Academic Challenges and Coping Strategies of Clinical Instructors in the Nursing School in Nueva Ecija, Philippines

Abstract

Aim: This study aimed to determine the academic challenges encountered by clinical instructors in nursing schools and the coping mechanisms they employ, as well as examine the relationship between their profile, perceived challenges, and coping strategies. Methodology: A descriptive-correlational research design was utilized. A total of 80 clinical instructors were selected through simple random sampling from nursing institutions in Central Luzon, Philippines. Data were collected using a structured, self-administered questionnaire with established reliability (Cronbach’s alpha = 0.89; overall reliability = 0.82). Descriptive statistics, including frequency, percentage, and weighted mean, were used to summarize the data, while Spearman’s rank correlation coefficient (ρ) was employed to determine relationships among variables at a 0.05 level of significance. Results: Findings revealed that respondents were predominantly mid-career professionals with advanced educational qualifications and large teaching loads. Perceived academic challenges were generally low (overall means: workload = 2.46; resources = 1.31; professional development = 1.31), with moderate concerns noted in time management. In contrast, coping mechanisms were rated very high (overall means: workload = 3.67; resources = 3.93; professional development = 3.96). No statistically significant relationships were found between respondents’ profile variables and their perceived challenges or coping mechanisms (p > 0.05). Conclusion: Clinical instructors demonstrate strong adaptability and effective coping strategies despite moderate workload demands. Institutional support systems and professional development opportunities play a key role in maintaining low perceived challenges and high teaching effectiveness.