Patient-Centered Care Education and Healthcare Business Competency in Inclusive Learning Environments

Abstract

This study examined patient-centered care education and healthcare business competency among students in inclusive higher education in Zamboanga del Sur, Philippines. Anchored on the need to prepare learners for ethical, inclusive, and service-oriented healthcare environments, the study aimed to determine the level of students’ patient-centered care education, assess their healthcare business competency, and test the relationship between the two variables. A quantitative descriptive-correlational design was employed with 68 student-respondents selected based on enrollment, willingness to participate, and completion of the survey instrument. Data were gathered using a structured Likert-type questionnaire and analyzed through mean, standard deviation, frequency, percentage, and Pearson product-moment correlation. Results showed a high level of patient-centered care education (M = 3.42, SD = 0.41), with empathy and respect for patient dignity as the highest-rated indicator. Healthcare business competency was also rated high (M = 3.29, SD = 0.45), with professionalism receiving the highest mean. A significant positive relationship was found between patient-centered care education and healthcare business competency (r = 0.612, p < 0.001). The study concludes that strengthening patient-centered care education may support healthcare business competency development in inclusive higher education.