This study determined the relationship between the academic performance and nursing licensure examination of graduates of a city-subsidized university and the nursing professional subjects that best predict the outcome of the nursing licensure examination. The study used a descriptive-correlation design. Academic records of two batches in 2012 and 2013 were used. Independent variables included the nursing professional subjects and the dependent variables were the subtests in the licensure examination. Means, standard deviations, Pearson r correlation, and Multiple Regression Analysis were used for the quantitative data. Findings reveal that graduates were average performers in their academics. This was inversely correlated with the nursing licensure examination. This still suggests direct relationship since the grading system in the university ranged from 1.0 to 5.0 where 1.0 is excellent. Critical Appraisal II, Nursing Care Management 104, and Nursing Care Management 106 were significant predictors of performance in the licensure examination.
Academic Performance

Introduction: Attention is one of many cognitive functions; it plays a central role in the learning process. For this reason, our study aims to determine the impact of attentional abilities on academic performance among middle school learners in Middle Atlas of Morocco. Methods: Data were collected from a sample of 137 middle school learners. For the assessment of attentional abilities, we performed the Trail Making Test (TMT) to estimate mental flexibility. Evaluation of selective attention was done through the Stroop Test and the measurement of sustained attention was achieved via the d2-R test. Rseults: Our results revealed that the attentional abilities of learners in our samples are positively correlated with their academic performance and vice versa. Conclusion At the end of this study, it is important to establish a thorough diagnosis of attentional disorders to identify learners with attention problems in order to implement a remedial program so as to avoid the detrimental effects of these disorders on the academic performance of learners.
Academic Performance

OBJECTIVES: The purpose of this study to examine if the levels of anxiety(emotional, cognitive, and behavioral measures) during performance are influenced by interaction of both achievement related self discrepancy(=psychological vulnerability variable) and evaluative threat stress(=stressor) based on vulnerabilitystress model in order to identify the mechanism of development of performance anxiety and furthermore to suggest psychological intervention strategies to reduce and prevent it effectively. METHOD: High and low self discrepancy subjects consisted of students from the upper(n=40) and lower 15%(n=40) on achievement related self discrepancy scale, respectively. They were randomly assigned to either evaluative threat condition or neutral condition, and then all subjects took intellective task(verbal reasoning test and digit symbol test). RESULTS: The results were as follows; 1) High self discrepancy subjects under evaluative threat reported significantly higher level of state anxiety during performance than low self discrepancy subjects under any condition and also experienced higher degreee of state anxiety with marginal significance than high self discrepancy subjects under neutral condition, whereas there were no significant effects on the anxiety level of group variable under neutral condition or of stress variable in low self discrepancy subjects. 2) High self discrepancy subjects reported more cognitive interference during performance than low self discrepancy subjects regardless of the level of stress. 3) High self discrepancy subjects performed marginally significantly more poorly in digit symbol test than low self discrepancy subjects regardless of the level of stress, whereas there were no significant effects on verbal reasoning test. CONCLUSION: The hypothesis that performance anxiety could be affected by achievement related self discrepancy and stress, and specially by interaction between self discrepancy and stress was relatively strongly supported by the results on emotional measure of performance anxiety. In addition, this hypothesis received partial support by the results on cognitive and behavioral measures. We might conclude that it is important to consider achievement-related self discrepancy and evaluative threat stress together to understand the mechanism of development of performance anxiety and to reduce or prevent this anxiety effectively.
Anxiety ; Humans ; Performance Anxiety*

Background: Speech pathology (SP) students report great difficulty as they experience academic and mental health concerns while completing their programs. Even with increased global attention on non-cognitive factors influencing academic performance, no study focusing on Filipino SP students has been done. Objectives: This study aimed to (1) explore the relationships among mindfulness, growth mindset, academic intrinsic motivation, and academic performance, and (2) investigate the influence of mindfulness, mindset, and motivation levels on academic performance. Methodology: SP undergraduate students from a university in Manila (n=89) responded to an online survey measuring the three variables. Grades were extracted and analyzed alongside survey scores. Correlation and multiple linear regression analysis were performed. Results: Higher mindfulness level was significantly related to better academic performance (rs(89) = -.235, p<.05). Correlation analysis further revealed a significant association between mindfulness and growth mindset (rs(89) = .390, p<.01); mindfulness and academic intrinsic motivation (rs(89) = .504, p<.01); and growth mindset and academic intrinsic motivation (rs(89) = .409, p<.01). No significant relationship was found between grades and growth mindset or motivation levels. Furthermore, regression analysis revealed that mindfulness, mindset, and motivation levels do not significantly predict grades (F(3,85)=.461, p=.710, R2=.016). Conclusion This study provides scientific findings to help educators develop a better understanding of Filipino health professions education student characteristics. Evidence on the significance of mindfulness in student performance is presented. It also provides new knowledge regarding the association between the constructs of mindfulness, growth mindset, and intrinsic motivation in this specific population.
Mindfulness ; Motivation ; Academic Performance

Background: Despite the rigorous and extremely competitive selection process of medical students at the University of the Philippines College of Medicine (UPCM), a few still performed poorly in academics that resulted in delayed graduation or failure to graduate at all. Methodology: Factors potentially associated with delayed graduation and failure to graduate among UPCM medical students were analyzed using univariate and multivariable logistic regression with their demographic and pre-admission academic profiles, namely, Pre-medical General Weighted Average Grade (PGWAG), National Medical Admission Test Scores (NMATs), interview scores, pre-med courses, the school graduated from, and admissions categories as predictors. Objective: The objective of this study was to identify the factors that predict the likelihood of not graduating and delayed graduation among the medical students of 24 classes of the UPCM. Results: The odds of delayed graduation and failure to graduate were increased by lower PMGWAG, NMAT score, interview score, admission through the special categories, being a non-UP graduate, and with BS Psychology as pre-med course. Conclusion The predictors of poor academic performance based on delayed graduation and failure to graduate were the PMGWAG, NMAT, interview scores, admissions category, pre-med course, and the school graduated from. It is recommended that the minimum admissions requirements for PMGWAG be increased particularly among the candidates in the special categories. The selection process in the special categories must put some bearing on the PMGWAGs and NMATs of their applicants.
Education, Medical ; Academic Performance

Background: The country's health system is confronted with the potential threats of mass overseas migration and non-equitable distribution of health professionals including physicians. The UP College of Medicine (UPCM), despite being subsidized by the state, has its own share of this problem regarding its graduates. Objectives: The objectives of this study were to look into the geographic distribution of practices among the alumni of UPCM and to identify the predictors of abroad-based practice. The period involved was entirely covered by the Regionalization Program (RP) and partially by the Return Service Obligation Program (RSOP). Methodology: The geographic practice base among the UPCM graduates was determined and correlated through logistic regression with their pre-admission academic profile, namely Pre-Med General Weighted Average Grades (PGWAGs), National Medical Admissions Tests (NMATs), interview scores, entry rank, premed courses, admissions categories, Medicine General Weighted Average Grades (MGWAG), class rank, and board rating. Results: Majority (51.3%) of the UPCM graduates practiced at the National Capital Region (NCR), around a quarter (26.1%) practiced in the province, and approximately one out of ten (11.4%) was based overseas. Associated with higher odds of practicing abroad were those with higher board rating, entry rank, NMAT, %MGWAG, %PMGWAG, class rank, and those admitted through the UP Medical Alumni Association in America (UPMASA) category. Other special categories such as high interview scores and BS Psychology graduates in pre-med lowered the chances of overseas migration and practice. Conclusion and Recommendation UPCM graduates with superb academic performance both in their premed course and in medicine would most likely establish their geographic practice abroad. In order to minimize the brain drain and overseas migration of UPCM graduates, the admissions policy must be revised towards shifting the focus from purely academic criteria to the non-academic attributes of the applicants.
Education, Medical ; Academic Performance

Background: Among the different criteria, the General Weighted Average Grade (PMGWAG) holds the biggest bearing on admission for the UP College of Medicine. However, GWAs are not comparable across different courses, different batches, different UP units and different schools. An Adjustment Factor is necessary to make PMGWAGs comparable and to level the playing field. Objectives: This study covering a 24-year period aimed to compare various proposed Admission Adjusted Factors of %PMGWAG (Pre-Med GWAG) in terms of Pearson's Correlation, Linear Regression Models and Mean Differences with %MGWAG (Medical GWAG), Class Rank and Board Rating as Outcome variables. Methodology: Various proposed Adjustment Factors were applied to %PMGWAG of medical students from Class 1990 to Class 2014 and Pearson's Correlation, Linear Regression Models and Mean Differences with %MGWAG, Class Rank and Board Rating were derived and analyzed. Results: Adjustment Factor A3 as applied to %PMGWAG correlates best with Board Rating and Class Rank while Adjustment Factor A6 with %MGWAG. On Linear Regression, A3 likewise bested other Adjustment Factors in predicting %MGWAG and %Board Rating while A6 on predicting Class Ranking. Among the various adjustments, A3 exerted the most impact on the outcome variables, based on mean differences. Conclusion The A3 Adjustment Factor is the preferred and most ideal among the various proposed adjustment factors. Its application on %PMGWAG, correlated best with, most predictive of and most influential to %MGWAG, Board Rating and Class Rating.
Education, Medical ; Academic Performance

The application of distance learning in medical education has been a continuous challenge to approximate face-to-face clinical skill teaching. Nonetheless, online education has proven to be effective in addressing student satisfaction, engagement, motivation and excellent academic performance. How eLearning evolved in a medical setting through the years and the evolution of state-of-the-art teaching resources will be discussed accordingly.
Education, Distance ; Academic Performance

Introduction: This paper explores the impact of a remediation programme on medical students’ overall performance. It also suggests a potential remediation framework encompassing planned learning sessions by subject experts, individualised coaching from an alumni group, professional counselling for psychological support, and participants’ learning commitment. Methods: Twenty-seven students were identified as academically weak students (AWS). This was done based on two criteria: students who failed more than one mini test (out of six mini tests) during the delivery of the first-year curriculum, and students who had to repeat the study after failing the end-of-year-1 (EOY-1) exam. A remediation strategy consisting of 1) planned learning sessions, 2) individualised alumni coaching sessions, and 3) counselling sessions were offered to these students. However, participation is optional (Group A (n=12) – participants and Group B (n=15) – non-participants). Evaluation of the remediation programme is performed using mixed-method analysis: 1) comparative analysis of the performance of Group A vs Group B, and 2) qualitative analysis using a semi-structured interview with openended questions to obtain students’ perceptions of the programme. Results: Group A showed significantly higher pass rates (83% vs. 66%, p < .001) in the EOY-1 exam. Interviews revealed positive perceptions of personalised alumni coaching and its role in enhancing learning and confidence. Conclusion The study concludes that early identification and targeted remediation support improve academic outcomes, benefit the student’s educational journey, and contribute to quality education.
Education, Medical ; Academic Performance

BACKGROUND

Nursing, as a profession, is a facet where job satisfaction and performance matter. In the changing landscape of nursing practice in the Philippines and the aftermath of the COVID-19 pandemic, it is imperative to revisit and to perform an empirical investigation of the current state of nurses' job satisfaction and performance in the hospital setting. This study aimed to describe the job satisfaction and performance among staff nurses in private and government hospitals in Baguio City.

Using a quantitative descriptive cross-sectional survey design, a sample of 313 randomly selected staff nurses working in two private and two government hospitals in Baguio City were surveyed from March to April 2023, using a questionnaire. This study's protocol was approved by two ethics committees, namely the Saint Louis University Research Ethics Committee and the BGHMC REC. Nominal data was analyzed using the SPSS trial version employing frequencies, percentages, and the Chi-square test.

There are more staff nurses in both private and government hospitals who reported satisfactory job satisfaction levels (276 nurses, 87.9%) and had good job performance (303 nurses, 96.5%) in all domains. However, results show that there are more nurses (209 nurses, 90.7% ) in government hospitals who are satisfied with their jobs than in private hospital nurses (67 nurses, 80.1%) in the domains Intra practice Partnership/Collegiality (p=0.010); Challenge/Autonomy (p=0.001); Professional, Social and Community Interaction (p=0.010); Professional Growth (p=0.036); Time (p=0.009); and Benefits (p=0.045). In terms of job performance, more government nurses at 97.3% (224 nurses) rated a higher self-appraisal of job performance. In comparison, only 94.8% (79 nurses) of private staff nurses appraised themselves as having good performance. No significant differences were found in the domains of job performance, namely leadership, teaching, planning, communications, and professional development, except in critical care. In "Critical care," which showed significance, the results suggest that more nurses in government hospitals perceive higher job performance, revealing a significant difference (p=0.011) in the "critical care" domain, indicating that a higher proportion of nurses in government hospitals demonstrate superior performance in this area.

Through this study, it was learned that nurses in both private and government hospitals generally experience high job satisfaction and performance, reflecting a fulfilled workforce and indicating commendable competency among the staff nurses. However, more nurses in government hospitals report high satisfaction and perceived performance in critical care compared to those in private hospitals. Thus, the findings of this study can contribute to and serve as a rationale for policy making regarding creating a positive work environment, proper management and leadership, creation of training and skill development for critical care, providing opportunities for professional growth, and conducting regular evaluation and feedback----- all geared towards a satisfied and productive workforce.