Clinical Instructor Behavior and Student Engagement of Nursing Students in A Catholic Higher Educational Institution

Abstract

Background: The engagement of the faculty to teach the students could be affected by too much workload, fatigue, and/or burnout.  Although the college is experiencing growth driven by the demand, this growth simultaneously puts pressure on the faculty, who are crucial for delivering quality education and fostering the engagement necessary to produce competent and empowered nurses.  Aim: This study aimed to assess clinical instructor behavior and student engagement among Level 3 and 4 nursing students at a Catholic higher educational institution. Study Design: This study utilized descriptive, comparative, and correlational research designs. Place and Duration of Study: This was conducted at the Nursing Department of a Catholic higher educational institution during the academic year 2024-2025. Methodology: This study employed descriptive, comparative, and correlational research designs to assess the extent of clinical instructor behavior and nursing student engagement among Level 3 and 4 students, the significant differences existed in student engagement based on these groupings, and the relationship between instructor behaviour and student engagement. Results: The clinical instructor behavior was rated very great as a whole, and when the BS Nursing students were grouped according to sex and year level in the areas of clinical experience, teaching skills, clinical competency, and professional acceptability. Meanwhile, the degree of student engagement, in all its domains such as meaningful process, participation, and focused attention, is very high.  There is no significant difference in the degree of student engagement when students are grouped according to sex and year level. Finally, there is a significant positive correlation between student engagement and instructor behavior. Conclusion: This study strongly concludes that Bachelor of Science in Nursing students hold highly positive perceptions of their clinical learning environment and engagement. Positive perceptions of clinical instructor behavior (clinical experience, teaching skills, competency) are consistent across genders and year levels, indicating a robust program with well-regarded instructors and valuable experiences. Student engagement is also very high across gender and year level, suggesting an environment that effectively captures and maintains student interest. Overall, the findings depict a highly successful BS Nursing clinical education component where excellent instruction and opportunities drive high student engagement across all demographics.