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Copy of Source of Data HAHA

The study focused on understanding the relationship between clinical instructor support and patient care outcomes among Level III nursing students at Universidad De Dagupan, utilizing both primary data from 308 students and secondary data from institutional records. A mixed-methods approach was employed, incorporating structured questionnaires for quantitative data and focus group discussions for qualitative insights. This comprehensive methodology aimed to provide a holistic analysis of how clinical instructor support influences nursing education outcomes.

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Glie An Tactaquin
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13 views1 page

Copy of Source of Data HAHA

The study focused on understanding the relationship between clinical instructor support and patient care outcomes among Level III nursing students at Universidad De Dagupan, utilizing both primary data from 308 students and secondary data from institutional records. A mixed-methods approach was employed, incorporating structured questionnaires for quantitative data and focus group discussions for qualitative insights. This comprehensive methodology aimed to provide a holistic analysis of how clinical instructor support influences nursing education outcomes.

Uploaded by

Glie An Tactaquin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Source of Data

The sources of data for this study were carefully chosen to ensure the validity and reliability of
the findings, particularly in understanding the relationship between clinical instructor support and
patient care outcomes among Level III nursing students at Universidad De Dagupan (UdD).The
primary data were collected directly from Level III nursing students enrolled at UdD during the
academic year 2024–2025. These students were selected as the focus of the study because
they are actively engaged in clinical practice, making them ideal participants to assess how
clinical instructor support influences their academic and clinical performance. The total
population of Level III students, consisting of 308 individuals, served as the basis for sampling.
Participants were chosen through a random sampling method to ensure fairness and
representativeness. Their firsthand experiences, insights, and performance records provided
critical information necessary to address the study’s research questions effectively.

In addition to primary data, secondary data were utilized to support and contextualize the
findings. These sources included institutional records such as clinical performance evaluations,
Nursing Care Management (NCM) subject grades, mentorship logs, and clinical rotation
records. Permission to access these institutional records was obtained from the university
administration to maintain ethical research standards and ensure confidentiality. These
secondary sources offered valuable supplementary data, enabling the researchers to cross-
reference and validate the primary findings.The study adopted a mixed-methods approach to
collect both qualitative and quantitative data. Structured questionnaires were administered to
gather quantitative data, while focus group discussions provided qualitative insights into the
students’ experiences with clinical instruction. Additionally, clinical performance records and
institutional documentation were analyzed to explore trends and patterns in academic and
clinical outcomes.This combination of primary and secondary sources ensured a
comprehensive exploration of the relationship between clinical instructor support and patient
care outcomes. Furthermore, the integration of multiple data sources strengthened the validity
of the findings by providing a holistic perspective on the issue at hand. By combining participant
insights with documented evidence, this study aimed to deliver a well-rounded analysis of the
impact of clinical instructor support on nursing education outcomes.

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