Atty. Gavino S. Nuñez II*, Judy Ann Ferrater-Gimena, Piluchi Victorina Villegas, Nathan – Luke C. Liston, Mary Kresten Grace Dones, Loise Arvye Dumdum, Princess Lores Desamparado, and Cristine Ligan (Authors)
Abstract
The Unang Yakap policy is a vital component in the nursing profession. The skills and knowledge of Bachelor of Science in Nursing (BSN) students on this policy are crucial in providing the quality care required for both mother and child during their most vulnerable state, making it an essential aspect of nursing education. This study determined the level of knowledge in the Unang Yakap Policy among the BSN students in the University of Visayas in terms of the four time-bound interventions and its correlation with their sex, number of cord care cases, and performance evaluations in both return demonstration and clinical exposure in Immediate Newborn Care (INC). Results showed that the majority of the participants were females; they had three (3) cord care cases; achieved very good ratings in both the return demonstration and performance evaluation for Immediate Newborn Care [INC]. Moreover, they had adequate knowledge within 30 seconds of life and within 90 minutes after delivery; meanwhile, they had basic knowledge within 1-3 minutes of life and had superior knowledge after 30 seconds of life. Hence, there is a significant relationship between the profile of the participants and their level of knowledge on the Unang Yakap Policy. The conclusion revealed that hands-on training, such as return demonstrations and actual procedure performance, significantly enhances students’ understanding of the Unang Yakap Policy’s time-bound interventions. As such, it is recommended that deeper integration of the Unang Yakap Policy—particularly the third time-bound intervention, delayed cord clamping—be further implemented into nursing education. Future research should further investigate the long-term impact of return demonstrations, challenges encountered in clinical application, and demographic factors that influence knowledge level. Through these steps, nursing institutions can ensure that future nurses are not only knowledgeable but also proficient in quality newborn care.
Keywords: Unang Yakap policy, knowledge, newborn
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0403450
Recommended citation:
Nuñez, G. S., II., Ferrater-Gimena, J. A., Villegas, P. V., Liston, N. L. C., Dones, M. K. G., Dumdum, L. A., Desamparado, P. L., & Ligan, C. (2025). Are our future nurses ready? Assessing Unang Yakap policy knowledge among students in a College of Nursing. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4842-4850. http://doi.org/10.69651/PIJHSS0403450
Read the full text
References
Ahmad Khan, M. S., & Ahmad, I. (2019). Herbal medicine: Current trends and future prospects. In M. S. Ahmad Khan, I. Ahmad, & D. Chattopadhyay (Eds.), New look to phytomedicine: Advancements in herbal products as novel drug leads (pp. 3–13). Academic Press.
Abu-Irmaileh, B. E., & Afifi, F. U. (2003). Herbal medicine in Jordan with special emphasis on commonly used herbs. Journal of Ethnopharmacology, 89(2–3), 193–197. https://doi.org/10.1016/S0378-8741(03)00283-6
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
Bhandari, P. (2023). Correlational research | When & how to use. Scribbr. Retrieved November 27, 2024, from https://tinyurl.com/mshv62p2
Department of Health [DOH]. (2025). Herbal medicine guide. Republic of the Philippines. Retrieved February 7, 2025, from https://tinyurl.com/ya6tf74e