CHALLENGES AND COPING STRATEGIES OF SKILLS

LABORATORY INSTRUCTORS IN A VIRTUAL SET-UP

___________________________________

A Thesis

Presented to the Faculty of the

College of Nursing

University of Cebu- Banilad

Cebu City, Philippines

_________________________

In Partial Fulfillment

of the Requirements for the

Degree of Bachelor of Science in Nursing

___________________________________________

by:

CHEEZA JOY A. ARDINES MAE FLOR B. CHAVEZ

JEAN MARIE T. LIBRADO KEIF NIÑO L. PASTORITE

AIRIZ TRISHA A. TRINIDAD

March 2022
ii

APPROVAL SHEET

IN PARTIAL FULFILLMENT of the requirements for the Degree of Bachelor of

Science in Nursing, this research entitled “Challenges and Coping Strategies of Skills
Laboratory Instructors in A Virtual Set-Up”, has been prepared and submitted by
Airiz Trisha Trinidad, Cheeza Joy Ardines, Mae Flor Chavez, Jean Marie Librado,
and Keif Niño Pastorite has been examined, accepted and approved for PROPOSAL
HEARING.

ZANDRO S. GUILLO, MAN, RN

Adviser

ACCEPTED AS partial fulfillment of the requirements for the Degree of

Bachelor of Science in Nursing.

MERCY MILAGROS B. APUHIN, MN, R.N

Dean, College of Nursing

APPROVED by the tribunal on Proposal Hearing with the grade of PASSED.

PANEL OF EXAMINERS

ROMMEL ANDRE M. AMIT, MAN, RN

Chairman

PRINCESS R. BAÑARES, MAN, RN BUNNYLOU S. PITOC, MAN, RN

Member 1 Member 2

MARJORIE R. STA. TERESA, MSN, RM, R.N.

Program Research Coordinator

MERCY MILAGROS B. APUHIN, MN, R.N. JUDY ANN FERRATER- GIMENA, DBA

Dean, College of Nursing Research Director

Date: May 4, 2022
iii

ACKNOWLEDGMENT

The researchers would like to convey our most sincere gratitude

towards our adviser, Mr. Zandro Guillo. The person who personally guided

us throughout this project despite his busy schedule. Also, to our panelists

Mr. Rommel Andre Amit, Ms. Princess Bañares, and Ms. Bunnylou Pitoc,

for their efforts towards revising our papers accurately and for sharing their

profound insights with us during the research proposal. Above all, to our

God Almighty who showered us His blessings in our everyday lives,

especially for the strength, courage, patience, wisdom, time and Guidance in

realization of this work.

We will continue to apply this knowledge with us through years to

come. Lastly, thanks to our family and friends, who did not just understand,

but supported us throughout this new endeavor. Each individual has played

such a significant role for us to get to this point.

iv

DEDICATION

This work is a fruit of countless and arduous sacrifices. Through the

researcher’s effort, this work is heartily and proudly dedicated to the people

who serve as an inspiration. From parents and guardians, to classmates and

circle of friends whom extended their help in the midst of problems while

doing this work. To the faculty and staff of University of Cebu- Banilad

Campus College of Nursing, Cebu City.

This study is also dedicated to the research panelists and research

advisers for trusting us and giving us the opportunity to pursue our research

and giving us the chance to improve our study and correct our mistakes.
v

ABSTRACT
vi

TABLE OF CONTENTS
PAGE

Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Abstract v
Table of Contents vi
List of Tables viii
List of Figures viii

CHAPTER

1 THE PROBLEM AND ITS SCOPE 1

INTRODUCTION 1

Rationale of the Study 1

Theoretical Background 5

THE PROBLEM 21

Statement of the Problem 21

Statement of Null Hypothesis

22

Significance of the Study 23

Research Methodology 25

Research Design 25
vii

Research Environment 26

Research Respondent 26

Research Instrument 27

Dry Run Procedure 28

Research Procedure 28

Data Gathering 28

Treatment of Data 30

Ethical Considerations 30

Trustworthiness of the Study 32

DEFINITION OF TERMS 34

REFERENCES 35

APPENDICES

A Transmittal Letter 42

B Informed Consent 44

C Survey Questionnaire 47

D Location Map 51

CURRICULUM VITAE 52
viii

LIST OF TABLES AND FIGURES

List of Tables

Table Title Page

1 Distribution of Respondents 27

List of Figures

Figure Title

1 Research Flow Process 25

 CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

COVID-19 broke out just before the school year 2019-2020 finished,

causing disruptions in the final weeks of classrooms and forcing graduations

to take place online. This will have negative impacts on educational

activities, as social distance is crucial at this stage. Clinical Instructors lack

awareness of their social role once they are engaged in online teaching. The

instructors were used to teaching in a traditional environment that shifting to

virtual learning suddenly made a drastic change in their way of delivering

quality education to students who are also adjusting to the new way of

learning due to the COVID-19 pandemic.

The pandemic of COVID-19 caused several schools and colleges to

remain temporarily closed. The fundamental difficulties were first noted by

circumstantial evidences and supported by surveys as the epidemic raged

through the first full years of distant learning. Educational agencies are

trying to find alternative ways to manage this difficult circumstance. This

shutdown stimulated the growth of online educational activities so that there

2

would be no interruption to education. Many faculties have been involved in

how best to offer online course material, involve students, and perform

evaluations.

Online learning and classes are becoming a bigger element of the

education system all around the world. In India, the education industry is

constantly expanding. When it comes to higher education, India is one of the

world’s largest markets. Though online and remote courses have been for a

long time, the adoption of the online way of taking classes at universitie and

colleges, as opposed to the traditional face-to-face classroom approach, has

only been considered in the last few years in India. When it comes to India’s

educational system, the face-to-face classroom method has traditionally been

the most popular. However, in the wake of current COVID-19 pandemic

situation conduction of online classes at college and university level has

been made mandatory by the educational boards. COVID-19 has brought out

a drastic change in the educational system not only in India but rather the

entire world (Nambiar, 2020).

Education has been one of the worst-hit sectors of the economy since

the detection of the first index case of COVID-19 in Nigeria on February 27,

2020. Like many affected countries of the world, the Federal government of
3

Nigeria has taken several necessary precautionary measures to curtail the

spread of the disease (Chukwuemeka et al., 2021). Students taking the face-

to-face course were found to be more satisfied with the course compared to

their online counterparts (Nambiar, 2020).

The Philippines was no exception and schools in the country

transitioned to various forms of remote, distance, or online learning to

ensure learning continuity during unsurpassed events such as the COVID-19

pandemic (Balatayo et al., 2021). Various countries around the world,

including the Philippines, replied to World Health Organization's [WHO]

call through their respective Ministry of Education, including Colombia,

Italy, Japan, and Poland.

Sanchez et al. (2021) conducted a study which tackles about a home-

based chemistry activity during the COVID-19 pandemic which was

evaluated by teachers. Seven high school teachers from Cebu in Central

Visayas, Philippines conducted the home-based activity, evaluated the

activity using a validated questionnaire, and were interviewed for

opportunities and challenges. It was shown that inaccuracies were

established in the results of the study.

4

A study on the readiness to teach online among faculties in Eastern

Visayas State University Ormoc City Campus was conducted. Assessing the

readiness of the faculty to teach online makes a significant difference in the

overall performance of online courses and programs. It has become an

urgent need to explore other innovative learning modalities that will

facilitate migration from traditional to flexible learning and teaching options.

Therefore, the paradigm shifts in the teaching and learning process in

Philippine higher education necessitate collaboration among stakeholders

and strengthening knowledge, resources, and best practices (Agapito et al.,

2021). Everyone is called to be part of this transition and transformation

toward the new normal. To achieve this, the unity and solidarity of

leadership need to beat the coronavirus (Benziman, 2020).

Amid the COVID-19 pandemic in the Philippines, the instructors,

students and the school are still trying to cope up with the drastic change of

the new system and how they would be able to adjust to the distance

learning education. This research aims to know the challenges, coping

strategies, opinions, and recommendations of the clinical instructors and on

how they will be able to deliver good quality education and teach skills

laboratories subjects through online classes. The researcher's will emphasize

5

the challenges and strategies of instructors on how they can apply their

teaching skills in online classes, due to the COVID-19 pandemic.

Theoretical Background

This study is anchored on the Transition Theory of Nancy K.

Schlossberg (1984). This theory was founded in a personal crisis when

Schlossberg followed her husband, who is a labor lawyer, in a career move

from Washington, D.C. to Detroit, Michigan in the year 1963. The theory

was then published on the year 1984. A transition, is any event or non-event

that results in altered relationships, routines, assumptions, or

responsibilities. It's vital to remember that perception is important in

transitions since an event, or non-event, only satisfies the definition of a

transition if the person experiencing it defines it that way. The kind, context,

and impact of a transition must all be evaluated in order to comprehend its

meaning for a given individual (Evans et al., 1998).

Experiencing a transition can be disabling for many. In her book,

Overwhelmed, Schlossberg (2008) described transitions as vicissitudes that

disquiet us. Whether positive or negative, transitions disrupt our lives and

create changes in the way we experience our existence. Schlossberg noted,

also, that perception influences our transition. For example, transitioning to

6

college might be exciting and anticipatory for one person, yet scary and

dreaded for another. Chickering and Schlossberg (2002) explained transition

as an event that creates a disruption of roles, routine, and relationships for

the individual experiencing the transition. In addition, transition prompts

individuals to formulate new assumptions about themselves and their future.

Situation, self, support, and tactics are four primary sets of characteristics

that influence a person's ability to cope with a shift, according to

Schlossberg.

Transitioning from traditional classes to online classes made a big

impact not only on the instructors but also to the school. Moving from

traditional face-to-face teaching to teaching online can be a precarious

process for instructors. It has been known that instructors from a university

may be experiencing challenges in facing the virtual set-up and have a hard

time adjusting to online teaching. With the introduction of new technology

and inventions for teaching and learning, virtual learning is becoming more

popular than ever (Conrad, 2004).

Schlossberg (2008) explained that each phase of the transition allows

for a way of viewing and navigating the transition, which brings the

researchers to the Four S’s. The Covid-19 pandemic is the main trigger of
7

the sudden change of the educational system. Commission on Higher

Education [CHED] has come to a decision where classes have to be

postponed for the safety of the students and faculties. Discussion of online

learning and distance education encompass practical and philosophical

debates on issues of purpose, style, process and policy (Conrad, 2004).

However, once classes were resumed, universities were forced to deliver

education through online classes due to the pandemic. Instructors then

encounters challenges as they were not prepared for the sudden change.

Because the instructors are faced with the sudden shift of new learning, most

of them are still struggling to cope up with the new way of learning.

The introduction of web-based learning into nursing education has

resulted in a significant change in nurse educators' roles. This

phenomenological study looked into the experiences of a graduate nursing

faculty member who had recently switched from traditional face-to-face

instruction to web-based instruction. Through guided interviews, the faculty

participants provided a rich description of their transition to web-based

teaching and their perceptions of what faculty members need in order to

make such a change successfully. Faculty members described how learning

to teach in a different context changed their perspective on their work as

8

nurse educators. The participants' accounts demonstrated a true paradigm

shift in their perspective of the nurse educator role and, for many, a

comparable shift in their philosophy of teaching (Johnson, 2008).

Transitioning from face-to-face to online instruction can be difficult

but rewarding. It is challenging to create a sense of social presence so that

the online student feels a part of the learning community. It's difficult to

gauge a student's progress and contact with them on a regular basis without

meeting them face to face. Online students may want regular feedback and

clarifications on complex subjects, which can take a long time for teachers to

provide. The paper will discuss creative instructional strategies that will help

faculty overcome some of the challenges and make their transition from

face-to-face to online teaching an easier process. Advantages and rewards of

online teaching are also discussed (Esani, 2010).

In relation to our study, as a result of the COVID-19 pandemic,

schools and institutions all over the world immediately transitioned to online

programs and activities. Almost all universities suspended face-to-face

academic activities, implementing alternative ways of teaching. One of the

techniques adopted by many universities was switching to online delivery.

For laboratory classes, this adjustment was particularly difficult. It has

9

changed the nature of face-to-face [F2F] teaching and enabled the rapid

growth of blended and online courses. Information Communication

Technologies [ICTs] offer new opportunities but also new challenges for

both instructors and students. As the number of online courses grows it is

essential that we have an understanding of the roles and practices of an

effective online teacher (Redmond, 2011).

The Theory of Transactional Distance by Michael G. Moore (1996),

then supports the researcher’s anchored theory. In Moore’s Theory of

Transactional Distance, it posits that in distance learning scenarios,

separation between the teacher and students can “lead to communication

gaps, a psychological space of potential misunderstandings between the

behaviors of instructors and those of the learners" (Moore & Kearsley,

1996).

Giossos, et al., (2009) state that the differences in space and time

between the teacher and the student gap learning creates distinct behavioural

models for the teacher and the learner, as well as psychological and

communication distance between them and insufficient understanding of

each other.
10

Moore (1997), the nature of the transaction created between teachers

and students in distant learning must be considered. Dialogue, structure, and

learner autonomy are the three factors. Dialogue refers to more than simply

two-way communication, but takes into account all forms of interaction,

“within the context of clearly defined educational targets, cooperation and

understanding on the part of the teacher, and, ultimately, it culminates in

solving the learners' problems" (Giossos et al., 2009).

The theory relates in our study where communication, especially in

the field of distance education, needs to be studied as communication

opportunities to enhance and enhance the learning experience between

instructors and students and to create a positive setup. How effective

instructors are is very much linked to how they communicate to their

students online. The online discussions had limited student and instructor

interaction. And it is difficult to assess a student's learning level and

communicate regularly without being face-to-face. Online students may

require constant feedback and clarifications on difficult concepts which can

be very time consuming for the instructors. Instructors need to be mindful of

how they interact because communicating effectively will help instructors

11

have a presence in the classroom that motivates students and encourages

learning online (Alawamleh et al., 2020).

A theory by Kurt Lewin (1947), which is the change model indicate

the stages of organizational change and the three stages of Lewin’s model:

unfreezing, movement, and refreezing, which supports the anchored theory.

The term "organizational change" refers to an organization's transition

from a known (present state) to an unknown (desired future state) state.

Because the future of this change is uncertain and may affect people's worth,

coping capacities, and competency, the organization's employees will not

support change unless they are convinced against the status quo (Cummings

& Worley, 2003). The model has been categorized into loops of

leadership, management and organization. This process is being initiated

through Lewin's (1947) three steps change model denoting the step by step

phases of unfreezing, changing and refreezing, so employees are being

involved and instructed by leaders regarding the issues related to change

process (Porras & Robertson, 1992).

Organizations are persuaded to change by their internal and external

environments. Pierce, et al., (2002), there are two types of organizational

change: reactive and proactive change. When internal or external pressures

12

pressurize an organization to change, reactive change occurs, whereas

proactive change occurs when the organization determines that change is

desirable (Peters and Waterman, 1982). Lewin (1947), states that successful

organizational change can be planned, but it requires the system to be

unfreezed. This stage will increase group behaviors for change or increase

the leader's pressure for change at a higher level, and Lewin suggests that the

forces promoting the status quo will create less resistance and tension than

the forces promoting change, and this stage will increase group behaviors for

change or increase the leader's pressure for change at a higher level.

Leadership type is vital in change process of organizational change.

Transactional leaders are involved in rewards and punishments with workers

to encourage the performance of organization (Bass, 1985). In change

process two factors play important role, the employee's resistance (Stanley,

Meyer, & Topolnytsky, 2005) and the openness to change (Wanberg & Banas,

2000). Resistance to change probably effects the change process which will

lead to the negative outcomes (Bordia, Hunt, Paulsen, Tourish, & DiFonzo,

2004) while the openness of change of employees have to be focused during

change process. In the change process when employees contribute, the

knowledge sharing stage identifies the kind of knowledge that generates the
13

value of organization after that generating the mechanism for that

knowledge. The employee's involvement will be more effective if employees

are empowered in authority and responsibility (Mathieu, Gilson, & Rubby,

2006).

The Kurt Lewin's model (unfreezing, changing and refreezing) is

widely accepted in psychology for implementing change. The

implementation of change entails changing the current condition of the

organization to the intended state; however, this will not happen rapidly, but

rather simultaneously. Activity planning, commitment planning, and change

management frameworks are the three actions for implementing change

identified by Beckhard and Harris (1987).

This theory relates in our study in the transition from traditional face-

to-face teaching (known state) and learning to online teaching (unknown

state) which learning affects both instructors and learners' expectations and

roles. With this changes a lot of instructors has been force to teach online

without sufficient training. Since, redefining professional identity and

teaching practices takes time mainly to those instructors teaching skills

laboratory subjects. Many instructors see their professional identity being

14

tied to their past face-to-face teaching where they had a high level of

expertise (Redmond, 2011).

Competent clinical instructors are critical to successful virtual

learning deployments, and they should have the necessary abilities and

expertise to implement virtual learning and blended learning effectively.

Clinical instructors are experiencing struggles and problems same as their

students, along with the worry of whether their students were learning or

getting proper schooling through online classes (Cruz, 2021). Several

teaching methods have been considered, such as the use of blended learning

methodologies to enhance clinical skills, and to mitigate the limited clinical

exposure; however, gaps have been identified in finding an effective method

of attaining clinical skills competency with online teaching (McCutcheon et

al., 2015). Various educational platforms were utilized like YouTube,

learning management system [LMS], digital library, internet streaming or

broadcast, repositories like Open Educational Resources [REA], and the like

based on their availability in a particular country. Higher education makes

use of Zoom and Google Hangouts, while teachers were encouarged to take

advantage of various websites, such as Facebook, WhatsApp, Google forms.

EdTech Hub, United Nations Educational, Scientific and Cultural

15

Organization [UNESCO] Education Alliance, Learning Keeps Going (U.S.

consortium), Inter-Agency Network for Education in Emergencies [INEE],

Commonwealth of Learning, and many others (World Bank, 2020).

The obvious challenge faced by remote instruction is the lack of

hands-on experience with measurement instruments and experimental

apparatus. This was more of an issue for advanced labs than for entry-level

labs, which often use more sophisticated and expensive equipment. Many

instructors said that they utilized videos of themselves, or teaching assistants

[TAs], conducting the lab. The exposure to the act of performing

measurements through videos, both videos made by the instructor or

publicly available (e.g., YouTube), was found to be valuable for teaching

concepts. One instructor explained, “The lab videos showing the data being

taken went very well, and students reported that they understood the

concepts better by seeing what the apparatus looked like and what kind of

measurements could actually be done” (Fox et al., 2020). Additionally,

Kestin et al. (2020) found that video demonstrations are more effective

learning tools than live demonstrations and that students reported the same

level of enjoyment from both

16

Instructors experience issues with online teaching since they weren’t

ready for this change and have zero experience and lack skills of dealing

with the virtual set-up. The challenges of using online learning included

unstable network infrastructure, such as hardware, software, network

bandwidth, technical support, information literacy, online resources, etc.

(Goh & Sandars, 2020; Liang et al., 2020; Rose, 2020). However, according

to Gulbahar and Kalelioglu (2015) being an experienced instructor and

possessing advanced skills of using technology does not necessarily lead to

an instructor becoming an effective e-instructor. Besides, online education in

the pandemic also caused pedagogical challenges to instructors, such as less

social interaction and communication (Longhurst et al., 2020; Rose, 2020),

developing online assessments as well as maintaining assessment integrity

(Figueroa et al., 2020; Rose, 2020).

Digital natives are students and faculty members who were born and

raised during the digital era (Prensky, 2001), and they are expected to be

tech-savvy. However, a substantial number of them lack the skills required

of digital natives (Bennett et al., 2008), prompting Shariman et al. (2012) to

conclude that the true impact of new digital technologies on literacy has yet

to be revealed. An increasing number of universities have taken the required

17

steps to alter their education, including converting laboratory workshops to

an online or mixed format. Academics have had to convert to remote

instruction and various ways to laboratory delivery as a result of this, which

has posed a problem across the higher education sector. Students have had

limited or no access to laboratory facilities, and face-to-face instruction has

been unavailable. As a result, students have not been receiving face-to-face

teaching, and access to laboratory facilities has been limited or nearly

impossible (Gamage, 2020).

In a study conducted by Eslaminejad et al. (2010) results revealed that

the mean of readiness on e-learning for faculty members was 3.25 ± 0.58 in

technical and 3.37 ± 0.49 in pedagogical domains on a 5-point Likert scale

(1–5). The factors such as “familiarity with learning management system,”

“willingness to teach by adopting a new technology,” “willingness to use e-

learning as a viable alternative,” “ability to deliver e-material and to provide

e-content for teaching,” and “being accustomed to the virtual environment

and utilization of the computer and the internet” were extracted on technical

readiness domain. The findings of this study suggest that training should be

offered to instructors on a continuous, rather than a one-off basis so that

their IT knowledge and skills are upgraded over time. In addition, results
18

indicate that pedagogical innovations are required to develop and implement

an effectiveness e-learning program.

Fox et al. (2020) maintaining a hands-on experience was commonly

reported as a major motivation for choices made when moving to remote

classes. The ability to maintain a focus on experimental skills during remote

instruction depends on the resources available to students, as well as on what

skills are considered important. Furthermore, access to technology, having a

quite space to work, family responsibilities, and both mental and physical

health are not only challenges for the students, but also for instructors.

Lastly, they said that, as well as many instructors, believe that remote

teaching of labs should be temporary, and, when health and safety conditions

allow, should be moved back to in-person instruction. Although instructors

have gone to great lengths to give students the best possible learning

experiences under severe constraints, many critical learning goals are hard,

if not impossible, to meet in a fully remote class.

In a study on the response from 205 online faculty of higher

institutions in the United States in terms of readiness, attitude and ability to

teach online in terms of course design, course communication, time

management and technical aspects most of the responses were rated high
19

(Martin et al., 2019). Teachers constitute one of the most important pillars in

an education system. Teachers’ knowledge and experience will influence the

delivery of their lessons and the use of pedagogies in their instructional

Teaching and Learning (Mishra & Mehta, 2017).

In the current situation, not only do teachers need to apply suitable

teaching strategies to achieve their lesson objectives, but they also need to

consider other external factors that are able to contribute to the success of

online teaching (Zhang et al., 2020).

Having limited experience in online teaching caused a lack of online

teaching skills among teachers. Thus, they faced challenges in preparing

teaching materials that can cater to students of different levels, creating

suitable methods for all students, and preparing synchronous lessons (Izhar

et al., 2021).

In a study of Coppola et al. (2002), such tasks performed by

instructors may be divided into three categories, namely, cognitive tasks,

affective tasks and managerial tasks. Cognitive tasks are tasks that include

responding to queries; editing questions and responses; thinking, reasoning

and analysing of information; and, lastly, helping students in

practice/rehearsal and retrieval of information.

20

A teacher’s home environment plays a role in determining the success

of an online class (Zhang et al., 2020; Zhou et al., 2020). As the first country

in the world that implemented education continuation via online platforms,

China discovered that environmental distractions such as house chores and

kids were significant challenges faced by teachers when conducting online

classes. Teachers who are also parents are more susceptible to their home

environment which influences their focus on online classes (Zhang et al.,

2020).

A study by Mocanu et al. (2021), faculties perception through online

activities was identified that there are significant attractiveness of online

activities and socialization for those in urban areas. However, it is found that

technical deficiencies, platform logging and weak computer skills is

established for those in rural areas.

Limited internet access due to unstable internet connection, unstable

internet speed, and insufficient data for those who are using mobile data are

among the challenges that arose in faculties during virtual set-up. It is of

utmost importance to look into this particular issue as online teaching and

learning requires frequent synchronised and asynchronised communication

(Akbulut et al., 2020; Awang et al., 2018). In the other hand, unreliable
21

devices or gadgets is another obstacle in online Teaching and Learning even

if the internet connection is stable (Sadeghi, 2019).

Internet availability and stability, as well as internet-connected

devices such as laptops and smartphones are the two most crucial elements

in online T&L. Thus, without proper internet and devices, the lesson cannot

take place (Izhar et al., 2021).

In a study conducted by Izhar et al., (2021) a teacher pointed out that

online teaching was challenging because the teachers had very limited

practical experience in using online platforms to teach before the school

closure. Even though most people own internet-connected devices such as

smartphones, it cannot be assumed that they are technology-literate, let alone

being able to teach using technology.

22

THE PROBLEM

Statement of the Problem

This study determines the challenges and coping of skills laboratory

instructors in a virtual set-up. The findings of the study shall serve as basis

for a proposed action plan. Specifically, this study seeks to address the

following sub-problems:

1. What is the profile of the respondents in terms of:

1.1. gender;

1.2. location;

1.3. type of connection used;

1.4. availability of gadgets; and

1.5. previous online teaching experiences?

2. What are the challenges of skills laboratory instructors in a virtual

set-up in terms of:

2.1. preparation;

2.2. planning; and

23

2.3. delivery of lessons?

3. What are the coping strategies of skills laboratory instructors in a

virtual set-up?

4. Is there a significant relationship between the profile of the

respondents and their challenges.

5. Is there a significant relationship between the profile of the

respondents and their coping strategies.

6. Is there a significant relationship between the challenges of the

respondents and their coping strategies.

7. Based on the findings, what action plan may be proposed?

Statement of Null Hypothesis

Hø1 : There will be no significant relationship between the

respondents’ profile and challenges

Hø2 : There will be no significant relationship between the

respondents’ profile and coping strategies

24

Hø3 : There will be no significant relationship between the

respondents’ challenges and their coping strategies

25

Significance of the Study

The outcome of the study will be beneficial to the to the following

stakeholders:

Clinical Instructors. The findings of this study will redound to the

benefit of clinical instructors considering that they can not express widely on

showing their teaching skills during laboratory classes due to the pandemic.

Students. This study will give understanding to students who are

studying nursing to be aware of the challenges encountered by the Clinical

Instructors amid the COVID-19 pandemic.

College of Nursing. This study will serve as a guide to the

administrators on what should be emphasized by instructors in the school

curriculum.

Commission on Higher Education [CHED]. The study will set as a

basis to the government to be aware and give importance of the challenges

encountered by the Clinical Instructors in giving quality teaching amid the

COVID-19 pandemic.
26

Researchers. The researchers will have a better understanding and

awareness of the topic as a result of this study, and they will be able to

obtain insights and improve their participation as a result of it.

Future Researchers. Future researchers may utilize this study as a

basis for conducting related researches about the challenges and coping

strategies of clinical instructors in teaching skills laboratory subjects in a

virtual set-up.
 27

RESEARCH METHODOLOGY

Research Design

This study utilizes the quantitative descriptive-correlational design.

The researchers will use a researcher-made questionnaire to gather data on

the challenges encountered and coping strategies utilized by instructors in a

university in teaching skills laboratory subjects in a virtual set-up. Also, they

will employ the questionnaire to all the clinical instructors teaching skills

laboratory subjects from Levels 1 to 4. From there, the researcher then will

be able to come up with a detailed discussion of results. Figure 1 shows the

flow of the study.

INPUT PROCESS OUTPUT

Quantitative
Descriptive-
- Profile of the Correlational Design
respondents utilizing a researcher-
- Challenges made questionnaire
Encountered by - Data collection Proposed Action
Clinical Instructors Plan
- Data processing and
- Coping presentation
Strategies utilized
by Clinical - Analysis of data
Instructors
- Interpretation of data

Research Flow Process

28

Figure 1
Research Environment

This study will be conducted in University of Cebu-Banilad.

University-Banilad lies in the heart of Cebu's residential and economic

district. Professional teaching instructions based on industry-based and

world-class standards are provided to students. The students benefit from

deeper immersion and on-the-job training thanks to the school’s connections

and partnerships with many businesses. The nursing and healthcare

undergraduates are trained at the University of Cebu Medical Center and the

St. Vincent General Hospital, two of Cebu's most prestigious and

technologically advanced medical institutions (University of Cebu-Banilad,

2021).

Research Respondents

The respondents of this study will be the skills laboratory clinical

instructors of the University of Cebu-Banilad Campus. Most of the

information was provided by the UC clinical instructors and Dean's Office.

To address this concern, the researcher will send a message through email or

Facebook messenger for the questionnaires to be answered by the UC-

Banilad clinical instructors.

29

Table 1
Distribution of Respondents
Skill Laboratory Sample Size Percentage
Instructors (n) (%)
Level I 16 45.71
Level II 8 22.86
Level III 6 17.14
Level IV 5 14.29
Total 35 100.00

Research Instruments

The instrument used in this study will be a researcher-made

questionnaire that will gather all the data that is utilized for this research.

The questionnaire is made up of multiple components. The first part of the

questionnaire will show the present profile of the respondents in terms of

gender, environmental factors, type of connection used, availability of

gadgets, and previous online teaching experiences. The second part of the

questionnaire will show the specified challenges of the instructors in terms

of preparing, planning, and deliverance of lessons. The last part of the

30

questionnaire will then show the coping strategies of the skills laboratory

instructors.

Dry-Run procedure

The instruments are created by the researcher. A pilot testing will be

undertaken by the clinical instructors of UC Lapu-Lapu and Mandaue on a

testing method where the consequences of a hypothetical failure are

purposely reduced. In this research dry run on how clinical instructors of UC

Lapu-Lapu and Mandaue handle laboratory class during the COVID-19

pandemic, this is challenging for them as well educating students during the

COVID-19 Pandemic. Clinical instructors are the ones who will give safety

precautions inside the laboratory to avoid infection of the virus to others.

The researchers seek how UC Lapu-Lapu and Mandaue Clinical instructors

handle the scenario even while situations are present.

Research Procedure

Data Gathering. The researchers’ is to conduct a study on the

challenges encountered and coping strategies utilized by instructors in

University of Cebu – Banilad College of Nursing in teaching skills

laboratory subjects in a virtual set-up. In anticipation of the said study, the

31

researchers will receive a certificate of approval from the University of Cebu

Academic Ethics Committee [UCAREC]. The researchers will then request

authorization from the Dean in College of Nursing After eceiving

authorization to the Dean, the researchers will give it to the Level Chair who

will be the one to check the study for the final approval of the study before

handing it over to the Dean. Then the researchers will also request

authorization to the Ethics Board which is a multidisciplinary committee

that ensures the safety and well-being of research participants. It also

ensures that research is conducted in accordance with scientific and ethical

principle. The researchers will then proceed to the Nursing Ethics

Committee who will review research proposal involving human participants

and their data to ensure that they agree with local and international ethical

guidelines. They also monitor studies once they begin and if necessary, may

take part in follow-up actions to gather data for the study. Transmittal letters

and approval sheets are submitted which states the reason and nature of the

research.

After the letter is approved, researchers will conduct the study using a

researcher-made questionnaire. The researchers will then be handing out the

questionnaires through social media to make sure that both the respondents
32

and researchers are safe due to COVID-19. The date and time of giving of

survey questionnaires were according to the accessibility of the respondents.

The data will be retrieved, processed, analyzed, and interpreted and common

themes will be formulated.

The respondents will not be required to provide names on the

instruments to assure them of the confidentiality of their answers.

Treatment of Data. The following statistical tools will be used in the

study. Frequency and simple percentage will be used to determine the

respondent's profile. Weighted mean will be used to determine the

challenges and coping strategies of the respondents. Lastly, the Chi square

will be used to help measure the significant relationship between the profile

of the respondents, and their challenges and coping strategies.

The data collected will be computed using statistical softwares such as

Microsoft Excel and Statistical Package for the Social Sciences [SPSS]

Statistics.

Ethical Considerations

The ethical implications make sure that no one acts in such a way that

is destructive to society or an individual. Ethical issues play a significant

33

role, especially in research. The Protection of Human Rights were

consistently applied in conducting the study. The study followed three

ethical standards for the protection of the informant’s rights which are

respect for people, beneficence, and justice.

The first ethical standard that the researchers would adhere throughout

the study is beneficence. Beneficence is defined as an act of charity, mercy

and kindness with a strong connotation of doing good to others including

moral obligation. The researchers will weigh out the benefits and risks

before conducting the study to exercise beneficence in which the benefits

should outweigh the risks.

The second ethical standard would be non-maleficence which is the

obligation of a physician not to harm the patient. The researchers will simply

state principle that supports several moral rules do not kill, do not cause pain

or suffering, do not incapacitate, do not cause offense, and do not deprive

others of the goods of life.

Autonomy will also be strictly exercised to ensure the ethical standard

of respect for people throughout answering the questions. Informed consent

is to be given before conducting the study to ensure the participant’s

willingness to participate in the study. However, the participants can push

34

through with the study or stop whenever the participants do not feel

comfortable answering the questions.

The last ethical standard that the researchers will practice in

conducting the study is justice. Justice is generally interpreted as fair,

equitable, and appropriate treatment of persons. The researchers will be fair

in choosing the respondents. The selection of respondents will be based on

the inclusion criteria rather than the researchers' personal biases.

Trustworthiness of the Research

Trustworthiness or truth value of qualitative research and transparency

of the conduct of the study are crucial to the usefulness and integrity of the

findings (Cope, 2014). In this section, the researchers will discuss the

components of trustworthiness in their qualitative research.

Credibility. The Credibility of the study, or the confidence in the

truth of the study and therefore the findings, is the most important criterion

(Polit & Beck, 2014). The researchers uses techniques to establish credibility

and used anchor theory to support the study.

Transferability. With the findings of the study, the researchers

attempt to apply them in other similar situations and context. Researchers

35

cannot prove definitively that outcomes based on the interpretation of the

data are transferable, but they can establish that it is likely (Devault, 2019).

Dependability. This study could be a lot of help to future researchers

who are aiming to conduct the same study to expand, have more accuracy

and remain consistency of this study. Future researchers may use this study

as a guide or gather informations in this study considering that they may

need it, as long as they do not plagiarize.

Confirmability. The researchers assure that the finding of this

research study are based on the response of the participants and are truly

respected and organized. The researchers guarantees that every gathering of

datas has evidences and has no biases which makes this study safe and true.
36

DEFINITION OF TERMS

Challenges. The difficulty of a situation being faced by the Clinical

Instructors.

Coping Strategies. The way in how the instructors deal with or

manage the crisis, conditions, and demands being asked of them.

Profile. Specific respondents’ background that the researchers need to

know to therefore correlate towards the researcher’s study.

Proposed Action Plan. A structural program of measures to be taken

in order to achieve a specific goal.

Skills Laboratory Instructors. Is a non-faculty instructor primarily

assigned to clinical skills or simulation laboratory who manages the daily

operations of the skills laboratory or assists nursing faculty to implement

student learning activities for the development of necessary nursing skills.

Virtual Set-Up. Is a learning experience that is enhanced through

utilizing computers and/or the internet both outside and inside the facilities

of the educational organization. The instruction most commonly takes place

in an online environment.
37

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44

TRANSMITTAL LETTER TO THE DEAN OF

THE COLLEGE OF NURSING

January 31, 2022

Ms. Mercy Milagros B. Apuhin MN, R.N

Dean College of Nursing
University of Cebu
Banilad Campus

Dear. Ms. Apuhin

Good day!

We, the 3rd Year Nursing Research student of Section F, are presently undertaking a
quantitative research study entitled “Challenges and Coping Strategies of Skills
Laboratory Instructors in A Vitual Set-Up”. This fulfills a portion of the requirements
for the Bachelor of Science in Nursing degree.

We would like to convey our intent and ask for approval to conduct this study, in
University of Cebu Banilad Campus. Rest assured that all important data will be
processed with the outmost discretion, and that responder personal information will be
kept anonymous.

Wishing for a favorable response.

Respectfully yours,

Airiz Trisha Trinidad Cheeza Joy Ardines Mae Flor Chavez

45

Jean Marie Librado Keif Niño Pastorite

Recommending Approval:

Zandro Sy Guillo MN, R.N

Research Group 6 Adviser

Marjorie R. Sta Teresa, MSN, RM-BSM, RN

Nursing Research Coordinator

Ma. Estella P. Cabataña, MN, RN

Level 3 and 4 Chairperson

Piluchi Victorina M. Villegas, MN, RN

Nursing Education Coordinator

Approved by:

Mercy Milagros B. Apuhin MN, R.N

Dean – College of Nursing
46
47

INFORMED CONSENT

Consent to Participate in a Research Study

Research Title : Challenges and Coping Strategies of Skills

Laboratory Instructors in A Vitual Set-Up
Name of Researchers : Airiz Trisha A. Trinidad, Cheeza Joy A. Ardines,
Mae Flor B. Chavez, Jean Marie T. Librado, Keif
Nino L. Pastorite
Institution Affiliated : University of Cebu Banilad – Campus
Address : Governor Cuenco Avenue, Banilad, Cebu City
This Informed Consent From has two parts:

 Information Sheet to share information about the research with you.

 Certificate of Consent for signatures if you agree to take part.
PART I: Information Sheet

Introduction
The third-year students from the university of Cebu-Banilad Campus
are conducting a study entitled “Challenges and Coping Strategies of Skills
Laboratory Instructors in A Vitual Set-Up”. This study is a quantitative type of
research that uses purposive sampling as a method of selecting informants.
Purpose of the research
This research aims to know the challenges, coping strategies,
opinions, and recommendations of the clinical instructors and on how they
will be able to deliver good quality education and teach skills laboratories
subjects through online classes.
Participant selection
This research’s respondents are instructors in a university in teaching
skills laboratory.
48

Voluntary Participation
Your participation in this research is entirely voluntary. It is your
choice whether to participate or not.
Procedures and Protocol
In this investigation you will be asked to answer a questionnaire that will
be done personally, if you do not wish to answer the questions you may skip
and answer the next questions.
Risks
You must know that you do not have to answer all of the questions
that you are not comfortable with, and that is also fine. You do not have to
give reasons for not responding to our questions, or refusing to take part in
the survey.
Benefits
The benefits of participating in the study is that you will help the
researchers identify the problem encountered by the instructors in teaching
skills in laboratory and coping strategies.
Reimbursements
You will not be provided with any payment to take part in the research.
Confidentiality
We have not been sharing information about you. The information
that we collect from this research project will be kept confidential.
Information about you and your perception that will be collected from this
research will be put away, and no one but the researchers will be able to see
it. Any information about you will have a number on it instead of your
name. Only the researchers will know your number/contact information. It
will not be shared with or given to anyine except our research adviser,
Zandro Guillo
Sharing the Results
49

At the end of the study, I will be sharing what I have learned with from
the respondents. Nothing that you answered in the questionnaire will be
shared with anybody outside the research. A written report will also be given
in which you can share with your families. We will also publish the results
so that other interested people may learn from this research.
Right to Refuse or Withdraw
You may choose not to participate in this study and you do not have to
take part in this research if you do not wish to do so. Choosing to participate
or not will not affect your employment in a higher education institution. You
may stop from participating in the survey at any time that you wish without
either you losing your rights here.
Who to Contact
If you have any questions, you can ask them now or later, even if the
study has started. If you wish to ask questions later, you may contact any of
the following:
Ms. Airiz Trisha A. Trinidad - 0961 809 8670
Dr. Juanito Zuasula Jr. - (University of Cebu Banilad- Research Ethics
Chairman) 2335503

PART II: Certificate of Consent

I have been invited to participate in a research about the challenges
encoutered and coping strategies utilized by the in a university in teaching
skills laboratory subjects in a virtual set-up.
I have read the foregoing information, or it has been read to me. I have
had the opportunity to ask questions about it and any questions that I have
asked have been answered to my satisfaction. I consent voluntarily to
participate as a participant in this research.

Print Name of Participant : ____________________

Signature of Participant : ____________________
Date : ____________________
50
51

Survey Questionnaire

Name (optional): ____________________________________

PART I: Profile

1. Gender of Birth
o Male
o Female
2. What type of community are you living in?
o Urban
o Rural
o Suburban
3. How do you access the internet for online classes?
o 4G
o 5G
o DSL
o LAN
o WIFI
4. What devices are you using?
o Laptop
o PC
o Tablet
o Mobile Phone
5. How many gadgets are you using for teaching online classes?
o 1
o 2
o 3
o 4
6. Number of years that you have experienced online teaching?
o 1 year
o 2 years
o 3 years
52

o 4 years and above

7. When utilizing your device for online teaching, who is your internet
service provider?
o PLDT
o Globe
o Smart
o Converge
o DITO

PART II: Challenges

1. Do you experience troubles in setting up your equipments for online

classes?
o Yes
o No
2. Do you take a long time in preparing your devices for online classes?
o Yes
o No
3. Are you able to access or use your devices anytime?
o Yes
o No
4. Do you use other platforms aside from the prescribed platform by the
school?
o Yes
o No
5. Do you go to other places such as commercial businesses like
restaurants and cafés to access internet?
o Yes
o No
6. Do you encounter struggles in planning and delivering your lessons
due to unstable connection?
o Yes
o No
53

7. Do you utilize other resources such as youtube, gmail, messenger,

google classroom, LMS, etc.?
o Yes
o No
8. Do you experience challenges in translating skills laboratory subjects
via online?
o Yes
o No
9. Do you experience troubles or difficulties in playing return
demonstration videos through online?
o Yes
o No

PART III: Coping

1. Do you give yourself time to relax and breathe?

o Yes
o No
2. Do you find time to rest when you feel stressed?
o Yes
o No
3. Do you go to places that are quiet to avoid noises that bothers your
class?
o Yes
o No
4. Do you prepare your devices and lessons ahead to avoid problems and
to easily go along with your lectures?
o Yes
o No
5. Do you utilize your past experiences to manage situations of online
classes well?
o Yes
o No
54

6. Do you go to places with strong stable connection to avoid

connectivity problems?
o Yes
o No
7. Do you use different gadgets to have easy access on your notes and
other important things?
o Yes
o No
8. Does using other platforms help you manage your way of teaching via
online?
o Yes
o No
9. Do you ask assistance if you have problems in playing return
demonstration videos?
o Yes
o No
55

LOCATION MAP
56

CURRICULUM VITAE

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here.
CONTACT INFORMATION
Attire: University
Name: Airiz Trisha A. Trinidad uniform
Address: Lapu-Lapu City, Cebu Hair – Boys: Side comb
Girls: Pony-tail
Contact number: 09618098670
E-mail: eyerishtrinidad@gmail.com

PERSONAL INFORMATION

Date of Birth: March 4, 2001

Place of Birth: Cebu City
Age: 20
Citizenship: Filipino
Gender: Female
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Angelito B. Trinidad
Mother’s Name: Lilibeth A. Trinidad

EDUCATIONAL BACKGROUND

Level Institution Year Completed

College University of Cebu - Banilad To Be Completed

Senior High University of San Jose-Recoletos 2018-2019

Saint Augustine International

Junior High 2016-2017
School

Elementary Asian Learning Center 2012-2013

Pre-elementary Cebu Kiddie Center 2006-2007

57

CURRICULUM VITAE

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here.
CONTACT INFORMATION
Attire: University
Name: Cheeza Joy A. Ardines uniform
Address: Lapu-Lapu City Hair – Boys: Side comb
Contact number: 09667951547 Girls: Pony-tail
E-mail: ardinescj@gmail.com

PERSONAL INFORMATION

Date of Birth: March 20, 2000

Place of Birth: Talibon, Bohol
Age: 21
Citizenship: Filipino
Gender: Female
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Santos Ardines
Mother’s Name: Carmencita Ardines

EDUCATIONAL BACKGROUND

Level Institution Year Completed

College University of Cebu-Banilad To be completed

Colegio de la Inmaculada
Senior High 2017-2018
Concepcion-Mandaue

Junior High Lanao National High school 2015-2016

Elementary Lanao Elementary School 2011-2012

Pre-elementary Lanao Elementary School 2005-2006

58

CURRICULUM VITAE

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here.
CONTACT INFORMATION
Attire: University
Name: Mae Flor B. Chavez uniform
Address: Mahawak, Medellin, Cebu Hair – Boys: Side comb
Contact number: 09632700882 Girls: Pony-tail
E-mail: chavezmaeflor8@gmail.com

PERSONAL INFORMATION

Date of Birth: May 1, 2001

Place of Birth: Bogo Medellin Medical Center
Age: 20
Citizenship: Filipino
Gender: Female
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Renato Chavez
Mother’s Name: Lorlina Chavez

EDUCATIONAL BACKGROUND

Level Institution Year Completed

College University of Cebu Banilad To be completed

Senior High Kawit National High School 2018-2019

Junior High Kawit National High School 2016-2017

Elementary Mahawak Elementary School 2012-2013

Pre-elementary Mahawak Day Care Center 2006-2007

59

CURRICULUM VITAE
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here.
CONTACT INFORMATION
Attire: University
Name: Jean Marie T. Librado uniform
Address: Talisay City, Cebu Hair – Boys: Side comb
Girls: Pony-tail
Contact number: 09324469008
E-mail: libradojeanmarie6@gmail.com

PERSONAL INFORMATION

Date of Birth: December 6, 1999

Place of Birth: Cebu City
Age: 22
Citizenship: Filipino
Gender: Female
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Julito B. Librado
Mother’s Name: Marilyn T. Librado

EDUCATIONAL BACKGROUND

Level Institution Year Completed

College University of Cebu - Banilad To Be Completed

Senior High San roque National High School 2017-2018

Junior High San roque National High School 2016-2017

Elementary Laray Elementary School 2011-2012

Pre-elementary Tanke Elementary School 2005-2006

60

CURRICULUM VITAE

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here.
CONTACT INFORMATION
Attire: University
Name: Keif Niño L. Pastorite uniform
Address: Arcos Sapangdaku, Cebu City Hair – Boys: Side comb
Girls: Pony-tail
Contact number: 09239113408
E-mail: keif_pastorite@yahoo.com

PERSONAL INFORMATION

Date of Birth: August 21, 2000

Place of Birth: Cebu City
Age: 21
Citizenship: Filipino – American
Gender: Male
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Jerome Pastorite
Mother’s Name: Minerva Pastorite

EDUCATIONAL BACKGROUND

Level Institution Year Completed

College University of Cebu – Banilad To Be Completed

Senior High West Haven High School (USA) 2018-2019

Junior High West Haven High School (USA) 2016-2017

Harry B. Flood Middle School

Elementary 2012-2015
(USA)

Pre- University of San Carlos South 2006-2007

61

elementary Campus & University of Cebu Main

CURRICULUM VITAE

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CONTACT INFORMATION
Attire: University
Name: Zandro Sy Guillo uniform
Address: Banilad, Cebu City Hair – Boys: Side comb
Girls: Pony-tail
Contact number: 09999912939
E-mail: chinoy_72@yahoo.com

PERSONAL INFORMATION

Date of Birth: March 1972

Age: 45
Citizenship: Filipino
Gender: Male
Religion: Roman Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND

Primary: San Ricardo Central School

Secondary: University of Cebu

Tertiary: University of Cebu