

committing into married life.

In the study published by Jabonete et al. (2023), as to civil status

most students are single due to the higher demand of the program
 43

which includes intense coursework, consecutive clinical rotations, and

unpredictable schedules which could greatly affect the student to

balance the time between studies and commitment. This implies that

nursing students prioritize the course before entering into another

responsibility.

Family Income. The provided data indicates that the majority

constituting 37.00% fall within the income range of 26,000 – 50,000

per month. While the smallest proportion, comprising 14.98% have a

monthly income of 50, 000 and above. The table also provides the

weighted mean result of 56.75, suggesting an average family income

within the middle range. However, the standard deviation of 20.90

indicates a significant disparity in the family income of the students.

This high result of standard deviation implies that the respondent’s

income is relatively distant from one another.

According to the study of Xia and Song (2022), socio-economic

factor can indeed affect students’ behavior. Research concluded that

family background, family income, and parental occupation positively

impact the academic achievement of university students. Also, college

students with higher family socioeconomic status have more

educational opportunities and social support.

The Challenges of 2nd Year Nursing Students on Transition from

Theory to Practice
 44

The transition from theory to practice presents significant

challenges for second-year nursing students, impacting their

educational experience and clinical competency. A review of various

factors reveals key challenges that students face, including inadequate

resources, practical skill development, and interpersonal skills.

Findings this recent studies indicate that issues such as an insufficient

number of classrooms and a lack of clinical rotation contribute to

moderate agreement among students regarding resource adequacy.

Additionally, students express strong concerns about not utilizing

learning opportunities effectively, which hinder skill improvement.

Interpersonal skills also pose challenges, with students reporting a lack

of confidence in actively listening and resolving conflicts. Collectively,

these findings highlight the critical need for targeted interventions to

enhance the transition process, ultimately improving student

preparedness for real-world nursing practice.

Table 2

The Challenges of 2nd Year Nursing Students on Transition from

Theory to Practice along with Adequacy of Resources

Indicators Weighted Interpretation Rank

Mean
Insufficient number of 4.03 Moderately
classrooms. Agree 1
Up-to-date textbooks and 3.74 Moderately
course materials align Agree 2
with the discussion.
Simulation labs and 3.57 Moderately
equipment are adequate. Agree 3
 45

Shortage of a clinical 3.47 Moderately

instructor. Agree 4

Lack of clinical rotation 3.73.18 Fairly Agree

and exposure. 5
Average Weighted 3.70 Moderately
Mean Agree

Legend:

4.20-5.00 Strongly Agree

3.40-4.19 Moderately Agree
2.60-3.39 Fairly Agree
1.80-2.59 Moderately
Disagree
1.00-1.79 Strongly Disagree

Adequacy of resources. Table 2 shows the challenges of 2 nd-year

nursing student on transition from theory to practice, along with the

adequacy of resources. “Insufficient number of classrooms” ranked

first among the indicators with a weighted mean of 4.03, this weighted

mean interpreted that nursing students moderately agree with this

indicator. “Lack of clinical rotation and exposure” ranked fifth among

the indicators with a weighted mean of 3.18, this weighted mean

interpreted that nursing students fairly agree with this indicator. The

average weighted mean score of this table is 3.60 and was interpreted

as the students moderately agree with this indicator.

This suggests that overcrowded or inadequate classroom

settings may hinder students' learning experiences. The lower

agreement regarding the "lack of clinical rotation and exposure"

 46

indicates that while students recognize this as a challenge, it is not as

pressing as classroom issues.

Addressing these resource challenges is crucial for enhancing the

educational environment. Improving classroom availability and

ensuring adequate clinical exposure can foster a more effective

learning experience, ultimately better preparing nursing students for

real-world practice. Investing in these areas may lead to improved

student outcomes and confidence in their clinical abilities.

The challenges of 2nd-year nursing student on transition from

theory to practice, along with adequacy of resources, show that the

insufficient number of classrooms is the major challenge for the

respondents when it comes to resources. In a study by Ugwu et al.

(2022), it was revealed that limited resources are one of the challenges

of transition, specifically a limited number of human resources for the

provision of care, such as a shortage of staff nurses, a scarcity of

lecturers, and a lack of practical exam materials, leading to poor

clinical practice and learning. In addition, Tran Thi (2019) found that

one of the barriers of transition from theory to practice comes from a

lack of infrastructure, such as practice rooms, libraries, and discussion

rooms for students.

Table 3
 47

The Challenges of 2nd Year Nursing Students on Transition

from Theory to Practice along with Practical Skills

Indicators Weighted Interpretatio Rank

Mean n
Didn’t use these 4.66 Strongly Agree 1
experiences as learning
opportunities to improve
my skills.
The clinical exposure 4.57 Strongly Agree 2
didn’t help me identify
areas for improvement in
my clinical skills.
The checklist does not 4.29 Strongly Agree 3
provide a systematic
approach to ensure all
necessary steps are
followed.
Felt uncomfortable asking 4.20 Strongly Agree 4
questions and receiving
feedback during the RLE
procedure.
Didn’t dedicate time 4.12 Moderately 5
regularly to practice the Agree
identified skills.
Average Weighted 4.37 Strongly
Mean Agree

Practical Skills. Table 3 shows the challenges of 2nd-year nursing

student on transition from theory to practice, along with practical skills.

“Didn’t use these experiences as learning opportunities to improve my

skills” ranked first among the indicators with a weighted mean of 4.66,

this weighted mean interpreted that nursing students strongly agree

with this indicator. “Didn’t dedicate time regularly to practice the

identified” ranked fifth among the indicators with a weighted mean of

4.12, this weighted mean interpreted that nursing students moderately

 48

agree with this indicator. The average weighted mean score of this

table is 4.37 and was interpreted as the students strongly agree with

this indicator.

The results revealed that second-year nursing students face

significant challenges regarding practical skills during their transition

from theory to practice. Many students strongly agree that they

struggle to capitalize on learning experiences, suggesting a lack of

integration of practical experiences into their skill development

process. Additionally, students acknowledge the importance of

practice, but they may not be prioritizing or finding the time to engage

in skill improvement.

These findings highlight the need for structured opportunities

that encourage students to reflect on and utilize their practical

experiences effectively. Implementing more guided practice sessions

and integrating reflective exercises into the curriculum could help

students better translate their theoretical knowledge into practical

skills. Additionally, fostering a culture of regular skill practice may

enhance their confidence and competence, ultimately leading to

improved clinical performance.

The challenges of 2nd-year nursing student on transition from

theory to practice, along with practical skills, show that they are

challenged to use these experiences as learning opportunities to

 49

improve skills. In a study by Jamshidi et al. (2016), the clinical

environment is a suitable context for learning the skills needed to care

for patients. However, some of them are considered basic healthcare

skills, and any deficit in them affects the quality of care. In this regard,

students had difficulties performing procedures in some situations due

to a lack of necessary skills.

Table 4

The Challenges of 2nd Year Nursing Students on Transition from

Theory to Practice along with Interpersonal Skills

Indicators Weighted Interpretatio Rank

Mean n
Lack of confidence in 4.62 Strongly Agree 1
actively listening to
patients, clients, and
family members without
interrupting or judging.
Uncomfortable expressing 4.31 Strongly Agree 2
empathy and compassion
while maintaining
professional boundaries.
Cannot effectively build 4.22 Strongly Agree 3
rapport and establish trust
with individuals from
diverse backgrounds and
communication styles.
Not skilled in adapting my 4.08 Moderately 4
communication style to Agree
different situations and
individuals.
Cannot effectively resolve 3.95 Moderately 5
conflict and navigate Agree
challenging conversations
while maintaining
patients, clients, and
family members’ trust.
Average Weighted 4.24 Strongly
 50

Mean Agree

Interpersonal Skills. Table 4 shows the challenges of 2 nd-year

nursing student on transition from theory to practice, along with

interpersonal skills. “Lack of confidence in actively listening to

patients, clients, and family members without interrupting or judging.”

ranked first among the indicators with a weighted mean of 4.62, this

weighted mean interpreted that nursing students strongly agree with

this indicator. “Cannot effectively resolve conflict and navigate

challenging conversations while maintaining patients, clients, and

family members’ trust.” ranked fifth among the indicators with a

weighted mean of 3.95, this weighted mean interpreted that nursing

students moderately agree with this indicator. The average weighted

mean score of this table is 4.24 and was interpreted as the students

strongly agree with this indicator.

The results indicate that second-year nursing students face

significant challenges with interpersonal skills during their transition

from theory to practice. A strong lack of confidence in actively listening

to patients and families suggests difficulties with essential

communication skills critical for building rapport. Additionally, students

express moderate concern about their ability to resolve conflicts and

navigate challenging conversations, highlighting areas where they feel

less competent.
 51

These findings highlight the necessity for targeted training in

communication and conflict resolution within nursing education.

Integrating role-playing, simulation exercises, and reflective practices

into the curriculum can help enhance students’ confidence and

competence in these areas. Fostering strong interpersonal skills is vital

for ensuring better patient care and building therapeutic relationships

in clinical practice.

The challenges of 2nd-year nursing student on transition from

theory to practice, along with interpersonal skills, show that the lack of

confidence in actively listening to patients, clients, and family

members without interrupting or judging is the major challenge of the

respondent when it comes to interpersonal skills. In a study by

Kavanagh and Szweda (2017), it was determined that students

experienced difficulty on transition due to short clinical placement,

limited exposure to patient, and large student population affecting

graduating students to acquire low level of clinical judgment and lack

of self – confidence thus, complexity in providing care arises.

Table 5
 52

Summary of the Challenges of 2nd Year Nursing Students on

Transition from Theory to Practice

Indicator Average Interpretation Rank

Weighted
Mean
Practical Skills 4.37 Strongly Agree 1
Interpersonal Skills 4.24 Strongly Agree 2
Adequacy of 3.60 Moderately 3
Resources Agree

Table 5 presents the summary of the challenges of 2nd-year

nursing student on transition from theory to practice along with

adequacy of resources, practical skills, and interpersonal skills.

Among the three, practical skills have the highest weighted

mean of 4.37, which was interpreted as strongly agree. The

interpersonal skills come in second with a weighted mean of 4.24,

which was interpreted as strongly agree. The adequacy of resources

come in third with a weighted mean of 3.60, which was interpreted as

moderately agree. The results show that among the challenges are the

adequacy of resources, practical skills, and interpersonal skills.

Practical skills are the major challenge for the respondent. This means

that the nursing students strongly agree with the indicators presented

under practical skills. Practical skills are the major challenge of nursing

students because they are unable to use these experiences as learning

opportunities to improve skill. In the study of Factor et al. (2017),

stated that a major problem affecting students in Filipino nursing

 53

schools is the lack of theoretical practice, which has been caused by

structure, pedagogical and relational deficits. This challenge is further

exacerbated by inadequate supervision, ill-prepared simulation

laboratories, and a dearth of opportunities for skill practice (Mahmoud,

2014). These results highlight the need for nursing education to be

realigned in order to better prepare students for the difficulties they

will encounter in clinical settings.

The Effects of Behavior to 2nd Year Nursing Students on

Transition from Theory to Practice

The transition from theory to practice presents significant

physical, emotional, and psychosocial effects for second-year nursing

students. Findings reveal that stress associated with these challenges

strongly impacts students, particularly in areas such as sleep patterns.

Emotionally, students express a strong fear of making mistakes that

could affect patient outcomes, while a lack of confidence in applying

theoretical knowledge raises moderate concern. Psychosocially,

students report difficulty in building positive relationships with

patients. These findings emphasize the multifaceted nature of the

challenges faced during this critical transition and highlight the need

for supportive measures to enhance student well-being and clinical

effectiveness.
 54

Table 6

The Effects of Behavior to 2nd Year Nursing Students on

Transition from Theory to Practice along with Physical Effects

Indicators Weighted Interpretation Ranking

Mean
The stress associated with 4.25 Strongly Agree 1
the challenges affected my
sleep patterns.
Often feel physically 4.17 Moderately 2
drained or exhausted after Agree
encountering situations in
clinical settings that
significantly differ from
what I learned in theory.
The challenges in nursing 4.09 Moderately 3
education have led to Agree
increased physical fatigue
during clinical rotations.
Experiences sleep 4.06 Moderately 4
disturbances and difficulty Agree
maintaining a healthy diet
due to my busy schedule.
Experience physical 3.81 Moderately 5
discomfort (headache, Agree
muscle tension, stomach
ache) as a result of the
challenges posed by the
transition from theory to
practice.
Average Weighted Mean 4.08 Moderately
Agree
 55

Physical. Table 6 shows the effects of behavior to 2 nd-year

nursing student on transition from theory to practice, along with

physical. “The stress associated with the challenges affected my sleep

patterns” ranked first among the indicators with a weighted mean of

4.25, this weighted mean interpreted that nursing students strongly

agree on this indicator. “Experienced physical discomfort (headache,

muscle tension, stomach ache) as a result of the challenges posed by

the transition from theory to practice” ranked fifth among the

indicators with a weighted mean of 3.81, this weighted mean

interpreted that nursing students moderately agree on this indicator.

The average weighted mean score of this table is 4.08 and was

interpreted as the students moderately agree with this indicator.

The results indicate that second-year nursing students

experience significant physical effects due to stress associated with

their transition from theory to practice. The high level of agreement

regarding stress impacting sleep patterns suggests that students are

struggling to manage the demands of their training, which may lead to

further negative health outcomes. Additionally, moderate agreement

about experiencing physical discomfort, such as headaches and

muscle tension, indicates that stress manifests in various ways,

affecting students' overall well-being.

 56

These findings underscore the importance of addressing stress

management and wellness in nursing education. Implementing support

systems such as counseling services, stress reduction workshops, and

wellness programs can help student’s better cope with the demands of

their studies, ultimately improving their physical health and academic

performance.

The effects of behavior to 2nd-year nursing students, along with

their physical, show that the stress associated with the challenges

affected their sleep patterns. In a study by Silva et al. (2016), nursing

students usually have an irregular sleep pattern because of changing

time schedules and increased workload during the school day or

clinical practice.

Table 7

The Effects of Behavior to 2nd Year Nursing Students on

Transition from Theory to Practice along with Emotional Effects

Indicators Weighted Interpretation Ranking

Mean
Afraid of making mistakes 4.18 Moderately
that could impact patient Agree 1
outcomes.
The fast-paced nature of 3.79 Moderately
clinical settings is Agree 2
surprising for nursing
students.
The transition contributed 3.72 Moderately
to the feeling of Agree 3
competent.
 57

Worried about being 3.36 Fairly Agree

evaluated by peers and 4
instructors, which adds to
the pressure.
Lack of confidence in 3.07 Fairly Agree
applying theoretical 5
knowledge to real-life
practice.
Average Weighted 3.62 Moderately
Mean Agree

Emotional. Table 7 shows the effects of behavior to 2 nd-year

nursing student on transition from theory to practice, along with

emotional. “Afraid of making mistakes that could impact patient

outcomes” ranked first among the indicators with a weighted mean of

4.18, this weighted mean interpreted that nursing students strongly

agree on this indicator. “Lack of confidence in applying theoretical

knowledge to real-life practice” ranked fifth among the indicators with

a weighted mean of 3.07, this weighted mean interpreted that nursing

students fairly agree on this indicator. The average weighted mean

score of this table is 3.62 and was interpreted as the students

moderately agree with this indicator.

The results reveal that second-year nursing students experience

significant emotional challenges during their transition from theory to

practice. A strong fear of making mistakes that could impact patient

outcomes indicates a heightened level of anxiety and pressure among

students. This concern is critical, as it can affect their decision-making

and overall performance in clinical settings. Conversely, the moderate

 58

agreement regarding a lack of confidence in applying theoretical

knowledge suggests that while students recognize their theoretical

background, they struggle to translate that knowledge into practical

application.

These findings highlight the need for enhanced support systems

within nursing education to build students' confidence and reduce

anxiety. Incorporating simulation-based learning, mentorship

programs, and reflective practices can help students feel more secure

in their skills and decision-making. Addressing these emotional

challenges is vital for fostering competent and confident nursing

professionals who can provide safe and effective patient care.

The effects of behavior to 2nd-year nursing students, along with

emotional, show that they are afraid of making mistakes that could

impact patient outcomes. In a study by Torbjornsen et al. (2021),

nursing students feared the transition from theory to practice and

found that they experienced anxiety about making mistakes and

impaired their ability to sleep, resulting in a negative spiral of stress,

sleep disturbance, and more stress.

Table 8

The Effects of Behavior to 2nd Year Nursing Students on

Transition from Theory to Practice along with Psychosocial
Effects
 59

Indicators Weighted Interpretation Ranking

Mean

Unable to build positive 4.35 Strongly Agree 1

relationships with
patients, which
contributes to their
overall well-being.
Often feel frustrated or 3.81 Moderately Agree 2
anxious when I encounter
situations in a clinical
setting that differ from
what I learned in a
theoretical lecture.
The challenges influenced 3.71 Moderately Agree 3
my confidence in
delivering patient care
during clinical rotations.
The challenges affected 3.63 Moderately Agree 4
my overall stress levels
during clinical rotations.
The challenges affected 3.16 Fairly Agree 5
my relationship with
peers and clinical
instructor.
Average Weighted 3.73 Moderately Agree
Mean

Psychosocial. Table 8 shows the effects of behavior to 2 nd-year

nursing student on transition from theory to practice, along with

psychosocial. “Unable to build positive relationships with patients,

which contribute to their overall well-being,” ranked first among the

indicators with a weighted mean of 4.35, this weighted mean

interpreted that nursing students strongly agree on this indicator. “The

challenges affected my relationship with peers and clinical instructor”

ranked fifth among the indicators with a weighted mean of 3.16, this
 60

weighted mean interpreted that nursing students fairly agree on this

indicator. The average weighted mean score of this table is 3.73 and

was interpreted as the students moderately agree with this indicator.

The results indicate that second-year nursing students face

significant psychosocial challenges during their transition from theory

to practice. The strong agreement regarding the inability to build

positive relationships with patients highlights a critical gap in their

interpersonal skills, which are essential for fostering patient trust and

overall well-being. This difficulty can lead to negative impacts on

patient care and outcomes. Meanwhile, the moderate agreement about

challenges affecting relationships with peers and clinical instructors

suggests that students are experiencing some strain in their

professional interactions, which may hinder collaborative learning and

support.

These findings emphasize the need for targeted interventions to

enhance students' psychosocial skills, particularly in developing

effective communication and relationship-building strategies.

Incorporating training focused on empathy, active listening, and

conflict resolution can help improve these crucial skills. Additionally,

fostering a supportive educational environment that encourages

collaboration among students and faculty can mitigate relational

challenges and enhance the overall learning experience. Addressing

 61

these psychosocial issues is essential for preparing students to thrive

in clinical settings and provide holistic patient care.

The effects of behavior on 2 nd-year nursing students, along with

psychosocial aspect, show that they build positive relationships with

patients, which contributes to their overall well-being. In a study by

Suikkala et al. (2020), nursing students have a central role in

facilitating patient autonomy while working in partnership with

patients. Supporting student-patient relationships throughout nursing

education may result in positive outcomes for both students and

patients.

Table 9

Summary of the Effects of behavior to 2nd Year Nursing

Students on Transition from Theory to Practice

Average
Indicator Weighted Interpretation Rank
Mean
Emotional Effects 4.37 Strongly Agree 1
Psychosocial Effects 4.24 Strongly Agree 2
Moderately
Physical Effects 3.60 3
Agree

Table 9 presents the summary of the effects of behavior to 2nd-

year nursing student on transition from theory to practice along with

physical, emotional, and psychosocial.

Among the three, the emotional effects have the highest

weighted mean of 4.37, which was interpreted as strongly agree. The

 62

psychosocial effects come in second with a weighted mean of 4.24,

which was interpreted as strongly agree. The physical effects come in

third with a weighted mean of 3.60, which was interpreted as

moderately agree. The results show that, among the effects of

behavior from physical, emotional, and psychosocial, the emotional

aspect is the most affected by nursing students. This means that the

nursing students strongly agree with the indicators presented under

emotional. Emotional effects affect nursing students because many of

them are afraid of making mistakes that could impact patient

outcomes. Kim et al. (2022), Transition shock is characterized by

sensations of anxiety, instability, and inadequacy that arise when

individuals encounter new surroundings, roles, responsibilities,

relationships, knowledge, and expectations. Accordingly, in the context

of nursing, many students may experience nervousness due to the

unfamiliar hospital setting during clinical practice, highlighting the

contrast between theoretical content learned in school and the

practical realities of clinical situations.

Relationship Between Challenges and Behavior of 2nd Year

Nursing Students on Transition from Theory to Practice

The transition from theory to practice is a critical phase for

nursing students, requiring them to integrate academic knowledge

with hands-on clinical experience. This transition can be influenced by

 63

various challenges, including the adequacy of resources, practical

skills, and interpersonal skills. Understanding how these challenges

affect student behavior is essential in identifying areas for

improvement in nursing education and support systems.

Table 10 examines the relationship between various challenges

(Adequacy of Resources, Practical Skills, Interpersonal Skills) and their

effects on the behavior of 2nd-year nursing students during their

transition from theory to practice. The analysis includes correlation

coefficients (r-values), degrees of correlation, and p-values to

determine the significance of these relationships, with supporting

theories for each variable to provide a deeper understanding of the

findings.

Table 10

Relationship Between Challenges and Behavior of 2nd Year

Nursing Students on Transition from Theory to Practice

Challenges Behavior r- Degree p- Interpretati

valu of value on
e Correlati
on
Physical 0.47 MC 0.424 NS
Adequacy of Effects
Resources Emotional 0.98 VHC 0.003 S
Effects
Psychosoc -0.27 LC 0.665 NS
ial Effects
Physical -0.54 MC 0.351 NS
Effects
 64

Practical Emotional -0.77 HC 0.124 NS

Skills Effects
Psychosoc 0.75 HC 0.144 NS
ial Effects
Physical 0.07 NC 0.906 NS
Effects
Interperson Emotional -0.53 MC 0.357 NS
al Skills Effects
Psychosoc 0.25 LC 0.686 NS
ial Effects

Legend:
Descriptive Equivalent for r-value
Numerical Interpretation
scale
Less than (NC) Negligible Correlation
±0.20
±0.20 to ±0.39 (LC) Low Correlation
±0.40 to ±0.69 (MC) Moderate Correlation
±0.70 to ±0.89 (HC) High Correlation
±0.90 to ±1.00 (VHC) Very High (Perfect) The
Correlation
correlation between the adequacy of resources and physical effects

yields an r-value of 47%, indicating a moderate correlation (MC).

However, with a p-value of 0.424, this relationship is not statistically

significant (NS), suggesting that the observed correlation might be due

to chance. Furthermore, the analysis shows a very high positive

correlation (VHC) between the adequacy of resources and emotional

effects, with an r-value of 98%. This relationship is statistically

significant (S) with a p-value of 0.003, indicating that better resources

are strongly associated with improved emotional outcomes for

students. Additionally, the correlation between the adequacy of

resources and psychosocial effects is represented by an r-value of -

 65

27%, indicating a low correlation (LC). This relationship is not

statistically significant (NS) with a p-value of 0.665, suggesting that the

correlation is likely due to random variation.

The correlation between practical skills and physical effects

yields an r-value of -54%, indicating a moderate correlation (MC).

However, this relationship is not statistically significant (NS) with a p-

value of 0.351, implying that practical skills may inversely affect

physical outcomes, but this effect could be due to chance. The analysis

shows a high correlation (HC) between practical skills and emotional

effects, with an r-value of -77%. This relationship is not statistically

significant (NS) with a p-value of 0.124, suggesting a strong inverse

relationship that is not conclusive. The correlation between practical

skills and psychosocial effects yields an r-value of 75%, indicating a

high correlation (HC). This relationship is not statistically significant

(NS) with a p-value of 0.144, suggesting that the strong positive

association could be due to chance.

The correlation between interpersonal skills and physical effects

is represented by an r-value of 7%, indicating a negligible correlation

(NC). This relationship is not statistically significant (NS) with a p-value

of 0.906, suggesting no meaningful relationship between the two

variables. The analysis shows a moderate correlation (MC) between

interpersonal skills and emotional effects, with an r-value of -53%. This

relationship is not statistically significant (NS) with a p-value of 0.357,

 66

implying that the negative association might not be reliable. The

correlation between interpersonal skills and psychosocial effects yields

an r-value of 25%, indicating a low correlation (MPC). This relationship

is not statistically significant (NS) with a p-value of 0.686, suggesting

that the moderate relationship is likely due to chance.

The most notable finding is the significant positive correlation

between the adequacy of resources and emotional effects (r=98%,

p=0.003). This suggests that improving resource adequacy can

significantly enhance the emotional well-being of 2nd-year nursing

students during their transition from theory to practice. This finding

resonates with the observations made by Kim et al. (2022), who

described transition shock as encompassing feelings of anxiety,

instability, and inadequacy experienced by individuals when faced with

new environments, roles, and responsibilities. Addressing resource

deficiencies, as highlighted in our study, could mitigate transition

shock, supporting students' successful adaptation to clinical settings

and fostering their overall well-being and academic success. However,

other correlations, while varying in strength, are not statistically

significant, indicating that these relationships may be influenced by

other factors or random variation. Further research with larger sample

sizes or alternative methodologies might be necessary to draw more

definitive conclusions and to better understand the factors affecting

student outcomes during this transition period.

 67

Extent of Effect to respondents on transition from theory to

practice

The extent of effects to the 2nd year nursing student on transition

from theory to practice have an effect on the physical, emotional, and

psychosocial well-being of nursing students. This happen because of

the challenges that they are experiencing which consists of adequacy

of resources, practical skills, and their interpersonal skills. Challenges

like inadequate resources can significantly impact nursing students’

emotional well-being resulting in frustration and anxiety when students

lack access to essential resources like equipment, technology, or

learning materials. This can lead to feeling unprepared for clinical

placements, struggling to complete assignments, and experiencing

difficulties in applying theoretical knowledge to real-world scenario.

Table 11
Extent of Effect to respondents on Transition from Theory to
Practice

Challenges Behavior R2-value Interpretation

Adequacy of Resources Physical 0.22 Very Weak

Effects
Emotional 0.96 Very Strong
Effects
Psychosoci 0.07 Very Weak
al Effects
Practical Skills Physical 0.29 Very Weak
Effects
Emotional 0.60 Moderate
Effects
Psychosoci 0.56 Moderate
 68

al Effects
Interpersonal Skills Physical 0.00 No Influence
Effects
Emotional 0.28 Very Weak
Effects
Psychosoci 0.06 Very Weak
al Effects

Legend:

R2 value Interpretation
±0.91 to Very Strong
±1.00
±0.71 to Strong
±0.90
±0.51 to Moderate
±0.70
±0.31 to Low
±0.50
±0.01 to Very Low
±0.30
0.00 No Influence

Based on the result, a challenge in adequacy of resources has

contributed 96% (very strong) on emotional effects. On the other hand,

both physical and psychosocial contributed very weak interpretation

with 22% and 7% respectively.

When it comes to the challenges on practical skills, both

emotional and psychosocial effect contributed moderate interpretation

on emotional effects with 60% and 56% respectively. While physical

effect has contributed 29% on practical skills which is very weak.

In challenges on interpersonal skills, both emotional and

psychosocial effect contributed very weak interpretation with 28% and

6% respectively. On the other hand, challenges in interpersonal skills

 69

have contributed 0% influence in physical effects of the 2 nd year

nursing student on transition from theory to practice.

Findings revealed that among those challenges of 2 nd year

nursing students, adequacy of resources has a very strong influence

with 96% on their emotional effect. It is evident that the constant

struggle to overcome resource limitations create a significant amount

of stress, leading to burnout of the 2 nd year nursing students. They are

more frustrated than showing anger when they are experiencing these

inadequate resources leading to feelings of fear of failing and loss of

confident in their studies. Additionally, students said that they feel

cheated because they are not receiving the necessary resources that

they paid for and thinking it’s unfair and makes them angry and resent

the program/institution making this finding more useful. Transitioning

from being a student to a registered nurse has been called the most

stressful time in nursing history, according to Santa De (2022). This is

because some of them went through transition shock as a result of the

nursing principles they were taught in the classroom and found it

difficult to apply in the clinical setting. This had an impact on their

performance as professionals and decreased the quality of care they

were able to provide. And also Factor et al. (2017), stated that a major

problem affecting students in Filipino nursing schools is the lack of

theoretical practice, which has been caused by structure, pedagogical

and relational deficits.

 70

Association between the Demographic Profile and the Behavior

of 2nd Year Nursing Students on Transition from Theory to

Practice

The behavior of respondents during the transition from theory to

practice is influenced by their demographic profiles. Research indicates

that factors such as age and sex significantly impact students'

behavior in this context, suggesting a strong association between

these demographic characteristics and the way students adapt to the

practical application of theoretical knowledge. In a study by Horton et

al. (2016), male nursing students reported feeling a greater sense of

alienation and hesitation in the clinical environment compared to their

female counterparts, who tended to have more supportive

experiences.

Table 12 demonstrates the association between the demographic

profile and the behavior of the respondents on the transition from

theory to practice. The results were determined using the Chi-Square

formula discussed in the Statistical Treatment. The demographic

profiles are individually correlated to the behaviors affecting physical,

emotional, and psychosocial and each is interpreted on their

significance to one another.

Table 12
 71

Association between the Demographic Profile and the Behavior

of 2nd Year Nursing Students on Transition from Theory to
Practice

Profile Behavior X2 p-value Interpretati

on
Physical 4.388 0.111 Not
Age Significant
Emotional 9.975 0.006 Significant
Psychosocia 3.85 0.145 Not
l Significant
Physical 7.843 0.001 Significant
Sex Emotional 6.74 0.009 Significant
Psychosocia 5.78 0.017 Significant
l
Physical 0.226 0.634 Not
Monthly Significant
Income Emotional 1.551 0.212 Not
Significant
Psychosocia 0.68 0.777 Not
l Significant

Legend:
p-value Interpretation
Below 0.05 Significant
Above 0.05 Not Significant

Based on the result, age has no significance for behavior under

physical and psychosocial indicators. However, Age shows a significant

relationship with behavior under emotional indicators. This indicates

 72

that Age and behavior under physical and psychosocial indicators are

unrelated, implying that Age has no impact on students’ behaviors

when it comes to physical and psychosocial indicators. Meanwhile, the

behavior under the emotional indicator has a correlation to the Age of

the students. This means that Age has an impact on the behavior

experienced by the students under emotional indicators. Students'

social or physical behavior is not influenced by their age. Regardless of

the age of the students, these actions are always the same. Age

influences emotional behaviors, meaning those students' emotional

experiences and expressions vary with age.

Moreover, the Sex of the students and their behavior under

physical, emotional, and psychosocial indicators have a significant

relationship. This indicates that Sex of the students and their behavior

under the indicators physical, emotional, and psychosocial are related,

implying that the Sex of the students have impact on the students’

behavior when it comes to problems encountered under indicators

Physical, Emotional, and Psychosocial. There is a strong association

across all indicators, whether a student is male or female, and there is

a considerable correlation between their sex and the physical,

emotional, and psychosocial aspects of their conduct. This association

suggests that there are differences in the ways that male and female

students perceive and handle physical, emotional, and psychosocial

obstacles.
 73

Moreover, the findings illustrate that the Monthly Income of the

students and their behavior under Physical, Emotional, and

Psychosocial have no significant relationship. This indicates that the

Monthly Income of the students and their behavior under Physical,

Emotional, and Psychosocial have no impact on the behavior

experienced by the students. The students’ behaviors in the physical,

emotional, or psychological dimensions are not significantly influenced

by their monthly income. This absence of association implies that

students' financial situation has no bearing on their emotional,

psychological, or physical behavior. For instance, a student's financial

level has a minimal impact on how involved they are in physical

activities or how they respond physically. Regardless of income, their

emotional expressions and experiences remain the same. Regardless

of their financial situation, their psychological reactions and social

interactions remain comparable.

According to Ismail et al. (2018), student variables such as

gender, age, status, and ethnicity are among the most important

determinants influencing academic achievement. This is evident in the

way that this demographic profile effects students’ behavior and

responses to specific procedures within class.

Table 13
 74

Proposed program to address the Challenges of 2nd-year

Nursing Students on Transition from Theory to Practice
Activity Objectives Time Persons Materials
Frame Involved
Emotiona The program 5  Program  Skills
l aims to weeks Coordinato laboratory
Resilienc increase r
e and awareness of Weekly  Guest  Hospital
Resource available session Speakers equipment
Utilizatio resources, s (1  Student
n developing session Leaders  Information
Program coping per  Participant al Hand-
strategies, week, s outs
and build a 2 hours
supportive each)  Presentatio
community. n Slide

 Stress
Manageme
nt Tools

 Feedback
Forms

 Group
Activity
Supplies

Rationale: To provide students with an avenue to increase awareness

of available resources, develop coping strategies, and build a

supportive community, this intervention program addresses the

emotional impact of resource inadequacy on second-year nursing

students. It enables nursing students to express their feelings, share

their experiences, and cultivate effective coping strategies.

Objectives: The program aims to increase awareness of available

resources by educating nursing students about academic, mental

 75

health, and community support options. It also focuses on developing

coping strategies to equip students with practical tools for managing

stress and anxiety. Additionally, the initiative seeks to build a

supportive community by fostering peer connections, enhancing

emotional support among students. Through these efforts, the program

will empower nursing students to navigate their challenges more

effectively and promote a healthier, more resilient educational

environment.

The Challenges of 2nd-year Nursing Students on Transition from

Theory to Practice: This program aims to support nursing students in

coping with the emotional challenges stemming from inadequate

resources by enhancing their resource awareness and emotional

resilience through a series of Emotional Resilience Workshops. The

objectives of these workshops include increasing awareness of

available resources by educating students about academic, mental

health, and community support options; developing coping strategies

to equip students with practical tools for managing stress and anxiety;

and building a supportive community that fosters peer connections for

enhanced emotional support.

The program will be implemented over a duration of five weeks, with

weekly sessions scheduled for two hours each. Key personnel involved

will include a program coordinator from the nursing department, guest

speakers such as mental health professionals and resource personnel,

 76

and student leaders who are senior nursing students responsible for

facilitating discussions. The participants will primarily consist of

second-year nursing students.

To support the workshops, various materials will be utilized, including

informational handouts that list available resources, presentation slides

as visual aids for each session, and stress management tools such as

guided meditation recordings and relaxation exercises. Additionally,

feedback forms will be distributed to assess participant satisfaction

and gather suggestions for improvement. Group activity supplies, such

as notebooks, markers, and art materials, will also be provided to

encourage interactive sessions.

 77

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