Results and Discussion

RESULTS AND DISCUSSION This chapter presents the results and discussions gathered by the researchers regarding personal
and professional development of school nurses and holistic care for students in selected colleges in Cavite. The data gathered from respondents through the questionnaires were carefully checked and the results were classified, tabulated, discussed and analyzed. Demographic Profile The demographic profile includes the age, gender, civil status, number of months/years experience and tenure. Nine nurses from different schools were part of the samples of this study. One nurse from Emilio Aguinaldo College- Dasmarias, Cavite, Far Eastern Polytechnique College- Dasmarias, Cavite, Far Eastern University-Silang Cavite, Philippine Nautical Technological College-Dasmarias, Cavite, Rogationist College-Silang, Cavite, and St. Jude College- Dasmarias, Cavite, while two nurses were from Lyceum of the Philippines UniversityGeneral Trias, Cavite. Age. Table 1 shows the age of the respondents ranging from 21 to 40 years old. Majority (66.7%) of the respondents belonged to 21-25 years old, while two (22.2 %) of the respondents belonged to 36-40 years old and one (11.1%) belonged to 31-35 years old. Almost 67% of the nurses have ages between 21 and 25 years old.The exemplified increasing nurses in the world, results competition for available slots in the hospital. This reveals that, because of the competition for availability of slots in the hospital, newly graduate nurse
seek job in other field of nursing that indicates that at this stage most of them were able to adapt the situation towards the increasing number of nurses over the world. Based on Estes, young adult period when individuals are exposed to more diverse people, situations and values and in recent decades, to more rapidly changing socioeconomic and technological environment. Table 1. Frequency and distribution of age of the respondents AGE 21-25 years old 31-35 years old 36-40 years old FREQUENCY 6 1 2 PERCENTAGE 66.7 11.1 22.2
Gender. As shown in Table 2, the majority of the respondents or eight (88.9%) are female and one (11.11%) of the respondents are male. This indicates that female is more common because most of the people taking nursing profession is female. Majority of nurses were female it doesnt mean that it is a gender issue, it is a profession.The opportunities for men are as widespread as they are for women, but the battle continues to eliminate the feminine image. As Melissa said todays nurses are mostly women. In fact, women outnumber men by a 16-to-1 ratio, according to a national registry. History tells us that religious groups, priests, nuns, and nannies took on nursing roles. However, the stereotype does have a grain of truth: Nurses were predominantly women in wartime, when men were absent from the workforce. World War
I and World War II gave women in general more opportunities to advance, with nursing being one of the more socially acceptable jobs available Table 2. Frequency and distribution of gender of the respondents GENDER Male Female FREQUENCY 1 8 PERCENTAGE 11.1 88.9
Civil Status. Table 3 shows the distribution of the respondents by civil status which reveals that majority of the respondents or six (66.7%) are single while three (33.3%) are married. As shown in the table one, most of the school nurses are belonged to the age of 21 to 25 years old. It shows that developmental task of each individual really affects the civil status. With this category, some of the nurses who are single are of young adults that merely form or seek an intimate affiliation with another and by this time choose their mates. Estes stated that in this stage, socioeconomic and cultural changes have also legitimized the entry of young adult women into professional career workforce. They were able start to grow independent of parental care and home and form an intimate affiliation with another and choose a mate.
Table 3. Frequency and distribution of civil status of the respondents
CIVIL STATUS Single Married
FREQUENCY 6 3
PERCENTAGE 66.7 33.3
Number of months/years of experience. As shown in Table 3, For the number of years of experience, equal percentages were distributed for less than 1 year, 1-2 years and 3 years and above with 33.33%. Specifically, 3 years and above experience includes 3 years, 6 years and 10 years. There were equal distributions in number of months/ years of experience in the field of school nursing. This implies that novice to expert were into the school nursing. Experiences help them to adapt with their working environment. As Patricia Benner says that each step builds on the previous one as abstract principles are refined and expanded by experience and the learner gains clinical expertise. This theory changed the profession's understanding of what it means to be an expert, placing this designation not on the nurse with the most highly paid or most prestigious position, but on the nurse who provided "the most exquisite nursing care.
Table 4.Frequency and distribution of number of months/years of experience of the respondents.
NUMBER OF MONTHS/YEARS OF EXPERIENCE less than 1 year 1-2 years 3 years and above
FREQUENCY
PERCENTAGE
3 3 3
33.3 33.3 33.3
Tenure. As shown in the table, majority of the respondents or (66.7%) are regular while three (33.3%) are contractual. This indicates that there is stability in work when it comes with school nursing and years of experience also affects the tenure of the school nurse. As Bureau of Labor Statistics,2012 stated that the median number of years that wage and salary workers had been with their current employer was 4.6 in January 2012, the U.S. Bureau of Labor Statistics reported today.Median employee tenure varied by age. Older workers tend to have more years of tenure than their younger counterparts.
Table 5. Frequency and distribution of tenure of the respondents
TENURE Contractual Regular
FREQUENCY 6 3
PERCENTAGE 66.7 33.3
Perceived well-being. Table 6 shows the mean distribution of personal development of the school nurses in terms of perceived well-being. The weighted mean of perceived well being is 3.80 which means that their perceived well being is very high in terms of contended with me (4.00 0.00), vital member of the school team (4.00 0.00) , always do the right things (4.00 0.00), extremely loyal to school (4.00 0.00), do anything that interest me (4.00 0.00). Likewise, believe on my personal capacity (3.78 0.44), feel important from the others (3.78 0.44), has enough time to relax (3.67 0.50) has control whenever I feel irritable or hot headed (3.56 0.53), and a high value in successful feeling in life (3.22 0.44). It summarized the perceptions of the nurses in terms of their perceived well-being as part of their personal development. Based on the results, nurses were always contended with themselves, perceives that they were vital members of the school team, do the right things, extremely loyal to school and do anything regarding their interests. In addition, all nurses respondents answered always on the mentioned actions with standard deviation equal to zero. Moreover, they also believe on their personal capacity, feel important from others, have controls on their emotions and have enough time to relax. A mean value of 3.80 which implies that nurses were often feels successful in life. This was due to fact that most of them were still young, contractual and have their first job ever.
As people lead longer and generally healthier lives, aspirations and expectations of health care extend to include well-being and enhanced quality of life. Several measurement scales exist to evaluate how well health care reaches these goals. However, the definitions of well-being or quality of life remain open to considerable debate, which complicates the design, validation, and subsequent choice of an appropriate measurement stated in Journal of Psychosomatic Research,2010. Table 6. Mean distribution of personal development of the School Nurses well-being MEAN STD. PERCEIVED WELL-BEING DEV. Contended with themselves 4.00 0.00 Believe on personal capacity Feel important from the others. Has control whenever feel irritable or hot headed Has enough time to relax Feel successful in life Vital member of the school team Always do the right things Extremely loyal to school Do anything that interest me Weighted mean
Legend: Weighted Mean 3.25 4.00 2.50 3.24 1.75 2.49 1.00 1.74 Description Always Often Sometimes Never
in terms of perceived VERBAL INTERPRETATION Very high Very high Very high Very high Very high High Very high Very high Very high Very high Very high
3.78 3.78 3.56 3.67 3.22 4.00 4.00 4.00 4.00 3.80
Personal/Professional Very High High Low Very Low
0.44 0.44 0.53 0.50 0.44 0.00 0.00 0.00 0.00
Holistic Care Very Satisfied Satisfied Dissatisfied Very Dissatisfied
Interpersonal Relationships. Table 7 shows the mean distribution of personal development of the school nurses in terms of interpersonal relationships. The weighted mean of interpersonal relationship is 3.68 which means that interpersonal relationship in terms of
interested in security and peaceful leaving (4.00 0.00), interested in serving students (4.00 0.00), do not like conflict (4.00 0.00), love new experiences (4.00 0.00), generally outspoken and assertive (3.89 0.33), making observations about people (3.89 0.33 ), usually dislike being alone (3.67 0.50).interesting in how and why things work (3.56 0.53), and lastly, with the high value it considers putting the needs of others above their own needs (3.11 0.33), quiet and hard to get to know well (2.67 1.12). As revealed on Table 7, majority of the criteria were rated as always by the respondents. Some of those include the interest in security and peaceful living, serving students, new experiences and they do not like conflict with mean values of 4.00. However, they were often put the needs of others above their own needs and quiet and hard to get to know well. Individuals in an interpersonal relationship must share common goals and objectives. They should have more or less similar interests and think on the same lines. It is always better if individuals come from similar backgrounds. Individuals in an interpersonal relationship must respect each others views and opinions. A sense of trust is important.Individuals must be attached to each other for a healthy interpersonal relationship.Transparency plays a pivotal role in interpersonal relationship. It is important for an individual to be honest and transparent as stated by Management Study Guide, 2013.
Table 7. Mean distribution of personal development of the School Nurses in terms of interpersonal relationships
INTERPERSONAL RELATIONSHIPS
MEAN
STD. DEV.
VERBAL INTERPRETATION Very high Very high High Very high Very high Very high High Very high Very high Very high Very high
Interested in security and peaceful leaving Interested in how and why things work Put the needs of others above their own needs Generally outspoken and assertive Make observations about people Interested in serving students Quiet and hard to get to know well Do not like conflict Love new experiences Dislike being alone Weighted Mean
4.00 3.56 3.11 3.89 3.89 4.00 2.67 4.00 4.00 3.67 3.68
0.00 0.53 0.33 0.33 0.33 0.00 1.12 0.00 0.00 0.50
Recognition. Table 8 shows the mean distribution of personal development of the school nurses in terms of recognition The weighted mean of recognition is 3.31 which means that recognition in terms of positive reinforcement to feel good about myself (3.44 0.88), received constructive feedback on my work from my superior (3.44 0.53) , received recognition in a timely and a meaningful way (3.44 0.88), Furthermore, they received recognition during formal program (e.g. employee of the month ) (3.11 0.78), receive recognition for major accomplishment on my job (3.11 0.78).
In terms of recognition, nurses always need positive reinforcement to feel good about themselves, received constructive feedback from their superiors and recognition in a timely and meaningful way (3.44). However, receiving recognition during program and for major accomplishments was often experienced by the nurses (3.11). According to Heathfield on employee recognition is not just a nice thing to do for people. Employee recognition is a communication tool that reinforces and rewards the most important outcomes people create for your business. When people recognized effectively, reinforced, with means of recognition, the actions and behaviors, most want to see people repeat. An effective employee recognition system is simple, immediate, and powerfully reinforcing.
Table 8. Mean distribution of personal development of the school nurses in terms of recognition. RECOGNITION MEAN STD. VERBAL DEV. Positive reinforcement to feel good about myself. INTERPRETATION Very high
3.44
0.88
Received constructive feedback on work from superior Received recognition during formal program (e.g. employee of the month ) Received recognition for major accomplishment on the job Received recognition in a timely and a meaningful way.
3.44
0.53
Very high
3.11
0.78
High
3.11
0.78
High
3.44
0.88
Very high
Weighted Mean:
3.31
High
Achievement. Table 9 shows the mean distribution of professional development of the school nurses in terms of achievement. The weighted mean of achievement is 3.51 which means a very high result. The highest mean computed was in terms of challenges encountered and the accomplishment of it (4.000.00). Moreover, receive regular, timely feedback on how they are doing (3.11 0.33), talents are being utilized in the job (3.22 0.44), On the other hand, receiving regular feedback and timely feedback on how they were doing only rated with mean value of 3.11. The respondents (school nurses) always encountered different challenges and they accomplish it correctly but they often receive feedback on how they were doing their jobs, . This implies that even though they have accomplish their work, they were not able to recognized, this is why some of the school nurse do not have promotion as they want to. An achievement is something an employee does, such as reaching a goal or completing a project, using her skills, effort and persistence. According to psychologists Abraham Maslow, Fredrick Herzberg and David McClellend, the need for achievement is a psychological motivator that employees can develop. Wise managers help foster a need for achievement in their employees because it can mean performance improvement, increased productivity and employee retention as stated byChinn, 2013. Table 9. Professional development of the school nurses in terms of achievement
ACHIEVEMENT
MEAN
STD. DEV.
VERBAL INTERPRETATION High High Very high
Receive regular, timely feedback on what they do Talents are being utilized in the job Clear, achievable goals and standards for the job
3.11 3.22 3.56
0.33 0.44 0.53
Encounter challenges in the job and accomplish it correctly Perceive that job is meaningful Weighted Mean:
Very high 4.00 0.00
3.67 3.51
0.50
Very high Very High
Advancement. Table 10 presents the mean distribution of professional development of the school nurses in terms of advancement. The weighted mean of advancement is 2.69 which means that their advancement is high in terms of time to enhance career (2.78 0.67), opportunity to attend trainings, seminars, workshop for my professional development (2.78 1.20), opportunities for promotion (2.78 0.44), receive rewards for my job (2.67 0.50), and lastly, they have low salience in opportunity to go on post graduate education (2.44 0.88). Nurses rated the mentioned advancement as often. On the contrary, the opportunity to go on post education only rated as sometimes with mean of 2.44. This means that being a
school nurse have limited time to go on post graduate or continuing education because of their schedule. Employee advancement opportunities are central to strong job performance. Advancement and opportunities for promotion encourage stronger job performance because they position employees to demonstrate just how well they can perform their jobs. The cycle of advancement, motivation, satisfaction and feedback are critical to employee performance. One part of the cycle is dependent on the other, and they are all part of employee performance as stated Mayhew, 2013.
Table 10. Professional development of the school nurses in terms of advancement Advancement Mean Std. dev. VERBAL INTERPRETATION Opportunity to go on post graduate education Opportunity to attend trainings, seminars, workshop for my professional development Time to enhance career Received rewards for the job Opportunities for promotion Weighted Mean
2.44
0.88
Low High
2.78
1.20
2.78 2.67 2.78 2.69

0.67 0.50 0.44
High High High High
Responsibility. Table 11 presents the mean distribution of professional development of the school nurses in terms of responsibility. The weighted mean of responsibility is 3.96 which means that their responsibility is very high in terms responsible for the standard number of students (4.00 0.00), adequate workload (4.00 0.00), time management in my work (4.00 0.00), can do other activities efficiently outside work (4.00 0.00). Likewise with the of ample time for the job (3.78 0.44). Nurses rated the responsibility and work itself under professional development as always in all listed criteria. Specifically, nurses were responsible for the standard number of students, have adequate workload, time management in their work and can always do other activities efficiently outside their work. It shows that most of them have the enough time to do their responsibility as a school nurse. The new and existing employees that are hired in an organization have a certain responsibility towards the organization, society, and the nation, at large. Therefore, it is important to induct the 'right' employees in the organization. The traits that these employees personify include teamwork, integrity, commitment, and work ethic as stated by Pandia.
Table 11. Professional development of the school nurses in terms of responsibility RESPONSIBILITY MEAN STD. VERBAL DEV Ample time for the job 3.78 0.44 INTERPRETATION Very high
Responsible for the standard number of students Adequate workload Time management in work Can do other activities efficiently outside work Weighted Mean:
4.00 4.00 4.00 4.00 3.96
0.00 0.00 0.00 0.00
Very high Very high Very high Very high Very High
Work Itself. Table 12 presents the mean distribution of professional development of the school nurses in terms of work itself. The weighted mean of responsibility is 4.00 which means that their work itself is very high in terms of practice autonomy over students decision (4.00 0.00), job allows to use personal strength and skills (4.00 0.00), assigned task based on my strengths and capabilities (4.00 0.00), freedom to use my judgment (4.00 0.00), job allows to use creativity (4.00 0.00). All were rated as always by the nurses. This indicate that nurses are responsible with their job description according to their field which is school nursing. It also shows that the school nurses are independent in doing their jobs. Pink stated that, when they design a job, compensation professionals generally devote little time addressing employees intrinsic motivational needs. Their primary focus is to design a job that allows an employee to get the work done efficiently and at an appropriate level of compensation.
Table 12. Professional development of the school nurses in terms of work itself WORK ITSELF MEAN STD. VERBAL DEV Practice autonomy over students decision Job allows to use personal strength and skills Assigned task based on strengths and capabilities Freedom to use judgment Job allows to use creativity Weighted Mean:
INTERPRETATION Very high Very high Very high Very high Very high Very High
4.00 4.00 4.00 4.00 4.00 4.00

0.00 0.00 0.00 0.00 0.00
Policy and Procedures. Table 13 presents the mean distribution of professional development of the school nurses in terms of policy and procedures. The weighted mean of policy and procedures is 3.60 which means that their policy and procedures is very high in terms of following school policies and procedures (4.00 0.00), communicating help policies to my students (4.00 0.00), Likewise, they motivate students to follow the policies and procedure (3.56 0.53), opportunity to participate in making policies (3.22 0.44), involved in disseminating of policies in school (3.22 0.44). The table shows that the nurses were able to follow school policies and procedures this indicates that they are disciplined enough not just in their work but in their working environment. They are also shows a good role model to their colleagues in following the policies and procedures of their school.
According to Amico 2013 employee policies and procedures are descriptions of how all employees, regardless of job description or title, are expected to conduct themselves. Employee policies and procedures are typically developed by a companys human resources department and distributed to all employees in the form of a handbook. Employees are expected to use this handbook as a guide, referring to it often to find information on the company, as well as guidelines on vacation, sick time and pay.
Table 13. Professional development of the school nurses in terms of policy and procedures POLICY AND PROCEDURES MEAN STD. VERBAL DEV Following school policies and procedures Communicating help policies to students Opportunity to participate in making policies Involved in disseminating of policies in school Motivate students to follow the policies and procedure Weighted Mean:
INTERPRETATION Very high Very high High High Very high
4.00 4.00 3.22 3.22
0.00 0.00 0.44 0.44
3.56
0.53
3.60
Very High
Physical Working Condition. Table 14 presents the mean distribution of professional development of the school nurses in terms of physical working condition. The weighted mean of
physical working condition is 3.78 which means that their physical working conditions is very high in terms of present in the school clinic daily (4.00 0.00), school clinic can accommodate students (4.00 0.00). conducive school clinic for providing care (3.78 0.44). In addition, available equipment in the school clinic (3.67 0.50), school clinic is accessible to students (3.44 0.88). The working environment plays a big role in the responsibility of a school nurse, it can affect the working condition of a nurse such as the accessibility of school clinic to students, the availability of the equipments, if the space is adequate enough during emergency cases. It also affects the intervention that the school nurse can provide to their clients. The physical working conditions of the schools nurses obtained rating of always. The highest rating obtained includes that their always present in the school clinic and can accommodate students. The research concludes that organizations that value their employees should give more consideration and actively communicate with the people who the changes will affect when changing their working environment as stated by Berry, 2007. Table 14. Professional development of the school nurses in terms of physical working condition PHYSICAL WORKING CONDITION MEAN STD. VERBAL DEV INTERPRETATION School clinic is accessible to students Available equipment in the school clinic Conducive school clinic for providing care Present in the school clinic daily School clinic can accommodate students 3.44 3.67 3.78 4.00 4.00 0.88 0.50 0.44 0.00 0.00 Very high Very high Very high Very high Very high
Weighted Mean
3.78
Very High
Physiological Aspect.Table 15 presents the mean distribution of holistic care approach in physiological aspect. The weighted mean of physical working condition is 2.80 which means that their physiological aspect is satisfied in terms of set up a daily log to list those students who visit the nurse's office, or need special attention (2.94 .839), reviewing students' health records (2.87 .808), set up first aid kits for the various areas of your schools (2.89 .812), assisting physical examinations when conducted in the school (2.86 .869), obtaining private area for assessment/counselling, with proper ventilation, lighting, heat, telephone, filing, and resource materials (2.84 .904)obtaining health history (2.75 .831), informing school personnel of special health problems, possible school safety hazards (2.73 .797), screens and evaluates findings of deficit in vision, hearing, scoliosis, growth, height and weight (2.72 .840), recommending provisions for a school environment conducive to learning (2.72 .838), identifying abnormal health findings, which do not fall within the normal range (2.65 .801). As the students and employees rated their school nurses in terms of physiological holistic care, it was found out that they were satisfied with the performances of their school nurses. Nurses set up daily logs to list those students who visit the nurses office, first aid kits and review students health records with mean values of 2.94, 2.89 and 2.87, respectively. Lowest
mean given was to identify abnormal health findings with value of 2.65 which still implies satisfied feedback from the students and employees. According to Thomson River University,2013 physical health is anything that has to do with our bodies as a physical entity. It has been the basis for active living campaigns and the many eat right fads that have swept our country. With so much information about physical health it is often difficult to determine what is current and relevant. This web page will attempt to provide you with accurate relevant information to empower you to enhance your physical health. Table 15. Physiological holistic care of school nurses to their students PHYSIOLOGICAL MEAN STD. DEV. Obtains a health history Screens and evaluates findings of deficit in vision, hearing, scoliosis, growth, height and weight Identifies abnormal health findings, which do not fall within the normal range. Assists with physical examinations when conducted in the school. Recommends provisions for a school environment conducive to learning. Obtain a private area for assessment/counselling, with proper ventilation, lighting, heat, telephone, filing, and resource materials. Set up first aid kits for the various areas of your schools. Set up a daily log to list those students who visit the nurse's office, or need special attention. Review students' health records. 2.75 2.72 .831 .840 Satisfied
VERBAL INTERPRETATION Satisfied Satisfied
2.65
.801
2.86
.869
Satisfied
2.72
.838
Satisfied
Satisfied 2.84 .904
2.89
.812
Satisfied
2.94 2.87
.839 .808
Satisfied
Satisfied
Inform school personnel of special health problems, possible school safety hazards Weighted Mean:
2.73 2.80
.797
Satisfied
Satisfied
PsychologicalAspect.Table 16 presents the mean distribution of holistic care approach in psychological aspect. The weighted mean of physical working condition is 2.80 which mean that their psychological aspect is satisfied in terms of utilizing existing health resources to provide appropriate care to pupils (2.85 .759), maintaining, evaluating, and interpreting cumulative health data to accommodate your individual needs as students (2.82 .806), participating in developing your health individualized educational plan (2.77 .853), planning and implementing school health management protocols for chronic health problems, (e.g. administration of
medication) (2.76 .795), recommending and helping to implement modifications of school programs to meet your health needs as students (2.75 .851), engaging in research and
evaluation of school health services (2.75 .837), promotes and assists in the control of communicable diseases through preventive immunization programs, early detection, surveillance and reporting of contagious diseases (2.75 .786), acting as a change agent for school health programs and school nursing practices (2.74 .803), initiating referrals to parents, school personnel and community health resources for intervention, remediation, and follow through (2.62 .844), providing ongoing health information to students, parents, school personnel and health agencies (2.59 .841).
Generally, in terms of psychological aspect of holistic care, students and employees were satisfied on the performances of their school nurses. Specifically, school nurses utilize existing health resources to provide appropriate care to pupils(2.85) and maintain, evaluate, and interpret cumulative health data to accommodate the individual needs of the students (2.82). Involving both psychological and social aspects of one's life, and relating the social conditions to mental and emotional health. Mentally healthy people tend to act in positive ways to situations, compared to unstable people, who react negatively to everything in life. Hence, irrational thinking may be a sign og poor psychosocial health. It is important to have a social life. In relation with psychosocial health, it is necessary to have special bonds with people and social support from others. Normally prejudice is a result of poor psychosocial health, leading to bad social relations. There are several basic elements that prove that you are psychosocially healthy as Tripod 2013.
Table 16. Psychological holistic care of school nurses to their students PSYCHOLOGICAL ASPECT MEAN STD. DEV. VERBAL INTERPRETATION 11. Initiates referrals to your parents, school personnel and community health resources for intervention, remediation, and follow through. 12. Provides ongoing health information to you (pupils), your parents, school personnel and health agencies. 13. Recommends and helps to implement modifications of school programs to meet your 2.75 .851 Satisfied 2.59 .841 2.62 .844 Satisfied
Satisfied
health needs as students. 14. Utilizes existing health resources to provide appropriate care to pupils. 15. Maintains, evaluates, and interprets cumulative health data to accommodate your individual needs as students. 16. Participates in developing your health individualized educational plan. 17. Plans and implements school health management protocols for chronic health problems, (e.g. administration of medication). 18. Promotes and assists in the control of communicable diseases through preventive immunization programs, early detection, surveillance and reporting of contagious diseases. 19. Engages in research and evaluation of school health services 20. Act as a change agent for school health programs and school nursing practices. Weighted Mean:
2.85
.759
Satisfied
Satisfied 2.82 .806
2.77
.853
Satisfied
Satisfied 2.76 .795
Satisfied
2.75
.786
2.75
.837
Satisfied
2.74
.803
Satisfied
2.74
Satisfied
Social Aspect. Table 17 presents the mean distribution of holistic care approach in social aspect. The weighted mean of social aspect is 2.69 which mean that their social aspect is satisfied in terms of information on health (2.85 .831), acting as a resource person in promoting health careers (2.84 .806), getting to know the key people: administration, faculty, the guidance and physical education personnel, secretaries, custodians, bus drivers (2.79 .823), meeting with the teachers to acquaint them with the health program, health services offered and classroom emergency procedures for first aid (2.76 .764).providing serving as a liaison person between the home, school, and community (2.68 .787), teaching students to become more assertive health consumers and assume greater responsibility for their own health (2.66 .762), having handouts ready for the faculty in such areas as epilepsy, diabetes, etc.( 2.62 .791), participating in home visits to assess the family's needs as related to your health (2.62 .791), keeping lines of communication open between nurse and teachers, administration, parents, nurse and guidance department (2.59 .869), reporting regularly in writing to the school clinic nurse about school health activities (2.50 1.208) , Similarly, satisfied ratings were also given by the students and employees in terms of social aspect of holistic care of their nurses (Table 13). Among the criteria, highest mean values were given in providing information on health (2.85), acting as a resource person in promoting health centers (2.84) and getting to know the key people (2.79). According to Wiesen 2013, social health is a term generally used to refer to two different concepts, though they are somewhat interrelated as well. In one sense it refers to the health of a person in reference to his or her ability to interact with others and thrive in social settings. It can also refer to the health of a society in general, and how the members of that society are treated and behave toward each other.
Table 17. Social aspect of holistic care of school nurses to their students III. Social Aspect Mean Std. Dev
VERBAL INTERPRETATION
Acts as a resource person in promoting health careers. Provides information on health. Serves as a liaison person between the home, school, and community. Get to know the key people: administration, faculty, the guidance and physical education personnel, secretaries, custodians, bus drivers. Have handouts ready for the faculty in such areas as epilepsy, diabetes, etc. Participates in home visits to assess the family's needs as related to your health
2.84
.806
Satisfied
2.85
.831
Satisfied Satisfied
2.68
.787
2.79
.823
Satisfied
2.62
.791 Satisfied
2.62
.791 Satisfied
Reports regularly in writing to the school clinic nurse about school health activities. Keep lines of communication open between nurse and teachers, administration, parents, nurse and guidance department. Teaching students to become more assertive health consumers and assume greater responsibility for their own health.. Meet with the teachers to acquaint them with the health program, health services offered and
2.50
1.208
Satisfied
Satisfied 2.59 .869
Satisfied 2.66 .762
2.76
.764
Satisfied
classroom emergency procedures for first aid. Weighted mean:

2.69
Satisfied
Mental Aspect. Table 18 presents the mean distribution of holistic care approach in mental. The weighted mean of mental aspect is 2.75 which mean that their social aspect is satisfied in terms of implements the school medication policy and procedure (2.86 .748), preparing the budget for school health supplies (2.85 .791), organizing, instructing, and supervising school health volunteers or assistants (2.78 .760), reviewing, revising emergency policies and implements in-service health and safety programs for personnel (2.75 .784), planning statistical reports for the Department of Education, DOH, and Department of Human Services for the superintendent's signature as required(2.74 .811), encourage responsible decision-making practices (2.71 .789), serving as a resource person to the classroom teacher and administrator in health instruction (2.70 .759), attending the annual school nurse update sponsored by the Department of Education in its entirety (2.66 .777), providing information to adolescents concerning health problems (2.65 .746), Nurses often implement the school medication policy and procedure and prepare the budget for school health supplies according to the students and employees with mean values of 2.86 and 2.85 respectively. (Table 18). However, lowest mean were given in terms of attending the annual school nurse update (2.66) and providing the adolescents concerning health problems
(2.65). Generally, they were satisfied on the performances of their nurses in terms of mental aspect. The mental aspect of an individual personality cannot be determined until that individual performs some act for example speaking or observing their behavioral patterns. Through these acts some conclusion can be reached. However it takes a qualified person to determine the degree of mentality of the person, also the reason for their degree of mentality. Not being qualified to ascertain the mentality of an individual I can only guess that my answer may have some validity according to Answers Corporation, 2013.
Table 18. Mental aspect of holistic care of school nurses to their students MENTAL ASPECT MEAN STD. DEV. Provides information to adolescents concerning health problems Encourage responsible decision-making practices. Serves as a resource person to the classroom teacher and administrator in health instruction Attend the annual school nurse update sponsored by the Department of Education in its entirety. Reviews, revises emergency policies and implements in-service health and safety programs for personnel. 2.75 .784
VERBAL INTERPRETATION Satisfied
2.65
.746
2.71
.789
Satisfied
2.70
.759
Satisfied
2.66
.777
Satisfied
Satisfied
Organizes, instructs, and supervises school health volunteers or assistants. Plan statistical reports for the Department of Education, DOH, and Department of Human Services for the superintendent's signature as required. Responsible for maintaining and updating cumulative health records. Prepares the budget for school health supplies. Implements the school medication policy and procedure Weighted Mean:
2.78
.760
Satisfied
Satisfied 2.74 .811
2.75
.778
Satisfied
2.85
.791
Satisfied Satisfied
2.86
.748
2.75
Satisfied
Emotional Aspect. Table 19 presents the mean distribution of holistic care approach in emotional aspect. The weighted mean of emotional aspect is 2. 77 which means it is satisfied in terms of helping students and staff adjust student programs when necessary to accommodate health needs of students (2.85 .743), collaborating with the parents/guardians during students have emotional problems that affect in his/her studies(2.82 .883), helping school personnel recognize departures from appropriate behaviour and growth patterns (2.82 .821), interpreting appraisal findings, and helps students and parents accept responsibility for diagnosis and treatment (2.75 .824), encouraging parents to maintain current immunization protection as recommended by the Department of Human Services (2.73 .805), participating selectively in
classroom instruction under the supervision of the teacher (2.72 .823), developing procedures and provides for crises intervention for acute illness, injury and emotional disturbances (2.71 .804). The emotional aspect of school nurses were presented on Table 19. Nurses help students and staff adjust student programs when necessary to accommodate health needs of students (2.85). Moreover, they also help school personnel recognize departures from appropriate behavior and growth patterns (2.82) and collaborate with the parents/guardians when students have emotional problems that affect their studies (2.82). Emotional health can lead to success in work, relationships and health. In the past, researchers believed that success made people happy. Newer research reveals that its the other way around. Happy people are more likely to work toward goals, find the resources they need and attract others with their energy and optimism key building blocks of success as stated by American Psychological Association, 2013.
Table 19. Emotional aspect of holistic care of school nurses to their students EMOTIONAL ASPECT MEAN STD. VERBAL DEV. Develops procedures and provides for crises intervention for acute illness, injury and 2.71 .804 Satisfied INTERPRETATION
emotional disturbances. Interprets appraisal findings, and helps students and parents accept responsibility for diagnosis and treatment. Helps school personnel recognize departures from appropriate behaviour and growth patterns; Helps students and staff adjust student programs when necessary to accommodate health needs of students. Participates selectively in classroom instruction under the supervision of the teacher. Encourages parents to maintain current immunization protection as recommended by the Department of Human Services. Collaborate with the parents/guardians during students have emotional problems that affect in his/her studies 2.82 .883 2.73 .805 Satisfied Satisfied 2.85 .743 Satisfied 2.75 .824 Satisfied
2.82
.821
Satisfied
2.72
.823
Satisfied
Weighted Mean:
2.77
Satisfied
Spiritual Aspect. Table 20 presents the mean distribution of holistic care approach in spiritual aspect. The weighted mean of spiritual aspect is 2.59 which means it is satisfied in terms of adopting a caring attitude and disposition (2.88 .965), giving time for the students to have a spiritual counseling (2.48 1.004), providing some proposal for spiritual activities (2.41 1.035). In terms of spiritual aspect, students and employees were satisfied that their school nurses adopt caring attitude and disposition. However, in terms of giving time for the students to have spiritual counseling and providing some proposal for spiritual activities, students and employees were dissatisfied with mean values of 2.48 and 2.41, respectively. Thompson Rivers University stated that spirituality is unique to each individual. The spirit usually refers to the deepest part of individual, the part that l make meaning of the world. The spirit provides what is the sense of revealing of oneself, sensing of oneself, existence of oneself and purpose of living. It is that innermost part that allows to gain strength and hope.
Table 20. Spiritual Aspect of Holistic Care of School Nurses to their Students SPIRITUAL MEAN STD. VERBAL DEV. Adopt a caring attitude and disposition. Give time for the students to have a spiritual counselling Provide some proposal for spiritual activities Weighted Mean:
Legend: Weighted Mean 3.25 4.00 2.50 3.24 Description Always Often
INTERPRETATION Satisfied Dissatisfied
2.88 2.48 2.41 2.59

Personal/Professional Very High High
.965 1.004 1.035
Dissatisfied Satisfied
Holistic Care Very Satisfied Satisfied
1.75 2.49 1.00 1.74
Sometimes Never
Low Very Low
Dissatisfied Very Dissatisfied
Personal and Professional Development of School Nurses. As shown on Table 21, a significant relationship between the personal and professional development of the schools nurses exist (p<0.05). Pearson-r value of 0.872 indicates a positive correlation between personal and professional development. High values for personal also implies high values for professional development. There is a significant relationship between personal and professional development of school nurse, because having the personal development of an individual is one of the key to meet the professional development. A functional, integrated individual, who makes personal development a priority has the ability to bring health and focus to several areas of their lives and has significantly more endurance. They value emotional intelligence and are well versed in emotional literacy, both at home and at work. Such a person has a rich life that is inclusive of but not dominated by their professional roles. These professional qualities model sustainable well-being and full spectrum success. Cutting edge leaders value these competencies, and know they are prerequisites to ride through the current flux waves in the marketplace and beyond as stated by Crashlabs,2013.
Table 21. Relationship between personal and professional development of school nurses Variables Pearson r P-VALUE VERBAL
INTERPRETATION Personal vs professional 0.872 0.002 Significant
Personal and Professional Development and the Holistic Care to the Students of School Nurses. The holistic care for the students of the school nurses as perceived by the students and employees were compared to the personal and professional development of the nurses (Table 21). Results showed that the personal development of the nurses has significant relationship in the holistic care of the nurses. However, negative value for pearson-r was observed and concludes that the higher values for personal development as perceived by the number indicate lower values for holistic care as per the students and employees. In addition, a no significant relationship was observed between the holistic care and professional development of the nurses (p>0.05). It implies that the personal development of the school nurses has significant relationship in the holistic care for students. The personal development of the school nurses affect the holistic care that they are providing to the students. Self awareness is one of the most important things that a school nurse needs to develop. Having self-awareness is very important because it serves as a tool to provide the appropriate care for the clients, thats why the personal development of school nurses has significant relationship to the holistic care that they provide to students. On the contrary, the professional development of school nurses and their holistic care for students has no significant relationship because it happens when there is a good personal development.
Table 22. Relationship between personal and professional development and the holistic care to the students of school nurses VARIABLES PEARSON R P-VALUE VERBAL INTERPRETATION Personal vs Holistic Care Professional vs Holistic Care 0.523 0.149 Not Significant -0.737 0.024 Significant
Relationship between Personal Development and Demographic profile. In terms of gender and personal development of the students they are negatively correlated with correlation value of 0.543 or p-value of 0.131, respectively. There is no significant relationships were observed between gender and the personal development of school nurses (p>0.05). With regards to with civil status and personal development, it is also a negatively correlated with correlation value of 0.000 and p-value of 1.000. This implies that there is no significant relationships were observed between civil status and the personal development of school nurses (p>0.05). Lastly, tenure and personal development were classified as contractual and regular. As shown in this table, whether regular and contractual nurses; their personal development were not affected. This was due to the p-values computed which were all less that 0.05 which implies a no significant relationship. Table 23.Relationship between Personal Development and Demographic profile. PROFILE POINT BISERIAL Gender -0.543 0.131 Accept Ho P-VALUE DECISION VERBAL INTERPRETATION Not significant
Civil Status Tenure
0.000 0.425
1.000 0.254
Accept Ho Accept Ho
Not significant Not significant
Relationship between Professional Development and Demographic profile. In terms of gender and professional development they are negatively correlated with correlation value of -0.448 and p-value of 0.227. on the other hand, civil status is negatively correlated with correlation value of -0.148 or p-value of 0.704. With the correlation value of tenure is 0.338 or p-value of 0.373. This was due to the p-values computed which were all less that 0.05 which implies a no significant relationship. Table 24.Relationship between Professional Development and Demographic profile PROFILE POINT BISERIAL Gender Civil Status Tenure -0.448 -0.148 0.338 0.227 0.704 0.373 Accept Ho Accept Ho Accept Ho P-VALUE DECISION VERBAL INTERPRETATION Not significant Not significant Not significant
Relationship between Holistic Care and Demographic profile. In terms of gender and holistic carel correlation value is 0.539 and p-value 0.134. While, civil status is negatively correlated with correlation value of -0.299 or p-value of 0.435 . With the correlation value of tenure with
the holistic care for the students is -0.468 or p-value of 0.204. it implies a no significant value due to the p-values computed which were all less that 0.05. Table 25.Relationship between holistic care and demographic profile PROFILE POINT BISERIAL Gender Civil Status Tenure 0.539 -0.299 -0.468 0.134 0.435 0.204 Accept Ho Accept Ho Accept Ho P-VALUE DECISION VERBAL INTERPRETATION Not significant Not significant Not significant
Relationship of Age in the Personal, Professional and Holistic Care to the Students of School Nurses. To determine the relationship between age and personal, professional and holistic care to the students of the school nurses, cross tabulation of data was done .Based on the results, in terms of personal and professional development, all nurses obtained very high level while in terms of holistic care, all nurses were given satisfied rating by the students and employees. Since the comparisons must be made within each variable, it was found out that there is no significant relationship between age and personal, professional and holistic care of the nurses. This was due to the fact that regardless of the nurses age, all the respondents have the same ratings given to them. Table 26. Relationship of Age in the Personal, Professional and Holistic Care to the Students of School Nurses
AGE
PERSONAL VERY HIGH
PROFESSIONAL VERY HIGH
HOLISTIC CARE SATISFIED
21-25 30-35 36-40 Total

Legend: Weighted Mean 3.25 4.00 2.50 3.24 1.75 2.49 1.00 1.74
6 1 2 9
Description Always Often Sometimes Never
6 1 2 9
6 1 2 9
Number of month/years of experience in the Personal, Professional and Holistic Care to the Students of School Nurses. Since the respondents have the same ratings given to the nurses in terms of personal (very high), professional (very high) and holistic care to the students (satisfied), a no significant relationship exists between tier length of service in the school
Table 27. Relationship of Number of month/years of experience in the Personal, Professional and Holistic Care to the Students of School Nurses NUMBER OF PERSONAL PROFESSIONAL HOLISTIC CARE
YEARS IN SCHOOL less than 1 year 1-2 years 3 years and above Total
Legend: Weighted Mean 3.25 4.00 2.50 3.24 1.75 2.49 1.00 1.74
VERY HIGH
VERY HIGH
SATISFIED
3 3 3 9
Description Always Often Sometimes Never
3 3 3 9
Personal/Professional Very High High Low Very Low Holistic Care Very Satisfied Satisfied Dissatisfied Very Dissatisfied
3 3 3 9

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RESULTS AND DISCUSSION This chapter presents the results and discussions gathered by the researchers regarding personal

Table 3. Frequency and distribution of civil status of the respondents

CIVIL STATUS Single Married

PERCENTAGE 66.7 33.3

Table 4.Frequency and distribution of number of months/years of experience of the respondents.

33.3 33.3 33.3

Table 5. Frequency and distribution of tenure of the respondents

TENURE Contractual Regular

PERCENTAGE 66.7 33.3

0.44 0.44 0.53 0.50 0.44 0.00 0.00 0.00 0.00

Holistic Care Very Satisfied Satisfied Dissatisfied Very Dissatisfied

Holistic Care Very Satisfied Satisfied Dissatisfied Very Dissatisfied

VERBAL INTERPRETATION High High Very high

3.11 3.22 3.56

0.33 0.44 0.53

Very high 4.00 0.00

Very high Very High

Holistic Care Very Satisfied Satisfied Dissatisfied Very Dissatisfied

2.78 2.67 2.78 2.69

0.67 0.50 0.44

High High High High

Holistic Care Very Satisfied Satisfied Dissatisfied Very Dissatisfied

4.00 4.00 4.00 4.00 3.96

0.00 0.00 0.00 0.00

Personal/Professional Very High High Low Very Low

Holistic Care Very Satisfied Satisfied Dissatisfied Very Dissatisfied

4.00 4.00 4.00 4.00 4.00 4.00

0.00 0.00 0.00 0.00 0.00

Holistic Care Very Satisfied Satisfied Dissatisfied Very Dissatisfied

INTERPRETATION Very high Very high High High Very high

4.00 4.00 3.22 3.22

0.00 0.00 0.44 0.44

VERBAL INTERPRETATION Satisfied Satisfied

Satisfied 2.84 .904

Satisfied 2.82 .806

Satisfied 2.76 .795

Satisfied 2.59 .869

Satisfied 2.66 .762

classroom emergency procedures for first aid. Weighted mean:

VERBAL INTERPRETATION Satisfied

Satisfied 2.74 .811

INTERPRETATION Satisfied Dissatisfied

2.88 2.48 2.41 2.59

.965 1.004 1.035

Holistic Care Very Satisfied Satisfied

1.75 2.49 1.00 1.74

Low Very Low

Dissatisfied Very Dissatisfied

INTERPRETATION Personal vs professional 0.872 0.002 Significant

Civil Status Tenure

Not significant Not significant

PERSONAL VERY HIGH

PROFESSIONAL VERY HIGH

HOLISTIC CARE SATISFIED

21-25 30-35 36-40 Total

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