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Mary Darline Denosca

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Open access 2026

Training Engagement and Performance Feedback as Predictors of Staff Nurses’ Compliance with Nursing Protocols: An Explanatory Sequential Mixed Methods Study

Patient safety and the quality of treatment are significantly influenced by staff nurses' adherence to established clinical guidelines. In a secondary-level Department of Health (DOH)-retained public hospital in Zamboanga del Sur, Philippines, this explanatory sequential mixed-methods study examined training engagement and performance feedback as determinants of staff nurses' adherence to nursing protocols. The study used a sample of 229 eligible staff nurses using a descriptive-correlational and predictive design; 149 of them took part in the quantitative phase (65% response rate). After eight interviews, qualitative data saturation was reached, and two further interviews verified this. Jamovi software was used to analyze quantitative data in order to calculate multiple linear regression with bootstrapping, Spearman's rank correlation, and descriptive statistics. Using semi-structured in-depth interviews and a qualitative inquiry informed by the Appreciative Inquiry (AI) 4D Framework (Discover, Dream, Design, and Destiny), the next qualitative phase investigated nurses' peak operational practices and success-oriented behaviors. All subcategories had strong baseline levels of protocol compliance, performance feedback, and training engagement, according to quantitative studies. According to multiple linear regression, typical supervisory feedback channels need a deliberate structural makeover, even though training engagement serves as a main positive predictor of protocol compliance. Five key compliance facilitators were identified using qualitative theme analysis: (a) experiential and simulation-based learning; (b) peer collaboration and mentorship; (c) constructive and reflective feedback; (d) the methodical application of procedural checklists; and (e) supportive leadership. According to integrated findings, protocol compliance is an intricate operational procedure. Healthcare organizations need to shift from high-volume, punitive performance audits to focused, reflective developmental coaching in order to optimize frontline autonomy and self-efficacy. The study comes to the conclusion that, in settings with limited resources, maintaining a culture of patient safety and promoting compliance habits require ongoing training involvement and developmental feedback.

Mary Darline Denosca, Darven Clark Sarmiento, Andrea Tanudra et al. · 0 citations
Open access 2026

Simulation-Based Learning, Peer Collaboration and Clinical Confidence Levels of Nursing Students

A well-structured nursing curriculum plays a crucial role in shaping competent healthcare professionals by integrating theoretical knowledge with hands-on clinical practice. This study investigated simulation-based learning, peer collaboration, and the confidence levels of nursing students in the clinical setting. The study utilized a quantitative approach, specifically a descriptive correlational design. It was conducted to Bachelor of Science in Nursing (BSN) program in the first congressional district of Zamboanga Del Sur. The respondents of the study were 120 nursing students, selected using the total enumeration sampling technique. Researcher-made instrument tools were used to conduct the study, namely the Level of Simulation-Based Learning, Level of Peer Collaboration, and Level of Confidence. Frequency and percentage, mean and standard deviation, and the Pearson Product-Moment Correlation Coefficient (Pearson's r) are the statistical procedures applied. The findings show that respondents' levels of simulation-based learning is very high. The respondents peer collaboration is also very high. Additionally, respondents demonstrated a generally high level of confidence. There is a highly significant relationship between respondents’ level of simulation-based learning performance and their level of confidence as well as between peer collaboration and level of confidence across various constructs. Three key predictors contribute to student level of confidence: a realistic environment, feedback and reflection, and shared responsibility. Students' self confidence in their ability to learn was shaped by a realistic atmosphere, feedback and reflection, and shared accountability. It is recommended that the institution adopt high-fidelity simulation-based learning to further strengthen the integration of simulation-based learning across all educational programs.

Mary Darline Denosca, Judy Jane S. Revelo · 0 citations