Struggling Through Transition: The Lived Experiences of Novice Clinical Instructors in Nursing Education

Abstract

The transition from clinical nursing practice to academic teaching presents significant professional and personal challenges for novice clinical instructors. This study explored the lived experiences of novice clinical instructors transitioning to academic teaching in a selected private nursing school in Tagum City. A qualitative descriptive phenomenological design was employed involving nine novice clinical instructors with less than three years of teaching experience who were purposively selected. Data were collected through semi-structured, in-depth interviews and analyzed using Colaizzi's phenomenological method. Four major themes emerged: (1) Challenges in Transitioning from Clinical Practice to Academia, (2) Adjusting to New Responsibilities and Developing Teaching Competence, (3) Development of Professional Identity and Fulfillment, and (4) Evolving Perception of Being a Clinical Instructor. Participants initially struggled with role transition, teaching responsibilities, communication, technology use, and student supervision but gradually developed competence through mentoring, continuous learning, and reflective practice. As the study was conducted at a single private nursing school, the findings may not be generalizable to other settings. The study highlights the importance of structured orientation, mentoring, and continuous faculty development programs to support novice clinical instructors and strengthen nursing education.