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
1

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, Group Leader, BSN 3F Group 6, has been examined, accepted
and approved for ORAL EXAMINATION.

ZANDRO SY GUILLO, MN, 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 Oral Examination 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
2

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 only minor 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

3

shutdown stimulated the growth of online educational activities so that there

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,

4

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

Nigeria has taken several necessary precautionary measures to curtail the

spread of the disease (Chukwuemeka et al., 2021). According to Nambiar

2020, students taking the face-to-face course were found to be more satisfied

with the course compared to their online counterparts.

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 WHO's call through their respective Ministry of

Education, including Colombia, Italy, Japan, and Poland.

Sanchez et al., 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 (Sanchez et al., 2021). It was shown that inaccuracies were

established in the results of the study.

5

A study was also conducted which aimed the readiness of the faculties

in Eastern Visayas State University Ormoc City Campus. 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

6

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. 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, according to

Schlossberg, 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.

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,

7

transitioning to 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. According to a

study conducted by Conrad 2004, 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.

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

for a way of viewing and navigating the transition, which brings the
8

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

the sudden change of the educational system. Commision 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.

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 changed the nature of face-to-face (f2f) teaching and enabled the

rapid growth of blended and online courses. ICTs offer new opportunities
9

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.

The Theory of Transactional Distance by Michael G. Moore 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, p. 200).

In their review of current literature, Giossos, Koutsouba, and

Lionarakis (2009) expand on this idea. Moore's theory is still relevant.

According to them, 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.

(Giossos, et al., 2009, p. 2).

According to Moore (1997), the nature of the transaction created

between teachers and students in distant learning must be considered.

10

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, p. 2).

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 have a presence in the classroom that motivates students and

encourages learning online.

11

A theory by Kurt Lewin which is The Change Theory and three

step model 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). 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. According to Pierce, Gardner, and Dunham (2002), there

are two types of organizational change: reactive and proactive change.

When internal or external pressures pressurize an organization to change,

reactive change occurs, whereas proactive change occurs when the

organization determines that change is desirable, according to Peters and

Waterman (1982). According to Lewin's research, successful

12

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

unfreeze. 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.

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 were recognized by Beckhard and

Harris (1987) as three actions for implementing change.

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

13

professional identity and teaching practices takes time mainly to those

instructors teaching skills laboratory subjects. Many instructors see their

professional identity being tied to their past face-to-face teaching where

they had a high level of expertise.

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

14

and Google Hangouts, while teachers were encouarged to take advantage

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

EdTech Hub, 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

15

are more effective learning tools than live demonstrations and that

students reported the same level of enjoyment from both

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

16

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 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, Masood, and Ngah (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

17

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 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

18

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

(Martin, Budhrani & Wang, 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, Wang, Yang, & Wang, 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,

19

creating suitable methods for all students, and preparing synchronous

lessons (Izhar et al., 2021).

According to a study (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.

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 (Zhang et al., 2020). Teachers who are

also parents are more susceptible to their home environment which

influences their focus on online classes (Zhang et al., 2020).

According to a study (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

20

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, Şahin, & Esen, 2020; Awang et

al., 2018). In the other hand, unreliable 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., 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

21

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

let alone being able to teach using technology (Izhar et al., 2021).

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:
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2.1. preparation;

2.2. planning; and

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?

23

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

Hø3 : There will be no significant relationship between the

respondents’ challenges and their coping strategies

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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't 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.

25

 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.

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RESEARCH METHODOLOGY

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

Research Flow Process

Figure 1
27

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 Instructor’s.

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Table 1
Distribution of Respondents
Skill Laboratory
Sample Size (n) Percentage
Instructors
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

questionnaire will then show the coping strategies of the skills laboratory

instructors.
29

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

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 researchers will request authorization

from the Dean, Level Chair, Ethics Board and Nursing Ethics Committee to

gather data for the study. Transmittal letters and approval sheets are

submitted which states the reason and nature of the research.

30

Data Gathering. 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 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 SPSS Statistics.

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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

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.

Autonomy will 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

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

comfortable answering the questions.

The second 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.

32

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.

33

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.
34

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43

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

44

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
45

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.
46

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
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
47

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 : ____________________
48

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
o 4 years and above
49

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
50

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
51

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
52

LOCATION MAP
53

CURRICULUM VITAE

Add 2x2 digital photo

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

54

CURRICULUM VITAE

Add 2x2 digital photo

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

55

CURRICULUM VITAE

Add 2x2 digital photo

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

56

CURRICULUM VITAE
Add 2x2 digital photo
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

57

CURRICULUM VITAE

Add 2x2 digital photo

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
elementary Campus & University of Cebu Main
58

CURRICULUM VITAE

Add 2x2 digital photo

here.
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