Mar 16, 2026
Related Learning Experience Among Senior Nursing Students in the Philippines: A Comparative Cross-Sectional Study of Private and State Universities
This protocol is a draft, published without a DOI.
- Fernan Torreno1
- 1st paum university manila
- RESEARCH WORKS
Protocol Citation: Fernan Torreno 2026. Related Learning Experience Among Senior Nursing Students in the Philippines: A Comparative Cross-Sectional Study of Private and State Universities. protocols.io https://protocols.io/view/related-learning-experience-among-senior-nursing-s-jv7scn9nf
License: This is an open access protocol distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
Protocol status: Working
We use this protocol and it's working
Created: March 16, 2026
Last Modified: March 16, 2026
Protocol Integer ID: 313298
Keywords: related learning experience among senior nursing student, senior nursing student, examining related learning experience, state universities in the philippine, related learning experience, study procedure, philippine, state universities this protocol, state university
Abstract
This protocol outlines the objectives, methods, study procedures, ethical safeguards, and analytical plan for a comparative cross-sectional study examining related learning experience among senior nursing students enrolled in private and state universities in the Philippines.
Guidelines
Data will be collected using a structured self-administered questionnaire informed by literature on the clinical learning environment, supervision, satisfaction, and support.
Troubleshooting
Safety warnings
The study poses minimal risk. Some students may feel discomfort when responding to items about negative experiences during clinical placement. Participants may skip any question they do not wish to answer.
Ethics statement
Ethical approval for the study was obtained from the PhilAsia Ethical Review Committee under approval code Nur2025-CS22452, approved in December 2025. Participation will be voluntary. Students will be informed about the study objectives, confidentiality of responses, and their right to decline participation without penalty. Completion of the questionnaire will indicate informed consent. No personal identifiers will be included in the final dataset. Confidentiality and anonymity will be maintained throughout the study.
Data Collection Procedures
Approval will be obtained from participating institutions.
Eligible students will be informed about the study and invited to participate.
Students will receive an explanation of the study purpose, voluntary participation, confidentiality, and anonymity.
Informed consent will be obtained before questionnaire completion.
Questionnaires will be completed independently by participants.
Completed questionnaires will be reviewed for completeness.
Data will be coded and entered into a password-protected database.
Data Management and Statistical Analysis Plan
Questionnaires will be coded without personal identifiers. Data will be stored securely and accessible only to the researcher. Data cleaning will include review of completeness, consistency, coding accuracy, and missing values. Questionnaires exceeding the predefined missing-data threshold will be excluded from final analysis.
Mean and standard deviation for continuous variables
Frequency and percentage for categorical variables
Independent-samples t test for continuous variables
Chi-square test for categorical variables
Comparison of overall RLE score by university type
Comparison of domain-specific RLE scores by university type
Comparison of frequency of negative experiences by university type
Comparison of overall RLE ratings, expectation ratings, and recommendation of RLE setting
Multiple linear regression will be used with overall RLE score as the dependent variable. Candidate explanatory variables include university type, year level, age, sex, GPA, academic workload, program satisfaction, RLE hours per week, number of students per instructor, main clinical placement setting, and exposure to negative events during RLE. Statistical significance will be set at p 3c 0.05.
Ethical Considerations
Ethical approval for the study was obtained from the PhilAsia Ethical Review Committee under approval code Nur2025-CS22452, approved in December 2025. Participation will be voluntary. Students will be informed about the study objectives, confidentiality of responses, and their right to decline participation without penalty. Completion of the questionnaire will indicate informed consent. No personal identifiers will be included in the final dataset. Confidentiality and anonymity will be maintained throughout the study.
Risks and Benefits
The study poses minimal risk. Some students may feel discomfort when responding to items about negative experiences during clinical placement. Participants may skip any question they do not wish to answer.
Participants may not receive a direct personal benefit. However, the study may generate evidence useful for improving supervision, student support, and clinical learning quality in nursing education programs.
Dissemination Plan
Study findings will be shared with participating institutions and may be submitted for publication in a nursing or nursing education journal. Results may also be presented at academic or professional conferences.
Timeline
Protocol references
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2. Alammar K, Ahmad M, Almutairi S. Nursing students’ perception of the clinical learning environment. The Open Nursing Journal. 2020;14(1):174-179. doi:10.2174/1874434602014010174
3. Ziba FA, Yakong VN, Ali Z. Clinical learning environment of nursing and midwifery students in Ghana. BMC Nursing. 2021;20(1):1-11. doi:10.1186/s12912-020-00533-8
4. Flott EA, Linden L. The clinical learning environment in nursing education: a concept analysis. Journal of Advanced Nursing. 2016;72(3):501-513. doi:10.1111/jan.12861
5. Visiers-Jiménez L, Suikkala A, Salminen L, et al. Clinical learning environment and graduating nursing students’ competence: a multi-country cross-sectional study. Nursing Health Sciences. 2021;23(2):398-410. doi:10.1111/nhs.12819
6. Papastavrou E, Dimitriadou M, Tsangari H, Andreou C. Nursing students’ satisfaction of the clinical learning environment: a research study. BMC Nursing. 2016;15(1):44. doi:10.1186/s12912-016-0164-4
7. Oducado RM, Amboy MKQ, Penuela AC. Instructors’ caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and the pandemic era. Frontiers of Nursing. 2022;9(4):431-437. doi:10.2478/fon-2022-0054
8. Antig A, Arañez S, Cañazares C. Nursing faculty shortage impact on nursing students: a descriptive phenomenological study. Nursing Research and Practice. 2024;2024:1751942. doi:10.1155/2024/1751942
Acknowledgements
Funding: No specific funding was received for this study.
Competing interests: The researcher declares no competing interests.
Data availability: Data will be available from the corresponding author on reasonable request.