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PRC Room Assignments for November 2022 Midwife Licensure Examination

Manila, Philippines – The Professional Regulation Commission (PRC) has announced the room assignments for the November 6-7, 2022 Midwife Licensure Examination for testing locations in Manila/National Capital Region (NCR), Baguio, Cagayan de Oro, Cebu, Davao, Iloilo, Koronadal, Legaspi, Lucena, Pagadian, Pampanga, Rosales, Tacloban, Tuguegarao, and Zamboanga.

PRC administered the licensure exams for Midwives and the Board of Midwifery headed by its Chairman, Melchor C. Dela Cruz JR. M.D. and its member, Lerma M. Valenzuela.

Here are the room assignments for the November 2022 Midwife Board Exam, courtesy of PRC:

  • Manila/ NCR
  • Manila – Added to the list
  • Cagayan de Oro

Midwife Licensure Exam Coverage

NOTE: The following topics will be integrated into those mentioned above:

  • FUNDAMENTALS OF SOCIOLOGY
  • PRINCIPLES OF BACTERIOLOGY
  • GENERAL ANATOMY AND PHYSIOLOGY
  • GENERAL PSYCHOLOGY
  • PARASITOLOGY
  • MICROBIOLOGY
  • PHARMACOLOGY

Examination Attire

Male and female examinees are required to wear their school uniforms (per Resolution No. 311).

What to bring?

Don’t forget the following on examination day:

  • Notice of Admission (NOA)
  • Official Receipt
  • Two (2) or more pencils (No. 1 or No. 2)
  • Ball pens with BLACK ink only
  • One (1) piece long brown envelope
  • One (1) piece long transparent/plastic envelope (for keeping your valuables and other allowed items)
  • Health forms
  • Negative RT-PCR Test Results, if applicable, or Certificate of Quarantine

Examinees are not allowed to bring books, notes, or similar items in the examination room. Electronic gadgets such as Apple and Samsung products are not allowed either. Bags of any kind are also not allowed inside the examination premises.

Precautionary Measures

The following precautionary measures shall be observed during the conduct of the November 2022 Midwife Licensure Exam:

  • Wearing of face mask and face shield
  • Sanitizing using alcohol and hand-based sanitizers whenever necessary
  • Physical Distancing of one (1) meter at all times
  • Those with fever and cold are not allowed to take the exam
  • Observe proper hygiene at all times

Contact PRC

Should you have concerns related to the conduct of the Midwife Licensure Exam, you may also reach the Professional Regulatory Commission at the following contact details:

PRC Licensure Exam Division: [email protected] / [email protected] Facebook: @professionalregulationcommission Twitter: @PRC_main

Do you have clarifications/ comments about the November 2022 Midwife Licensure Exam? Please feel free to drop one below.

You may also follow us at Facts Facebook page for updates.

room assignment for midwifery 2022

Bakit po namove sa november 9-10? Final na po yan?

room assignment for midwifery 2022

Oo bah yan nah move sa November 9 to 10?

Too po ba ito?9-10 ang exam?

May post na po ba ang zamboanga for list of examinee of midwifery???

room assignment for midwifery 2022

Sa Zamboanga din po kayo mgtake? Nu po fb nyo ma’am sir

room assignment for midwifery 2022

Wala pa po bang room assignment sa cebu ?

Move po ba Ng 9 and 10 Ang exam?

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room assignment for midwifery 2022

ROOM ASSIGNMENTS: November 2023 Midwife Licensure Exam (MLE)

room assignment for midwifery 2022

The Professional Regulation Commission (PRC) releases the room assignments for the November 2023 Midwife Licensure Exam (MLE)  a few days before the examination.

This year’s second Midwife Licensure Exam (MLE) will be conducted on November 5 & 6, 2023.

Room Assignments

Below are room assignments for the November 2023 Midwife Licensure Exam (MLE) :

  • Cagayan De Oro
  • Lucena – Added to the list
  • Rosales, Pangasinan

Examinees shall report before 6:30 in the morning on the said date because latecomers will not be admitted.

Things to Bring Examination day

Here are the things to bring during the examination proper:

  • Notice of Admission
  • Official Receipt
  • One (1) piece of metered-stamped window mailing envelope
  • Two (2) or more pencils (NO. 2)
  • Ball pens (black ink only)
  • One (1) piece long brown envelope
  • One (1) piece long transparent/plastic envelope (for keeping your valuables and other allowed items)
  • Health Forms (Pursuant to Memorandum No. 68, series of 2020)
  • Negative RT-PCR Test Results, if applicable, or Certificate of Quarantine (Pursuant to Memorandum No. 68, series of 2020)

Dress Code on Examination Day

Here are the specified dress codes from PRC:

  • For male examinees, tucked-in white polo shirt with collar (without any seal, logo, or mark); decent pants or slacks
  • For female examinees, tucked-in white blouse or shirt with collar (without any seal, logo, or mark); decent pants or slacks

Prohibited Items Inside the Exam Rooms:

  • Books, notes, review materials, and other printed materials containing coded information or formulas
  • Calculators which are programmable or with embedded functions, especially CASIO FX991ES and CASIO FX-991ES plus
  • Apple, Samsung and other smart watches, cellular phones, ear plugs, transmitters, portable computers, Bluetooth and other electronic devices which may be used for communication purposes;
  • Bags of any kind (place your documents inside the transparent/plastic envelope)
  • Other examination aides not stated in this program

All personal belongings of the examinees shall be surrendered to the proctor and shall be placed in a secured space within the examination room.

The rules on the conduct of bodily search, an inspection of personal belongings of the examinees, and the seizure/confiscation of prohibited items during the licensure exam (Annex A of PRC Memorandum Order No. 57, s. 2020) shall be strictly observed.

Exam Coverage

The November 2023 Midwife Licensure Exam (MLE)  will cover the following topics:

  • Fundamentals of health care
  • Infant care and feeding
  • Primary health care
  • Professional growth and development
  • Program for November 2023 Midwife Licensure Exam (MLE)  from PRC.

Exam Statistics & Passing Rate

Prc regional offices directory.

If you have concerns and you need help from the PRC Offices, you may want to call them through these numbers:

National Capital Region (NCR)

  • National Capital Region (NCR) Office – Manila
  • P. Paredes St. cor. N. Reyes St. Sampaloc, Manila
  • [email protected]

Cordillera Administrative Region (CAR)

  • Cordillera Administrative Region (CAR) Office – Baguio City
  • Pine Lake View Building, No. 09 Otek Street corner Benjamin R. Salvosa Drive,
  • Bgy. Rizal Monument, 2600 Baguio City
  • Tel: (074) 661-9105
  • [email protected]
  • Regional Office I – Rosales
  • Government Center, Pangasinan – Nueva Viscaya Road
  • Carmay East, 2441 Rosales, Pangasinan
  • Tel: (075) 649-3798
  • [email protected]
  • Regional Office II – Tuguegarao City
  • Regional Government Center, Carig Sur, Tuguegarao City, Cagayan
  • Tele/fax: (078) 304-0701
  • Tele/fax: (078) 304-3703
  • [email protected]
  • Regional Office III – San Fernando City
  • 2nd and 3rd Floor (New) PEO Annex Building
  • Provincial Capitol Compound, Bgry. Santo Niño
  • City of San Fernando, Pampanga
  • 0956-830-5757
  • [email protected]

Region IV-A

  • Regional Office IV-A – Lucena City
  • 2nd floor Lucena Grand Central Terminal Bldg.
  • Ilayang Dupay, Lucena City
  • Tel:  (042) 373 7305
  • [email protected]

Region IV-B

  • Regional Office IV-B – MIMAROPA
  • 4/F Sunnymede IT Center
  • 1614 Quezon Avenue, South Triangle, Quezon City
  • Tel: (02) 8733-1045
  • [email protected]
  • Regional Office V – Legazpi City
  • Regional Government Center Site,
  • Rawis, Legaspi City 4500
  • Tel: (052) 481-3079
  • Fax: (052) 481-3323
  • [email protected]
  • Regional Office VI – Iloilo City
  • 2nd Floor, Gaisano Iloilo City Center Mall
  • Benigno Aquino Ave., Mandurriao, Iloilo City
  • Tel: (033) 329-2730
  • Tel: (033) 329-2733
  • Telefax: (033) 329-2410
  • [email protected]
  • Regional Office VII – Cebu City
  • HVG Arcade, Subangdaku
  • Mandaue City, Cebu
  • Tel: (32) 2535330
  • [email protected]

Region VIII

  • Regional Office VIII – Tacloban City
  • Liceo del Verbo Divino (LVD) Campus, Law Building (former Department of Agrarian Reform – DAR Office)
  • Tel: (053) 323-9729
  • Tel: (053) 832-2519
  • Tel: (053) 832-2520
  • [email protected]
  • Regional Office IX – Pagadian City
  • 4th Floor, C3 Building, Rizal Avenue
  • Pagadian City
  • Tele/fax: (062) 925-0080
  • [email protected]
  • Regional Office X – Cagayan de Oro
  • Skypark, Limketkai Center
  • Cagayan de Oro City, Misamis Oriental
  • Tel: 0995-277-8672 / 0909-197-8244
  • [email protected]
  • Regional Office XI – Davao City
  • Calamansi St., corner 1st Street
  • Juna Subdivision 8000
  • Matina, Davao City
  • Tel: (082) 234-0006 to 07
  • [email protected]
  • Regional Office XII – Koronadal
  • Regional Government Center,
  • Brgy. Carpenter Hill,
  • Koronadal City, South Cotabato 9506
  • Tel: (083) 822-0822, 24 to 27
  • [email protected]

Region XIII

  • Regional Office XIII – Butuan City
  • Robinsons Place Butuan City
  • Butuan City, Agusan Del Norte
  • Tel: 09302291575
  • Tel: (085) 815 0915
  • [email protected]

PRC LERIS Account Assistance

If you have technical concerns with the with your LERIS account, including resetting your password, mismatched record edit, and other related concerns, you may email the Licensure Exam Division through the following emails:

Exam Updates

To keep updated on the official results and other updates regarding the conduct of the November 2023 Midwife Licensure Exam (MLE) , we advise our visitors to bookmark this page, visit PRC’s official website, follow us on our social media pages:

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  • Iran J Nurs Midwifery Res
  • v.27(4); Jul-Aug 2022

Competency assessment of the operating room staff and some related factors: A multi-center cross-sectional study

Mandana cheraqpur.

1 Faculty of Nursing and Midwifery, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

Akram Aarabi

2 Nursing and Midwifery Care Research Centre, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

Masoud Bahrami

Leila akbari, background:.

Operating Rooms (ORs) are complicated environments that necessitate the improvement of OR staff's knowledge and skills to remain clinically competent and secure patient safety. The aim of this study was to assess clinical competence of OR staff in accordance with some related factors.

Materials and Methods:

This descriptive analytical cross-sectional study was conducted on 227 OR staff in nine academic hospitals. Sampling was performed from the beginning to the end of May 2019 and the samples were selected by quota sampling. Data were collected using a researcher-made questionnaire encompassing six dimensions of competency including general knowledge, specialized knowledge, general practical skills, specific practical skills, personality, and motivation. Data analysis was performed using descriptive and interpretive statistics.

The mean (SD) total score of competence was 80.99, which was optimal (11.28). The lowest score was related to the dimension of general practical skills with the mean (SD) score of 53.32 (10.26). The mean score of specialized practical skills was significantly higher in single-specialty ORs ( F = 21.53, p < 0.001). Based on multiple linear regression test, it was possible to predict clinical competency through the age and work experience (R-squared = 0.96, beta = 0.31, p = 0.022).

Conclusions:

Specialized training has overshadowed the general practical skills that are related to the observation of basic principles of patient safety apart from surgical specialization. Strengthening of competence in general practical skills need to be prioritized in empowerment programs. We need a fixed and permanent space for the continuation of educational programs designed to promote perioperative general practical skills.

Introduction

Clinical competence is an integral aspect of medical, nursing, and paramedical education. In fact, clinical competence is the ultimate efficiency of any educational system that encompasses various learning dimensions.[ 1 ] Clinical competence is defined as the skill and ability to perform safely and effectively without the need for supervision of others.[ 2 ] Furthermore, the clinical competence of nurses is described as the ability of nurses to use knowledge, skills, attitude, values, and beliefs to perform their duties in various situations.[ 3 , 4 ] Rapid change in health monitoring systems, the necessity of providing safe and cost-effective services, heightening awareness of health-related topics, and increased expectations to receive care services with an acceptable quality along with the willingness of organizations to provide health services to employ skilled workers have led to more attentions to the issue of clinical competence.[ 5 ] Workload, speed and precision of action, variety of procedures and rapid turn out of patients bring heavy responsibilities and increase competency expectations for nursing staff in Operating Room (OR).[ 6 ] ORs can also be dangerous places for patients, and some post-operative problems may be due to the lack of clinical competence, leading to patient mortality and damage.[ 7 ] Moreover, ORs are complicated environments with advanced technologies, which necessitate the improvement of OR staff's knowledge and skills.[ 8 , 9 ] In this regard, coordination with surgeons can help design ideal care plans and determine needs and other care aspects of patients.[ 10 , 11 ]

Assessment of clinical competence plays a vital role in managing the process of care provision. This assessment is extremely important to identify areas that require an upgrade, determine the training needs of nursing staff, and ensure the optimal provision of care as the most important responsibility of nursing managers in the clinical environment.[ 12 , 13 ] For instance, the staff of an eye OR, which is a specialized field, must have sufficient competence to deal with Toxic Anterior Segment Syndrome (TASS) that is a kind of noninfectious eye inflammation caused by the lack of competence in cleaning and decontamination of the eye surgery tools. Adequate knowledge of this syndrome and proper performance of the staff to prevent such conditions play a crucial role in maintaining patient safety in the OR.[ 14 ] Investigating the effect of contextual factors on clinical competence of the nursing staff, some studies have indicated that clinical competence can be affected by aging and work experience.[ 15 ] In this regard, in Sweden and Australia, the staff with 1–5 years of working experience had more competency than those with 6–10 years and more working experience. However, in Canada and Scotland, aging and work experience increased competence.[ 16 ]

As correct implementation of tasks is essential for OR staff, periodical determmination of their clinical competenc is nessesary. In addition, the knowledge of the OR managers of the clinical competence of the staff provides valuable information for the better management of the human resources. In Iran, few studies have been conducted on OR nursing staff and most studies have been on other nursing staff. This study aimed to determine the score of OR staff's clinical competence in six dimensions and some related factors with emphasis on three areas of knowledge, performance, and attitude[ 4 ] of the OR staff. Furthermore, almost all specialized fields of surgery were assessed to determine clinical competence.

Materials and Methods

This descriptive cross-sectional, multi-center study was part of a larger study. In the main research, first, a tool was designed to measure perioperative clinical competence and, then, psychometrically validated using confirmatory factor analysis method. In this research, we tried to use the tool in practical settings. All data were collected from the beginning to the end of May 2019.

The research population consisted of all OR staff in nine training health centers. In total, 227 subjects were selected by quota sampling, which is a non-probability sampling method, in which a quota is considered for each of the classes or subgroups of the community under study. The non-probability method selects samples from available individuals proportioned to the number of each class or group encompassing the statistical population. We considered 95% confidence interval, the maximum error of estimate of 0.1S ('S’ is estimation of standard deviation for clinical competency score), population number of almost 500 subjects and 10% estimation for missing data. The inclusion criteria were 1 year of work experience, no sudden bad incident in previous 6 months, and willingness to participate in the study. The exclusion criterion was incomplete questionnaires. Participation in the study was voluntary and informed consent was obtained from all participants and they were ensured that their personal information would remain confidential.

We used a researcher-made questionnaire, which contained two parts; the first part was related to demographic characteristics including age, sex, level of education, clinical work experience, and the class of OR based on the specialty. The ORs of nine educational medical centers were classified into three classes of single-specialty (included five centers with surgery specialties only in one branch of gynecology, pediatrics, urology, ophthalmology, or cardiology); double-specialty (included two centers with surgery specialties of orthopedics-neurosurgery or burn-reconstructive/plastic); and multi-specialty (included two centers with all surgery specialties, except ophthalmology and cardiology).

The second part was related to the dimensions of clinical competence including: 1) general knowledge (11 items); 2) specialized knowledge (13 items); 3) general practical skills (18 items); 4) specific practical skills in the fields of ophthalmology (12 items), gynecology (9 items), orthopedics (13 items), urology (14 items), cardiology (12 items), thorax (10 items), pediatrics (12 items), plastic and reconstructive surgery (11 items), Ear, Nose and Throat (ENT) (12 items), general surgery (12 items), neurology (8 items); 5) personality (13 items); and 6) motivation (6 items). Each item was scored based on a five-point Likert scale. The responses in the general and specialized knowledge sections were “completely aware,” “aware,” “no comment,” “not fully aware,” and “unaware.” In the practical skills section, the responses were “I do completely,” “I usually do,” “no comment,” “I sometimes do,” “I do not do.” In the personality and motivation part, the responses were “completely agree,” “agree,” “no comment,” “disagree,” and “completely disagree.” One score was given to each item of the questionnaire. The total score was reported from 100 in three categories as follows: 1) favorable clinical competence: >75; 2) relatively favorable clinical competence: 50–75; 3) unfavorable clinical competence: <50. With regard to the scoring of a specialized field that was different in each person, after calculating the score of the related specialized field, the obtained score was added to the total score of the other five dimensions and, finally, the score was calculated from 100. The questionnaire's items in each dimension were selected based on the opinions of experts and through reviewing related texts, books, and websites in the area of OR competence care of the patient in surgery. During the process, we used the opinions of faculty members, heads of departments of other universities in the country, and some key staff working in ORs. These individuals were selected based on the level of education and work experience in various fields of the ORs. The validity of the questionnaire was confirmed quantitatively by calculating the relative coefficients of Content Validity Ratio (CVR) and Content Validity Index (CVI). To this end, the questionnaire was provided to seven faculty members with more than 20 years of experience in education of perioperative nursing and surgical technology in several different cities to share their opinions about each item in a determined scale.[ 17 ] The indexes of “it is necessary, it is beneficial, and it is not necessary” were considered in the estimation of CVR. All items with the content validity of ≥0.99% were kept and the rest were removed. In total, 138 out of 210 items met the criteria and the rest were eliminated from the study. Furthermore, the indexes of “simplicity, clarity, and relevance” were considered in CVI assessment. In this regard, the items with a score above 0.79% were considered suitable and kept in the study. In CVI calculation, first, the validity index was calculated for all items and then for the whole instrument (S-CVI). Meanwhile, the minimum score of the items was 0.80%, and the total credit content index of the instrument was 0.88%. In this research, the high number of items and variables under study led to the use of confirmative factor analysis method. According to the results, all phrases were placed in a group with a correlation coefficient above 60%, which is an acceptable amount of correlation in the factor analysis method. The full information on the use of factor analysis will be detailed in another article. Additionally, the instrument's reliability was determined using Cronbach's alpha and the retest technique. The test–retest method was performed by presenting two tests to 22 subjects at a time interval of 2 weeks, with a correlation coefficient of r = 0.90%. In a 20-sample population, the Cronbach's alpha was estimated to be 0.89%. In addition, the Cronbach's alpha was estimated to be 0.88%, 0.91%, 0.85%, 0.96%, 0.88%, and 0.88% for the dimensions of general knowledge, specialized knowledge, general practical skills, specific practical skills, personality, and motivation, respectively.

The staff were asked to fill in the questionnaire at the beginning of the morning shift and then give it back to the researcher. The researcher was present during filling of the questionnaire so that no data would be missed. Some of the staff had no information about a few of the items at all; the researcher first allowed them to fill the questionnaire and took it from them, and then provided the necessary explanations. As mentioned earlier, in the specific practical skills dimension, we assessed 11 separate fields of surgery each of which assessed one surgical specialty in a separate form. In single-specialty and double-specialty centers, we asked the staff to fill one of them according to their special working area in OR. In multi-specialty centers, as some staff may have worked in different surgical specialties in different days, we asked them to fill one related area they mostly worked in during a week. The completion of each questionnaire took 30 min.

Data analysis was performed in SPSS version 21 (SPSS Inc., Chicago, IL, USA). Means and standard deviations were calculated for scoring clinical competency. T-test, one-way analysis of variance with post-hoc Scheffe test and Pearson's correlation coefficient with multiple linear regression were computed to examine the association between demographic characteristics and clinical competency. Partial eta-squared and Cohen's d were also calculated for effect size (0.01 = small, 0.06 = medium, 0.14 = large and 0.20 = small, 0.50 = medium, 0.80 = large, respectively). p values of < 0.05 were considered significant.

Ethical considerations

This study was approved by the Ethics Committee of Isfahan University of Medical Sciences (Project number IR.MUI.REC.1397.3.772). Before participating in the study, all the participants were given sufficient explanation about the aim and method of the study. In addition, a written informed consent was obtained from all the participants. The participants were also assured that the data was confidential and that they could leave the study at any time.

Demographic characteristics, general clinical competence, and clinical competence based on its dimensions

The mean age of OR staff was 33.52 (6.74) years and the mean work experience was 10.89 (6.79) years. Generally, 179 subjects (80.30%) were females and 48 (19.70%) were males. In terms of the level of education, the participants were divided into four subgroups of OR technicians with associate degree ( n = 60, 25.90%), OR technologists and OR nurses with bachelor's degree ( n = 148, 65.60%) and ( n = 16, 7.10%), and OR graduates with master's degree ( n = 3, 1.30%). Regarding the environment of ORs, 72 subjects (32.90%) were working in single-specialty, whereas 63 (28.80%) and 84 (38.40%) subjects were working in two-specialty and multi-specialty, respectively. The mean and standard deviation of the total score of clinical competence and frequency distribution of the total score of clinical competence based on six dimensions are presented in Table 1 .

Descriptive indicators of clinical competence score based on the dimensions

Relationship between clinical competence and demographic characteristics

Pearson's correlation coefficient respectively showed a poor and a borderline positive significant relationship between the variable of work experience and general knowledge ( p = 0.020), specific knowledge ( p = 0.050), and general practical skills ( p = 0.050) [ Table 2 ]. The variable of specific practical skills was also significantly correlated with age and work experience ( p = 0.007, p < 0.001), which is shown in Table 3 . Multiple linear regression test showed the possibility to predict clinical competency through the age and work experience (R-squared = 0.96, beta = 0.31, p = 0.022). According to the results of the independent t -test and analysis of variance, no significant correlation was observed between general and specific knowledge and also between general practical skills and gender and level of education.

The relationship among general knowledge, specific knowledge, general practical skill, and quantitative demographic variables

*Mean general knowledge. **Pearson’s correlation coefficient. ***Mean specific knowledge. ****Mean general practical skill. *****significant ( P )

The relationship between specific practical skills and quantitative demographic variables

*Mean specific practical skills. **Pearson’s correlation coefficient. ***Significant ( p )

Relationship between clinical competence and the classes of OR (Single, double, or multi-specialty)

According to the results of analysis of variance, general and specialized knowledge and general practical skills were not significantly correlated with the variable of the classes of ORs (single, double, or multi-specialty). Specific practical skills score and emotion score were significantly correlated with the classes of ORs ( F = 21.53, p < 0.001) ( F = 4.49, p = 0.010) [Tables ​ [Tables4 4 and ​ and5]. 5 ]. The post-hoc Scheffe test revealed that the mean score of specific practical skills and the mean score of emotion in single-specialty ORs were significantly higher than double- and multi-specialty ones. The effect size for each dimension was very small (<0.20).

The relationship between specific practical skills and the class of operating rooms

*Mean specific practical skills score. ** F for ANOVA. ***significant ( P )

The relationship between emotion score and the class of operating rooms

*Mean emotion score. ** F for ANOVA. ***significant ( p )

The total mean score of the clinical competence of the participants was optimal. In this regard, our findings are in line with the results obtained by Sykes et al .[ 18 ] with regard to the dimension of specific practical skills. However, the mentioned researchers defined clinical competence differently, and the OR staff who, according to the self-report form, could perform at least 60–80% of the duties of scrub as well as the circular staff in surgical procedures, were considered to be competent.

According to the results of the present study, the highest scores were given to the personality and motivation dimensions of clinical competence. In this respect, our findings are inconsistent with the results obtained by Wang et al .[ 19 ] in China. Clinical competence was evaluated in four dimensions in the mentioned study, and the highest scores were given to the dimensions of specialized knowledge (40%) and personality and motivation (30%), whereas the lowest scores in the present study in the dimensions of personality and motivation were 89% and 79%, respectively. This means that, in this study, the lowest scores in the dimensions of personality and motivation were still higher than the highest scores in the study of Wang et al .[ 19 ] In addition, Lim and Yi[ 20 ] compared the staff of two ORs and general surgery wards in terms of the dimensions of communication and interpersonal communication ability of clinical competence. According to their results, OR was a relatively more complicated and specialized environment, compared to the general surgery ward, and required competent staff to establish interpersonal relationships. However, the clinical competence of the OR staff was lower than the general surgery wards. Meyer et al .,[ 21 ] Breedt and Labuschagne[ 22 ] reported personality as an important factor for skill training in the workplace, which can affect the OR staff's clinical competence and learning. They introduced the OR staff as perfectionist people who were quick, swift, accountable, and accurate when present there. Moreover, Hasandoost et al .[ 23 ] introduced personality traits as one of the effective areas in improving the clinical competence of nurses.

In the present study, the lowest score belonged to the dimension of general practical skills, and the clinical competence of the samples was unfavorable in this regard. Based on the results of Wang et al .,[ 19 ] the lowest score was obtained for the dimension of 'practical function,’ which was similar to the dimension of general practical skills in the current research. In another study that assessed the clinical competence of staff in various wards, the OR staff had an undesirable status in terms of practical and functional skills.[ 24 ] The low score of the general practical skills in the present study might be due to the defects in continuing education programs and also inadequate educational content during the study at the university. While the topic of patient safety is frequently emphasized in continuous education and retraining programs in our healthcare centers, important measures such as “final announcement” (as a part of the 'Time-out’ procedure) before surgery have always been forgotten, and even some persons in this study did not remember the exact meaning of 'Time-out’ as an item in the clinical competence questionnaire. However, improving the content of university courses might be one of the most important factors for training competent OR nurses.[ 16 ] In this regard, Lim and Yi[ 20 ] argued that while work experience increased the clinical competence of the staff, it was skill training and proper functioning of the academic course that more improved the clinical competence of nurses.

In a study on OR nursing students and anesthesia nursing students, the instructor was introduced as the most important factor affecting the quality of clinical education.[ 25 ] In this respect, given the unpredictable and stressful nature of the OR environment, the training is not properly offered by the instructor in the OR. Therefore, learning opportunities are not always supported in this environment. Moreover, OR staff perform their tasks quickly and have no time to explain these tasks to the students. Nevertheless, clinical skills can be improved by the mentoring role of experienced and competent staff, and instructors play a considerable role especially in increasing general functional skills.[ 26 ]

In the present research, the items of 'Sign-out (measures taken before the transfer of the patient from the surgery room to the post-anesthesia care unit) and Time-out (measures taken before a surgical incision)’ were among the dimensions of general practical skills. Indeed, 'Sign-out and Time-out’ are safety checklist components used to maintain the patient's safety and health immediately before and after surgery.[ 10 , 27 ] Among the items of 'Time-out’ stage, the highest percentage of responding “I completely do” was related to the item of “tool sterility check,” whereas the lowest percentage of responding “I completely do” was related to the item of “confirming the correctness of the surgical site just before the incision is made.” With regard to the 'Sign-out’ stage, the highest percentage of responding “I completely do” was related to the item of “observing the correct principles of storage and collection of samples and biopsy in the role of scrub and circular”, whereas the lowest percentage of the mentioned response belonged to the item of “measures before transition of the patient to the recovery room by the circular person” in the dimension of general practical skills. In this regard, our findings were in line with the results obtained by Weiser and Haynes[ 28 ] where they reported lack of adherence to WHO safe surgery checklist in some items. This is while one-third of postoperative mortality and lethal complications have decreased by a complete adherence to 'Sign-out and Time-out.'[ 10 ]

In this study, we found that while 'specific knowledge’ and 'general practical skills’ were insignificantly correlated with work experience ( p = 0.05), they were significantly correlated with the variable of the age; moreover, 'specific practical skills’ was significantly correlated with work experience and age. By contrast, Farzi et al .[ 29 ] and Faraji et al .[ 15 ] found a direct relationship between age and applying theoretical and practical knowledge. Similarly, a positive relationship was observed between age and spiritual and emotional intelligence in the study of Shabani et al .[ 30 ] Although aging itself is often related to more work experience, there was no relationship between age and all competence dimensions in this study (r = 0.12, p = 0.06 and r = 0.10, p = 0.13). Thus, this question may be raised: does age and work experience increase the competence and abilities of the staff? In a comparative study on OR staff in four countries of Australia, Sweden, Canada, and Scotland, the participants were divided into three categories (1–5, 6–10, and >10 years) based on their work experience in the OR. The results showed that the clinical competence of the staff with a work experience of 1–5 years in Sweden and Australia was higher than those with a work experience of 6–10 and more. However, competence improved by aging and higher work experience in Canada and Scotland.[ 16 ] Therefore, the effect of age and work experience on clinical competence is not sustainable and varies in different contexts. Accordingly, we need to separate age and work experience from each other as there are older staff with lower work experiences. Despite the positive relationship between these two variables in some countries like Sweden and Australia, it is not common in our country.

In the present study, there was no significant relationship between academic degree and clinical competence. According to Farzi et al .,[ 29 ] academic degree was correlated with the clinical competence of the subjects. In addition, the comparative study performed in four countries of Australia, Sweden, Canada, and Scotland also demonstrated a significant association among level of education, clinical judgment, and patient care.[ 16 ] This difference might be due to the minimum variance in academic degrees in current study compared to the two other mentioned studies, as most subjects had bachelor's degree.

In this study, gender was not significantly correlated with general and specialized knowledge and also with general and specialized skills, which is consistent with the results obtained by Karimi-Moonghi et al .,[ 31 ] Healey et al .,[ 32 ] and Faraji et al .[ 15 ] Nevertheless, in a study on master intensive care nursing students, female nurses enjoyed higher clinical competence than male ones in all items (e.g. practical skills, individual management, care management, and patient-centered care).[ 33 ] Moreover, in the study of Gillespie et al .,[ 16 ] the female staff in all four countries of Australia, Sweden, Canada, and Scotland had a higher clinical competence than the male staff. Accordingly, we finally can conclude that gender is a considerable variable in relation to clinical competency.

In the present research, the mean score of clinical competence in the dimension of specialized practical skills was higher in single-specialty ORs than multi-specialty ORs. Given the fact that OR is a specialized environment, it is necessary for the staff to have a set of specialized knowledge and skills with regard to their field of study and the type of OR environment.[ 26 ] In a research conducted in Iran, the researchers compared the clinical competence of the staff in various wards including the OR, CCU, ICU, emergency department, and inpatient wards. It was indicated that the staff working in CCUs and the ICUs were clinically more competent than those working in the emergency departments and ORs.[ 24 ] As the samples of this study had been selected only from non-specialized ORs, where specialized, super-specialized, and minimally invasive surgeries would not be performed, this study would not be representative of all OR environments. Furthermore, in our country staff working in CCUs and ICUs have more educational facilities and more opportunity to enhance their learning and are also supervised more. However, the relationship between working in a specialized environment and the clinical competence score, like that of age and work experience variables, is highly context-dependent. Thus, in a research conducted in South Korea, the competence and performance of OR nurses increased in relation to age and work experience in both non-specialized and specialized ORs.[ 34 ]

Although self-expression is a common way of examining the clinical competence of medical staff, the limitation is that it is possible to obtain unrealistic findings especially in examining the dimensions of personality and motivation in comparison to other dimensions of clinical competence. Therefore, the researcher attempted to use a combination of negative and positive items to reduce the possibility of unrealistic responses in these dimensions. Another limitation is that although we used quota sampling method, in each quota entrance of people were convenient than self-selection bias having occurred (e.g., an occasional interest in selecting staff according to sincerity), diminishing generalizability of the findings to the entire population of interest. Nevertheless, we tried to measure clinical competence through a validated tool considering all surgical fields separately and based on our context.

The empowerment of medical staff has been one of the most important concerns of managers, especially in recent years. The findings of the present study showed that strengthening clinical competence in general practical skills dimension needs to be prioritized in empowerment programs of OR staff. Our findings provided the information required for making educational planning to improve clinical competence in this dimension. An overview shows that most in-service training programs in the ORs of our country include specialized training. This has overshadowed the dimension of general practical skills that are related to the observation of basic principles of patient safety apart from surgical specialization. As such, it is recommended that this dimension be improved by sustainable education. Healthcare centers need to allocate a fixed and permanent space to sustainable educational programs for training perioperative general practical skills.

Financial support and sponsorship

Research deputy of Isfahan University of Medical Sciences

Conflicts of interest

Nothing to declare.

Acknowledgments

Certainly, this study would not have been possible without the cooperation of nursing staff of the hospitals. Hereby, we appreciate and thank all the participants and those involved in this study, as well as Isfahan University of Medical Sciences for funding this project (Project number IR.MUI.REC.1397.3.772).

Exploring the role of reflection in nurse education and practice

Affiliation.

  • 1 Waterside Campus, University of Northampton, Northampton, England.
  • PMID: 35403391
  • DOI: 10.7748/ns.2022.e11605

Reflection is an essential element in every nurse's practice and is embedded in the Nursing and Midwifery Council's code of conduct - the UK nursing regulatory body's code of professional standards of practice and behaviour. The application of reflection to practice has clear advantages, for example it enables nurses to learn from clinical events and adapt and enhance their skills. This article explores the role of reflection in nursing practice, considers the use of reflective models and explores how nurses can overcome barriers to reflection in their everyday practice. These barriers include psychological stress or discomfort when revisiting challenging clinical experiences, which may have been exacerbated during the coronavirus disease 2019 (COVID-19) pandemic.

Keywords: COVID-19; continuing professional development; coronavirus; education; mental health; professional; reflection; stress.

© 2022 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

  • COVID-19* / epidemiology
  • Education, Nursing*
  • Nurse's Role

Category: Room Assignment

Room assignment —  april 2023 midwives licensure exam.

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room assignment april 2023 midwives licensure exam

The list of room assignments for the April 2023 Midwives Licensure Exam is released by the Professional Regulation Commission (PRC) weeks before the exams. See room assignments below!

Table of contents

Manila – pwd, cagayan de oro, rosales, pangasinan, zamboanga – added to list, what to bring on exam day, what not to bring on exam day, what to wear on exam day, covid-19 protocols during the exam day, exam subjects and general instructions.

Disclaimer: WhatALife! is not in anyway affiliated with PRC. The information posted in this page is sourced from the official PRC website ( www.prc.gov.ph ).

The exams will be conducted in different parts of the Philippines, including NCR, Baguio, Cagayan de Oro, Cebu, Davao, Iloilo, Koronadal, Legaspi, Lucena, Pagadian, Pampanga, Rosales, Tacloban, Tuguegarao, and Zamboanga. The exam will take place on April 13 & 14, 2023.

The exam is administered by the Board of Midwifery headed by Melchor C. Dela Cruz, Jr., Chairman; Lerma M. Valenzuela, Corazon F. Landicho, Lourdes S. Mangahas and Liwayway M. Piedad, Members.

Room Assignment — April 2023 Midwives Licensure Exam

Related information.

Here are the things to bring during the examination proper:

  • Official Receipt of payment of application for examination
  • Notice of admission
  • One (1) piece metered-stamped window mailing envelope
  • Two (2) or more pencils (No. 2)
  • Ballpens with black ink only
  • One (1) piece long brown envelope
  • One (1) piece long transparent/plastic envelope (for keeping your valuables and other allowed items)
  • Health Forms (Pursuant to Joint Administrative Order No. 01 (s 2021))
  • Negative RT-PCR Test Results,  if applicable, or Certificate of Quarantine or Certificate or copy of Vaccination Card for fully vaccinated examinees to the proctor on the examination day.
  • Books, notes, review materials, and other printed materials containing coded data/information/formula 
  • PROGRAMMABLE CALCULATORS, especially CASIO FX991ES and CASIO FX-991ES plus
  • CELLULAR PHONES, EARPLUGS, TRANSMITTERS, PORTABLE COMPUTERS, SMART WATCHES, BLUETOOTH and other electronic gadgets/devices which may be used for communication purposes.
  • Any type of bag
  • Other examination aides not stated
  • For male examinees, a tucked-in white polo shirt with collar (without any seal, logo, or mark) paired with decent pants or slacks.
  • For female examinees, a tucked-in white blouse or shirt with collar (without any seal, logo, or mark) paired with decent pants or slacks.

During the PRC licensure exams, the following precautionary health and safety rules must be followed at all times:

  • Observe physical distancing of at least two (2) meters between examinees.
  • Examinees shall be restricted to their assigned seat;
  • Wear face mask (at least 3-ply surgical mask, preferably N95 mask) and face shield at all times; 
  • Bring 70% ethyl alcohol for hand disinfection;
  • Avoid close contacts like “beso-beso”, hugging, handshake, and directly touching other persons;
  • Avoid touching one’s eyes, nose, and mouth;
  • When sneezing and/or coughing, facial tissues must be used to wipe the nose and mouth areas. Dispose of used facial tissues properly; and
  • Avoid spitting in public, on floors, and along corridors. 

Good luck future Midwives! – WhatALife!

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room assignment for midwifery 2022

ROOM ASSIGNMENTS: February 2022 Psychometrician Licensure Exam

MANILA, Philippines – The Professional Regulation Commission (PRC) released the list of room assignments for the February 2022 Psychometrician licensure exams few days before the exams.

The Psychometrician licensure exams will be conducted on February 8-9, 2022 at PRC testing centers located at NCR (Metro Manila), Baguio, Cagayan de Oro, Cebu, Davao, Iloilo, Koronadal, Legaspi, Lucena, Pampanga, Rosales, Tacloban, Tuguegarao and Zamboanga. The Board of Psychology is headed by its Chairman, Ms. Miriam P. Cue and its members, Ms. Alexa P. Abrenica (inhibited) and Ms. Imelda Virginia G. Villar.

Examinees are advised to verify the room assignments to the links below or through the notices and announcements to be posted at the PRC official website. Here is the room assignments for the February 2022 Psychometrician licensure exams.

  • Manila (PWD)
  • Manila (Added to the list)
  • Cagayan de Oro
  • Tuguegarao (PWD)

Examinees shall report before 6:30 in the morning on the said date because late comers will not be admitted.

Other Story

  • How to Pass Licensure Exam? Tips from Board Passers

What to bring on the day of exams?

Here are the things to bring during the examination proper:

  • Notice of Admission
  • Official Receipt
  • One (1) piece of metered-stamped window mailing envelope
  • Two (2) or more pencils (NO. 2)
  • Ball pens (black ink only)
  • One (1) piece long brown envelope
  • One (1) piece long transparent/plastic envelope (for keeping your valuables and other allowed items)
  • Health Forms (Pursuant to Joint Administrative Order No. 01, series of 2020)
  • Negative RT-PCR Test Results (if applicable), or Certificate of Quarantine or copy of the Complete Vaccination Card for fully vaccinated examinees to be submitted to the proctor on the examination day.

What to wear on examination day?

Here are the specified dress codes from PRC:

  • Male examinees: Any scrub suit/ white polo shirt or T-shirt with collar without any logo mark or seal, tucked-in pants/slacks
  • Female examinees: Any scrub suit/ white blouse or T-shirt with collar without any logo mark or seal, tucked-in pants/slacks

What are not allowed during board exams?

  • Books, notes, review materials, and other printed materials containing coded information or formulas
  • Programmable calculators
  • Apple, Samsung and other smart watches, cellular phones, ear plugs, transmitters, portable computers, Bluetooth and other electronic devices which may be used for communication purposes;
  • Bags of any kind

Board exams during the COVID-19 pandemic

The following precautionary health and safety guidelines shall be observed at all times during the conduct of the PRC licensure exams:

  • Wearing of face mask and face shield. Examinees are also required to bring alcohol-based sanitizers.
  • Examination personnel shall be provided with face mask, face shield and latex gloves.
  • Observe physical distancing by maintaining 1-meter distance from one another.
  • Body temperature will be checked using thermal scanner prior to entry at examination premises. Those with fever, colds or cough are not allowed to take the exams. Their payment will not be forfeited and can be used in the next licensure exam.
  • Examinees are advised to bring their food as they will not be allowed to exit the examination room during break time and lunch time.
  • Examinees shall sanitize before entering the examination room, after using the rest room and before distribution of test questionnaires.

PRC added that they will not be responsible of any lost personal belongings.

2022 Psychometrician Licensure Exam Schedule

Shown below is the schedule of the 2022 Psychometrician licensure exams:

Reference(s)

  • Program for Psychometrician licensure exams for February 2022 from PRC.

For those who want to clarify something, PRC advised to email them through the Licensure Exam Division at below contacts:

  • [email protected]

To receive regular updates about February 2022 Psychometrician board exam as well as other related announcements, we advise our visitors to bookmark this page, visit PRC official website, follow us at our social media pages via  Facebook  and  Twitter  or join the members discussions at our  Facebook Group .

If you have comments/reactions about this article, feel free to share it at the comment section below.

Room assignment for Psychometrian examination

Partially and unvaccinated not allowed on to take the exam at PRC Lucena. Thanks to help us on that.

Hay, po nakapag file po ako for PSYCHOMETRICIAN board exam, at may NOA na po ako, ang problema ko wala ako sa listing ng mga mag eexam dito sa Davao City. Ano pong gagawin ko? Plsss. Help po, yong oras po ang sayang kung hindi ako maka exam this Coming February 8 and 9. Plss.

saan po kaya naka post ung announcement na dapat may dalang antigen test sa lucena? kasi ung pamangkin ko hindi aware sa rule na yon so hindi po sya pinayagan mag-exam ????

is it required to enroll in a review center for an applicant to be considered to take the exams? I am planning for self-review since I do not have the money to pay for review center and secondary reason is I am more comfortable to review -study in my set program phase without worrying about trying to catch up with the learning progress of co-reviewee ( if in case I enroll in a review center).

Is it lawful for my university to deny me of my rights to take the Licensure examinations for Psychometrician if I will not enrol in a review center?

(College admin declared that they will not issue a TOR with FOR BOARD EXAMINATION remarks if the applicant did not enrol in a review center).

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    The exam will take place on November 09 and 10, 2022. The exam is administered by the Board of Pharmacy headed by Dr. Adelina C. Royo, Officer-In-Charge; Dr. Mildred B. Oliveros and Mr. Anthony Aldrin C. Santiago, Members. Room Assignment — November 2022 Pharmacists Licensure Exam NCR

  19. Room Assignment

    The list of room assignments for the April 2023 Midwives Licensure Exam is released by the Professional Regulation Commission (PRC) weeks before the exams. See room assignments below! Table of contents Room Assignment — April 2023 Midwives Licensure Exam Manila Manila - PWD Baguio Butuan Cagayan de Oro Cebu Davao Iloilo Koronadal Legazpi Lucena

  20. Blyss Young, LM, CPM on Instagram: " 2022 in review ⭐️ As 2021 came to

    169 likes, 29 comments - birthingblyss on January 1, 2023: " 2022 in review ⭐️ As 2021 came to a close it became clear that my original plan of a B..."

  21. MIDWIFE

    Payment: P600.00. Graduate Midwife. *Record of twenty (20) DELIVERIES actually handled and signed by Supervisor/Tutor. Signatory of cases should have undergone the training on Expanded Functions under RA 7392 (see IRR Resolution No. 100) Signed by Principal or Dean duly notarized. Five (5)SUTURES and Five (5) IVF INSERTION.

  22. ROOM ASSIGNMENTS: February 2022 Psychometrician Licensure Exam

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  23. Midwife-assisted home births are on the rise. High-risk ...

    In 2022, the most recent year for which complete data are available, there were 46,183 home births, a 56% increase since 2016. These home births were planned as such — they were not surprises ...