Jay Camille S.

Buhangin BSN-3

Topic : Performances of Student-Nurses this New Normal Learning Scheme

RRL #1
In professional education, it is of high importance that the online as well as the on-
campus activities relate to the professional life to come, and as profession programs
have both content and skills as part of the curriculum, course design should
consequently be developed to support knowledge transmission and skills acquisition
(Heinerichs, Pazzaglia, and Gilboy, 2016). Heinerichs and colleagues find that this
could be facilitated by the use of digital technology in a flipped classroom or in a
blended format of online and offline activities. Also in a study (Sidebotham, Jomeen,
and Gamble, 2013) among midwifery students, a blended learning design was created
for F2F meetings, with focus on practice-related activities, roleplays, narratives and
reflection, and online sessions with synchronous discussions, "home-grown" learning
recourses and active and present teachers. An innovative aspect was found in the
double blends of both online-offline activities and of theory-practice activities.
(Source: Anne-Mette Nortvig, Anne Kristine Petersen and Søren Hattesen Balle,”A
Literature Review of the Factors Influencing E-Learning and Blended Learning in
Relation to Learning Outcome, Student Satisfaction and Engagement”)
Retrieved from: https://files.eric.ed.gov/fulltext/EJ1175336.pdf

RRL #2
CHN, Clinical Duty, and CPH cannot do away without the service component. While
teachers can provide videos and lecture guides to help the students understand
concepts in their respective fields, there is no guarantee that they will acquire the
necessary skills and the confidence needed in the performance of tasks in clinical
laboratories. In these courses, the conventional face-to-face interaction is important. If
students were to be sent to the field, their safety should be prioritized. Wearing of
Personal Protective Equipment (PPE) may be a must for students who are rendering
clinical duties and serving the communities.
(Source: Divino L. Cantal Jr., May 2020 “Service- Learning in the “New Normal”:
Insights for engaging tertiary- level students to complete their community-based
learning experiences”)
Retrived from: http://www.tua.edu.ph/college-news/service-learning-in-the-new-
normal-insights-for-engaging-tertiary-level-students-to-complete-their-community-
based-learning-experiences/
RRL #3
According to the report of Akamai (2017), the Philippines has the lowest internet
connectivity in Asia. Besides, such challenges would be equity gaps, students security
and safety, quality of learning compromised and poor assessment results (Winthrop,
2020). Changes on the grading system, assessment and evaluation of student’s
performance will also be a challenge to every administrator. In addition, laboratory
activities in sciences and other subjects that require performance such as Physical
Education and culture and arts would be limited to paper and pen test, unless schools
will require students to be physically present to be assessed through performance
tests.
(Source: Jose Tria, June 2020, “The Covid-19 pandemice through the Lens of
Education in the Philippines: “The New Normal”)
Retrievedfrom: file:///C:/Users/jaycamillebuhangin/Downloads/the-covid-19-
pandemic-through-the-lens-of-education-in-the-philippines-the-new-normal-8311.pdf

RRL #4
Many Chinese college students have shown weak persistence in online learning,
which seriously restricted their learning effectiveness (Li, Wu, Yao, & Zhu, 2013). In
order to ensure that students concentrate on online study, faculty should reasonably
break down the content of the in‐class teaching into different topics and adopt a
modular teaching method. In other words, on the basis of ensuring a clear knowledge
structure in the curriculum, faculty divide the teaching content into several small
modules with each lasting approximately 20–25 min.
Bao, W. (2019). 
(Source: Wei Bao, April 7, 2020, “Covid-19 and online teaching in higher
education)
Retrieved from: https://onlinelibrary.wiley.com/doi/full/10.1002/hbe2.191
RRL #5
And it all comes down to two major concerns: Internet connectivity, and the issue of
the curriculum and educational materials that have to be adapted for use with a
blended learning environment. Access to educational materials through the Internet
isn’t worth much if the Internet itself is inaccessible due to lack of service or network
infrastructure. Be it through provisions for budget, equipment, and commercial access
to the Internet, much has to be done to improve digital connectivity throughout the
country. It would also be important to fast track the implementation of RA 10929, the
Free Internet Access in Public Places Act, which mandates that public basic education
institutions, state universities and colleges (SUCs), and Tesda technology institutions
to have free Wi-fi access.
(Source: Sonny M. Angara, June 19,2020, “ The challenge of education in the new
normal”)
Retrieved from: https://businessmirror.com.ph/2020/06/19/the-challenge-of-
education-in-the-new-normal/
Delos Trinos, Aubrey Marshelle C.
BSN3
NURSING RESEARCH TOPIC: Effects of Anxiety Among Students

Reference:

RRL#1
This research paper explores the relationship between anxiety, student achievement,
selfconcept, and self-efficacy for students with and without disabilities. Anxiety can
have negative effects on all students. Students with anxiety problems tend to show
lower levels of academic achievement, self-efficacy, and self-concept. Anxiety
reduction requires the work of students, teachers, and parents. Mindfulness
Meditation, metacognition, coping, teacher involvement, and test question order are
anxiety reduction strategies explored. Problem based learning is a teaching method
proven to increase students’ levels of positive metacognition. Ideas for further
research involving anxiety and students with learning disabilities are explored.
( Source: Cassie Dobson, April 3, 2012 “EFFECTS OF ACADEMIC ANXIETY ON
THE PERFORMANCE OF STUDENTS WITH AND WITHOUT LEARNING
DISABLITIES AND HOW STUDENTS CAN COPE WITH ANXIETY AT SCHOOL”)
Retrieved from:
https://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Dobson_Cassie
_MP.pdf

RRL#2
University students suffer to some levels of study anxiety, such as; have new
experiences, environment and situation. Study anxiety is a real phenomenon. Campus
environment has universal access to increase study anxiety among students. The
prevalence of study anxiety has been acknowledged by students and educators.
However, no current research exists to identify the study anxiety sources among
university students. In this research, we present a survey aimed to identify of study
anxiety sources among university students. The survey involves 770 students of
Universiti Malaysia Pahang. The survey asks students about experiences, feelings and
thoughts related with anxieties during study process. The results identify seven
sources. But, there are five potential sources of study anxiety; exam anxiety, class
presentation anxiety, mathematic anxiety, language anxiety and social anxiety.
Descriptive statistics were used to analyze the data which was run in SPSS 16.0. The
results will be used to address study anxiety sources among university students.
(Source: Prima Vitasari, Muhammad Nubli Abdul Wahab, Ahmad Othman,
Muhammad Ghani Awang , May 2010,”A Research for Identifying Study Anxiety
Sources among University Students”)Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1066077.pdf
RRL#3
Academic anxiety can have a negative effect on a student’s academic performance.
Teachers and parents can learn to recognize the signs of anxiety in school students. If
teachers and parents help students to learn to control anxiety early, more serious
academic problems related to anxiety can be avoided. Anxiety can become more
detrimental over time. If academic anxiety is identified on time it helps to improve the
performance of students so it necessary to know more about academic anxiety. This
paper elaborates in detail about the components of academic anxiety & way to reduce
academic anxiety in detail. (Source: Madhuri Hooda, December 2017, “Academic
Anxiety; An Overview” )Retrieved from:
https://www.researchgate.net/publication/327281370_Academic_Anxiety_An_Overvi
ew

RRL#4
Stress associated with medical education, correlated with symptoms of depression and
anxiety, has been involved in generating academic performance problems and thus,
long term consequences such as poor quality of medical care. If anxiety and
depression are proven to influence the quality of
academic achievement, their prevention could lead to better outcomes in the quality of
medical care as well. The objective of the study was to analyze whether anxiety and
depression decrease academic performance among first and second year medical
students. (Source: Alexandra Mihailescu, Liliana Diaconescu, Adela Magdalena
Ciobanu, Teodora Donisan, C. Mihailescu, March 2016, “The impact of anxiety and
depression on academic performance in undergraduate medical students“) Retrieved
from:
https://www.researchgate.net/publication/303038255_The_impact_of_anxiety_and_d
epression_on_academic_performance_in_undergraduate_medical_students

RRL#5
The purpose of this study is to explore how social support is related to the overall
well-being of college students. Literature suggests social support buffers a negative
effect of distress on academic performance. This study attempts to provide practical
information for a program called Student Opportunities, Advocacy, and Resources
(SOAR) at Abilene Christian University (ACU), which assists students and connects
them to resources available to support their path to success. A multiple linear
regression was conducted to examine the association between anxiety, depression,
social support, and academic performance using a sample of 93 students enrolled in
this program in Fall of 2016. Some findings were not congruent with the literature.
(Source: Katherine H. Bisson, May 2017, “The Effect of Anxiety and Depression on
College Students’ Academic Performance: Exploring Social Support as a
Moderator”)
Retrieved from: https://digitalcommons.acu.edu/cgi/viewcontent.cgi?
article=1057&context=etd
Sahara Mae C. Ocampo BSN-3

Topic: Challenges Facing by Online Learners

RRL #1
Unfortunately, experts say, technical issues are bound to happen in an online-only
environment. Ashford says that while attending one of her classes live through
videoconferencing, her computer suddenly shut down and she needed to restart the
device. There are also moments when her Wi-Fi is spotty.
(Source: Jordan Friedman, May 4, 2020, Problems E-Learning Students Experience,
and How to Overcome Them)
Retrieved From: : https://www.edology.com/blog/study-and-careers-advice/problems-
with-e-learning/

RRL #2
While studying from home or wherever students may be, there can be more
distractions than usual, especially with family and possibly younger siblings around,
says Reggie Smith III, CEO and executive director of the nonprofit United States
Distance Learning Association. As a result of these distractions – and possibly having
additional responsibilities – time management becomes more challenging. "Try to
think about building a schedule – figuring out when you're going to do what you're
going to do and then sharing that with the other people in your house," says Beth
Martin, senior lecturer in environmental studies at Washington University in St.
Louis. Students should still prioritize their physical and mental health, even if life is
busier than usual, she adds. Students should also try to identify a quiet time and place
in their house to complete their coursework, if possible – even if that time is late at
night, Smith says. If their other responsibilities become too overwhelming, students
should consider talking with their academic adviser about course load options for the
semester, he says. Time management is a difficult task for eLearners, as online
courses require a lot of time and intensive work. Furthermore, whereas it is mostly
adults who prefer web-based learning programs for their place and time flexibility,
they rarely have the time to take the courses due to their various everyday
commitments. A regular schedule planner would be a significant help to these
learners, as they could even set reminders for their courses and assignments.
(Source: Sunil Kumar, July 10, 2015 “eLearning’s time and place flexibility attracts
more and more students to online education. However, many of them encounter
serious challenges that prevent them from completing their courses successfully. Here
are the 5 most common problems faced by students in eLearning and some
suggestions on how to overcome them.
“)
Retrieved From: https://elearningindustry.com/5-common-problems-faced-by-
students-in-elearning-overcome

RRL #3
Unfortunately, one of the biggest disadvantages of E-Learning continues to
be cheating through various methods. Compared to on-campus students, online
students can cheat on assessments more easily as they take assessments in their own
environment and while using their personal computer. The students cannot be directly
observed during assessments without a video feed, making cheat detection during
online assessments more complicated than for traditional testing procedures.
Additionally, without a proper identity verification system in place, students taking
online assessments might be able to let a third party take the assessment instead of
themselves, resulting in a wholly fraudulent test result. In order to protect the
authenticity of online education, anti-cheating measures must be put in place by any
online education institution. The most popular anti-cheating tools currently used in E-
Learning are online proctoring systems such as Examity, which use various anti-
cheating measures such as automated ID verification and machine learning to detect
fraudulent test-takers.
(Source: Nelson Mandela, December 21, 2019, “Disadvantage of E-Learning must be
addressed to ensure the legitimacy and longevity of the online learning indutry)
Retrieved From: https://e-student.org/disadvantages-of-e-learning/

RRL #4
Learning from home can be lonely. Without the buzz of the classroom setting and the
company of their peers, it’s no surprise that some students can begin to feel a strong
sense of isolation that slowly erodes their desire to learn. Despite what they say, many
students will find that they miss school when the alternative is to be desk-bound at
home. Isolation can also undermine many of the instructional strategies that we take
for granted in our classrooms. Group work, class discussion and collaborative activity
can disappear from the program entirely if we aren’t careful, and with them go the
associated levels of student engagement and rich learning that those experiences
provide. Thankfully, there are a few things you can do to maintain the classroom
dynamic and keep things personable in a digital environment. Here’s a few:
Coordinate virtual group activities using chats, discussion boards or cloud tools for
collaboration, Show your face and let students hear your voice, using video or
audio recordings. Don’t let yourself become a robot who only communicates via text,
Schedule regular check ins with students via email or chat, if you have the capacity.
Pay attention to those at risk of disengagement in particular.

(Source: Mark Ancukik, June 11,2019,“Challenges of online teaching and how to rise
above them”)

Retrieved From: https://www.3plearning.com/blog/5-common-pitfalls-distance-

teaching-avoid/

RRL #5
I think the biggest challenge is helping students understand that they have to focus on
scheduling and stay on top of their work since they're not being forced to go to a
classroom with an assignment; rather, it's just a date that's been posted. Especially for
students who are just starting out online, they might think, "Well, that due date's not
until some point in the future." But ultimately it's up to you to know when to start
working on the assignment and to make sure you have enough time to finish it. For
students who are new to online classes, it's all about coming up with a schedule,
spending time with the portal and syllabus, and looking at your own personal
calendar. Whether you've got a job, a family, or an upcoming concert or vacation, you
need to figure out when you're going to dedicate time to your schoolwork. Once a
student has done this for two or three online courses, that's when I typically see them
start to hit a groove.
(Source: Marcus Ellis, June 18, 2020, “ The Benefits and Challenges of Online
Learning)
Retrieved From: https://www.bestcolleges.com/blog/online-learning-benefits-
challenges/

Flores, Precious Nicole C. BSN 3

Topic: Stress in Nursing Students and Mental Health

RRL#1
Exploring the effects of stress in Nursing students is important in many aspects, but
two are outstanding. First, most of the students are young, and the effects of stressful
events in young can last until adulthood, increasing the risk of suffering mental health
disorders among other risks on health. stress can reduce learning skills crucial in
academic environments, the reduction of learning skills is a factor of great importance
since it reduces the resources of students to achieve academic success. The effects of
stress in school can negatively impact social dynamics between peers and teachers,
and these in turn can produce more stress that in consequence triggers mental health
problems such as anxiety and depression. Mental illnesses are a health problem with
high prevalence in the young adult population. Within this population, students are
highly vulnerable, especially in the areas of health sciences.  The stressors they face
come from different ways such as academic factors, the demands of proper
performance in clinical practice, academic assessments, and future expectations about
employment. In addition, social, emotional, and physical pressures, as well as family
and personal problems, affect student’s learning ability and academic performance
and predispose the young students to the development of mental disorders such as
anxiety and depression. The impact of stress on nursing students can affect the nurse
patient relationship, nurses have more interaction during and after an intervention
with the patient. The absence of such emotional support networks in students
increases the risk of developing some mental disorder, students reported having some
physical illness or mental disorder diagnosed by a psychiatrist with no significant
differences on prevalence between careers of the health science, such as medicine,
dentistry, and nursing. There is plenty of evidence that nursing students are exposed
to high levels of stress during their preparation and the practical training or the
environments produced in universities and hospitals.

(Source: Frank Pulido-Criollo, Jonathan Cueto-Escobedo and Gabriel Guillén- Ruiz,

September 19, 2018.”Stress in Nursing University Students and Mental Health”)
Retrieved from: https://www.intechopen.com/books/health-and-academic-
achievement/stress-in-nursing-university-students-and-mental-health

RRL#2
Nursing students in the clinical setting experience a high level of stress. The
understanding of people involved in nursing education, from coping strategies of
nursing students with clinical stress, is highly important for any kind of planning in
this field. To explore the coping strategies of nursing students with stress in a clinical
setting. Seeking well-being as the main theme and three categories of Active
confrontation with stress, mastering the mind and body and avoidance were obtained
from data analysis. The common causes of clinical stress in nursing students included
the fear of unknown events, working with equipment, staff and faculty incivility,
theory and practice gap, the fear of making a mistake and communication with staff,
peers and patients. Stress can lead to disease, changes in health, poor academic
performance, student’s withdrawal from the program, and can ultimately affect the
quality of patient care. Because nursing students are not able to avoid these stressors,
it is necessary for students to cope with them, if they are not able to manage their
stress, it will affect their performance, health, attitude and role satisfaction as a nurse.
In a stress-adaptive strategy, the individual’s ability to coping with stress is more
important than the stress itself, Suitable coping methods reduce stress-induced
injuries. Coping is a dynamic, behavioral and cognitive effort in controlling internal
and external stress. There are at least two types of coping strategies; problem-focused
and emotion-focused. Each individual uses one of the strategies depending on the type
of threat, previous beliefs or impermanent factors such as changing strategy based on
type of feedback. Research has demonstrated that, nursing students employ a variety
of coping strategies such as; talking to friends, sports, crying, ignoring stress, feelings
of sadness/misery and the use of alcohol, which may be adaptive or maladaptive. The
exploration of nursing students’ experiences of coping with clinical stressors,
increases students’ awareness of their coping strategy. The academic authorities in
recognizing the coping strategies of students with stress in clinical setting, can
provide necessary training on effective coping strategies for students.

(Source: Electron Physician, December 9, 2017. “Coping strategies of nursing

students for dealing with stress in clinical setting: A qualitative study”) Retrieved
from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5843442/

RRL#3
Stress refers to a dynamic interaction between the individual and the environment. In
this interaction, demands, limitations and opportunities related to work may be
perceived as threatening to surpass the individual's resources and skills. Stress is any
physical or psychological stimulus that disturbs the adaptive state and provoked a
coping response. Nursing students are prone to stress due to the transitional nature of
college life. High levels of stress are believed to affect health and academic
functions. Students are subjected to different kinds of stressors such as the pressure of
educational curriculum with an obligation to succeed, an uncertain future and
difficulties of integrating into the system. Stressors may be found in personal
relationships, health issues, financial aspects, and with personal Expectations. nursing
students experience severe stress that induce mental health problems such as anxiety
and or depression. A study comparing the stress levels of various professional
students found that nursing students experience higher levels of stress than
medical, social work and pharmacy students. However, levels of stress are higher, and
there are a greater number of sources of stress among health professionals, especially
nurses, with negative consequences for their health The World Health Organization
(WHO) estimated that stress-related disorders will be one of the leading causes
of disability by the year 2020. Nursing schools are now recognized as stressful
environment that often exert a negative effect on the academic performances and
psychological well-being of the students. Studies from the United Kingdom and India
have shown increasing levels of stress among nursing students. During nursing
education and training, nursing students are frequently exposed to various stressors
which may directly or indirectly impede their learning and performance. The
nature of clinical education presents challenges that may cause students to
experience stress. Moreover, the practical components of the program which is
important in preparing students to develop into professional nurse role by its nature
have made the programmed even more stressful than other programs.

(Source: Gomathi Shanmugam, Mr S V Jasmindebora, Baba, April 2017. “Impact Of

Stress On Nursing Students”) Retrieved from:
https://www.researchgate.net/publication/327013844_Impact_Of_Stress_On_Nursing
_Students

RRL#4
Nursing students are exposed to several stressors during their studies and
training. Nursing students commonly experience anxiety and stress during their initial
clinical training and practice. Stress during this period can result in several negative
outcomes, such as poor academic performance, elevated burnout levels, and
diminished personal well-being. All these are detrimental to the achievement of the
goal of training, which is to prepare competent nurses. Therefore, it is vital for clinical
teachers to be aware of the factors that may prompt increases in the level of stress
among nursing students and the adaptation techniques they utilize to overcome
stressors. There is evidence to support the idea that helping students develop positive
stress coping abilities is useful for their successful adaptation to several stressors
throughout their learning. Furthermore, a recent integrative review highlighted the
importance of recruiting representative samples to assess nursing and midwifery
students' stress and coping strategies in various institutions at specific years during
their studies including prior to their clinical practice. In the most recent systematic
review in the KSA context, it was found that during clinical training, nursing students
are faced with moderate to high stress owing to, mainly, heavy workloads and taking
care of patients. While the findings of this systematic review were general and not
specifically applicable to any year of study, the reports demonstrated that nursing
students are mainly stressed while taking care of patients and that this is also a stage
where they are burdened by case studies and the theoretical components of the
curriculum. Accordingly, the present study aimed to evaluate the level of stress
among undergraduate nursing students during their clinical training, and to identify
the basic techniques they utilize in attempts to adapt to stress. The nursing students in
the study cohort were exposed to moderate stress due to different stressors. In
response, they frequently used a problem-solving approach and avoidance. However,
a standard protocol by institutions is required to help reduce stress among nursing
students. Nursing students should be prepared to cope with stressors during their
nursing studies, especially at the start of clinical training. Moreover, nursing faculty
managers must implement strategies to improve the physical health of students, which
could enable them to overcome stressors.

(Source: Waled A.M.AhmedPhD, Badria M.A.MohammedPhD, March 2019.

“Nursing students' stress and coping strategies during clinical training in KSA”)
Retrieved from:

https://www.sciencedirect.com/science/article/pii/S165836121930023X

RRL#5
Stress affects every individual and has a powerful impact on the mind and on an
individual’s health and well-being (Lewis & Shaw, 2007). Stress is defined as a
physiological and psychological response to an environmental demand that occurs
after an individual perceives that they are not able to adequately cope with the present
demand. The stress reaction can only occur if the individual perceives the
circumstance or event as a stressor. Various events or stimuli may be referred to as a
stressor and may be physiologic or psychologic in nature. Perceived stress is defined
as the degree to which a situation in one’s life is deemed stressful Individuals perceive
events differently, and the same event may elicit different stress responses from
different people. Studies suggest that environmental conditions, one’s reaction to the
event, and the emotional response to the demand are the major components of stress.
Undergraduate college students report experiencing elevated levels of stress during
the academic year. Additionally, undergraduate college students report stress as the
greatest inhibitor to academic performance and the greatest health impediment during
the academic year. Nursing students report perceiving higher levels of stress than
other students in conjunction with elevated external stressors, including increased
clinical responsibilities and course requirements. Increased levels of stress may lead
to poor academic performance, burn-out, and the development of inadequate coping
mechanisms. Results indicated that nursing students reported higher levels of stress
than pharmacy students, physical therapy students, and students in dentistry,
medicine, and graduate school. Nursing students reported higher stress scores for
academic and external stressors. Nursing students also reported higher overall levels
of stress than professional students, medical students, and graduate students. The
nursing shortage has emphasized the need to prepare qualified nursing students to
provide the best nursing care for patients. The nursing shortage is expected to increase
as the baby boomer population ages, thus increasing the need for qualified health care
employees the nursing shortage also impacts students, as they may have limited
instruction within the clinical setting and fewer opportunities to practice clinical
skills. Students may be unable to achieve clinical competencies because of the
increased faculty-student ratio and limited time to strengthen clinical skills. Findings
from this review indicated that additional research is needed to assess the impact of
stress on nursing students and the need for stress reduction methods for this
population. Changes in technology, increased responsibility, increased workload, and
caring for patients created a stressful environment for students. Academically,
students reported experiencing difficulty with the advancing curricula and adequately
managing time between academic and clinical requirements.

(Source: MARIE E. SHULTZ 2011,” FACTORS RELATED TO STRESS IN

NURSING STUDENTS”) Retrieved from:
http://etd.fcla.edu/CF/CFH0003825/Shultz_Marie_E_201105_BSN.pdf