Chapter 4 Compressed

Republic of the Philippines
Nueva Ecija University of Science and Technology

Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the findings of the researchers on the experiences of nurse
educators who preferred to serve in the Philippines. The findings were presented,
analyzed, and interpreted according to the order of the themes that arose during
interviews.
Figure 5.
The Emerged Themes from the Study
Figure 5 shows the six main themes from the study which are Theme 1. Vocational
Fulfillment in Teaching Profession, Theme 2. Anchored By Affection, Theme 3.
Teaching and Classroom Management Hurdles, Theme 4. Workplace Dilemmas, Theme
5. Perks of Commitment and Theme 6. Enhancement Horizons.

1. Factors that influenced the decision of participants to serve in the Philippines
as full-time nurse educators
This section examined the various factors that influenced participants' decisions to
become full-time nurse educators in the Philippines. Most of the participants commented
on several significant subjects, including Vocational fulfillment in teaching, which
tackled Professional Calling, In-demand profession, and Teaching Fulfillment, as well as
Comfort zone and Family influence under the subject Anchored by Profession. These
variables had a significant impact on their decision to accept their role as nurse educators.
Gaining a comprehensive understanding of these complex factors could be essential for
effectively promoting the recruitment and retention of highly skilled nurse educators.
Main Theme 1. Vocational Fulfillment in Teaching Profession
Exploring vocational fulfillment in the teaching profession revealed a complex
interplay of professional calling, in-demand professions, and teaching fulfillment. This
pursuit encompassed educators' deep-seated sense of calling, the pressing need for skilled
professionals, and the rewards inherent in the act of teaching.
Kowalska et al. (2024) asserted that the job role of a nurse educator provides an
exceptional type of fulfillment for oneself. Engaging in knowledge dissemination,
motivating students, and making contributions to the nursing field could yield profound
rewards. Educators frequently commended themselves on the accomplishments and
contributions of students and developed profound connections with them.

Figure 6.
Vocational Fulfillment in Teaching Profession
Figure 6 shows the three Sub-themes under the Main theme 1. Vocational
Fulfillment in Teaching which are Subtheme 1.1 Professional Calling, Subtheme 1.2 In
Demand Profession, and Subtheme 1.3 Teaching Fulfillment.
Sub-theme 1.1 Professional Calling. This centered on the inherent
acknowledgment and acceptance of teaching as a vocational calling. It highlighted the
transition from regarding teaching solely as a professional option to recognizing it as a
profoundly fulfilling and purpose-driven endeavor. This emphasized the inherent sense of
mission and commitment that educators developed while performing their profession.
As the participant stated, "Actually, it was also not my choice, but I think now that
I'm in academia, it is a calling. When I observed that, 'Oh, I give some knowledge and
experience in clinical studies to my students,” and I think that’s the thing that I really
decided, yeah, I really need to pursue this profession."
According to Kowalska et al. (2024), nursing was considered a noble and rewarding
profession that offered a wide range of opportunities and specialties. While the bedside
provided direct patient care for many, others found their calling in teaching and guiding
the next generation of nurses. These individuals became nurse educators, playing a vital
role in shaping the future of nursing.
Sub-theme 1.2 In-demand professions. Nursing's high demand in the Philippines
prompted many to choose full-time careers as nurse educators. With a shortage of trained
nursing practitioners, nurse educators were crucial. This emphasized the feasibility and
societal value of pursuing a career in nursing education. As a result, individuals felt
compelled to contribute to the education and training of future nurses, recognizing the vital
role they played in addressing the healthcare needs of the nation.
As the participant stated, "When I chose kasi 'yung nursing, in demand ang nursing
noon."
(When I chose nursing, it was because nursing was in demand back then.)
The high demand for nursing as a profession had a significant impact on individuals'
decisions to pursue positions as nurse educators in the Philippines. This recognition of
nursing as a desirable profession underscores the importance of addressing the shortage of
nurse educators to meet the growing demand for qualified nursing practitioners.
Jarosinski et al. (2021) stated that "The scarcity of nursing faculty was a matter of
national concern as it coincided with a growing demand for qualified RNs. Aging faculty,
impending retirements, and inability to fill vacant positions were major factors in this
shortage."
Sub-theme 1.3 Teaching Fulfillment. Being a full-time nurse educator wasn’t just
a career choice for participants; it's a deeply fulfilling vocation. Watching students learn
and grow, as well as influencing the future of healthcare, was what drove their dedication
to nurse education.
As the participant stated, "Personally, yung fulfillment, I think that would be a
calling kasi parang ganon eh, parang masaya kang nagtuturo sa mga estudyante, lalo na
kapag alam na alam mo yung ituturo mo sa kanila, tapos they approach you na 'Sir ganito
pala yung ano' so parang ano, it will be on my part fulfilling para sa akin. Kaya minsan
matawag ka 'Ayan si Sir, ayan yung walking MS natin' nakakataba ng puso at the same
time kasi naappreciate ng mga bata yung ginagawa mo, ganon."
(Personally, I find fulfillment in teaching—it feels like a calling to me. It brings joy
to teach students, especially when you know exactly what you're teaching them, and then
they come to you saying, 'Sir, so this is how it is.' It's fulfilling for me. That's why sometimes
they call you, 'There's Sir, our walking MS.' It warms my heart because the kids appreciate
what you're doing.)
According to Houck (2023), clinical nurse educators helped future generations by
preparing and shaping nurses with the skills, knowledge, and passion for nursing. Many
nurses developed relationships with students and experienced the fruit of their labor by
watching them grow throughout their careers. Nurse educators for patients and the public
alike often saw the value of their work in the improved health of the population they served.
Knowing their hard work had contributed to the health and welfare of others was incredibly
satisfying.
Main Theme 2. Anchored by Affection
This section examined the factors that influenced participants' decisions to serve
as full-time nurse educators in the Philippines within Anchored by Affection. Two key
aspects were explored: comfort zone and family influence. Comfort Zone highlighted the
role of familiarity and emotional security in career choices, while family influence
emphasized the impact of loved ones on aspirations. This highlighted the enduring power
of affection in guiding individuals towards meaningful professional roles and
underscored its importance in navigating life's vital decisions.
Figure 7.
Anchored by Affection
Figure 7 shows the two Sub-themes under the Main theme 2. Anchored by
Affection which are Sub-theme 2.1 Comfort zone and Sub-theme 2.2 Family influence.
Sub-theme 2.1 Comfort Zone. Illustrating the challenges nurse educators faced
when stepping out of their comfort zones highlighted the significance of familiarity and
security in their professional roles. The comfort zone represented a state where they felt at
ease and in control, making it crucial to navigate any transitions thoughtfully.
As it stated by the participant, “I don't want to be uprooted. I'm in my comfort
zone. I think, more or less, you can think of me as a chicken. Alam mo 'yung chicken?
'Yung mahina 'yung loob. I'm a chicken. Because I don't want to leave my comfort zone”.
( I don't want to be uprooted. I'm in my comfort zone. I think, more or less, you
can think of me as a chicken. Do you know about chicken? The weak one. I'm a chicken.
Because I don't want to leave my comfort zone)
This statement resonated with the challenges that nurse educators faced when
stepping out of their comfort zones, emphasizing the significance of familiarity and
security in their professional roles. Staying in comfort zones evoked a sense of belonging
and security; nurse educators sought stability and familiarity within their professional
environments to navigate challenges effectively.
Sub-theme 2.2 Family Influence. Family influence was a significant factor for
nurse educators who opted to serve in the Philippines and pursued a career as nurse
educators. In Filipino society, familial bonds were frequently strong, and individuals may
have placed greater importance on maintaining proximity to their families rather than
seeking professional prospects elsewhere. A significant number of participants may have
had a sense of obligation or accountability to provide care for elderly parents, assist
siblings, or remain near proximity to extended family members.

As the participant stated, "Because siguro one of the reasons kasi is nandito yung
family, and ‘yun nga nagkaroon din ako ng anak, parang mahirap kasing hiwalay sa anak
eh, ’yun ang feeling ko ah. Dito kasi, stable naman ako, in the Philippines."
(One of the reasons was that my family was here, and also because I had a child.
It was hard to be separated from your child, that's how I felt. Here, I was stable, in the
Philippines.)
According to Dahl et al. (2021), family considerations, along with economic and
emotional factors, could strongly influence a nurse's decision to stay in the Philippines
rather than pursue opportunities abroad.
2. Challenges that the participants experienced as nurse educators
This section explored the challenges experienced by nurse educators,
encompassing both teaching and classroom management hurdles, as well as
workplace dilemmas. In terms of teaching and classroom management, participants
cited challenges related to student behavior, and stress levels associated with handling
students. Additionally, workplace challenges included heavy workloads and low
salaries. These various challenges collectively highlighted the complexities and
pressures faced by nurse educators in their professional roles.
Main Theme 3. Teaching and Classroom Management Hurdles
In the dynamic landscape of nursing education, nurse educators encounter
a multitude of challenges, particularly in teaching and classroom settings. These

challenges encompassed the behavior of the students, and stress levels in handling the
students. Some participants felt overwhelmed by disruptive behavior, or high stress levels
in handling students. These challenges not only tested the educator's patience and
adaptability but also significantly impacted the quality of education delivered.
The study conducted by the Karachi Institute of Economics and Technology
(2019) emphasized the significant impact of students' environmental attitudes on their
commitment to sustainability and resonated with the teaching and classroom management
challenges faced by nurse educators, particularly regarding behavior, and stress levels in
handling students. Nurse educators had to navigate varying student attitudes and
behaviors towards sustainability, balancing engagement strategies to promote
environmental awareness among all students effectively. Integrating sustainability
education into nursing curricula required proactive approaches to engage students,
address criticism constructively, and manage stress effectively, ultimately encouraging
pro-environmental behaviors among future nurses.
Figure 8.
Teaching and Classroom Management Hurdles

Figure 8 shows the two Sub-themes under the Main theme 3. Classroom and
Teaching Management Hurdles which are Sub-theme 3.1 Behavior of the students and
Sub-theme 3.2 Stress level in handling students.
Sub-theme 3.1 Behavior of the Students. Behavioral challenges among students
presented significant obstacles for nurse educators. These challenges ranged from
disruptive behavior, lack of engagement, and disrespect to conflicts and diverse learning
styles.
As the participant stated, “The behavior of the students, the attitudes. Siguro sa
generations ngayon, matatanggap natin, ang hindi lang siguro namin tanggap ay yung
different from our behavior to this generation.”
(The behavior of the students, the attitudes. With the current generation, we can
accept it, what we might not accept is how different our behavior is from this generation.)
This statement emphasized that while there was an acceptance of the behavior and
attitudes of today’s students, there was also an acknowledgment of the challenge of
adapting to these differences, particularly when they diverged significantly from the
norms or expectations of previous generations.
In the research study entitled The Impact Student Behavior Has on Learning by
Kirkpatrick (2019), it was found that the amount of stress that a teacher feels daily has
grown tremendously within the last few years in the education world. Teachers have
spent a large portion of time and effort on how to improve the behaviors of students and
the causes of those behaviors.

Sub-theme 3.2 Stress Level in Handling Students. The responsibility of
educating and mentoring students while managing diverse learning needs, behaviors, and
expectations was demanding. Nurse educators experience stress when dealing with
challenging behaviors, addressing academic difficulties, or managing conflicts among
students.
As the participant stated “So siguro sunod lang kasi siya isa, dalawa, tatlong
group kasi siyang nahandle kong medyo nafufrustrate lang ako, frustration lang siya.”
(So, it's just that handling one, two, or three groups at once was a bit frustrating
for me; it was more of a frustration.)
The statement suggested that the nurse educator may have felt frustrated when
handling multiple groups of students simultaneously. The frustration likely stemmed
from the challenge of managing the needs, behaviors, and progress of multiple student
groups effectively.
Another statement from the participant claimed “Maybe the stress level. Sabihin
natin stress level ay nandun palang naman sa moderate. So maybe doon lang sa severe
doon ako mahihirapan.”
(Maybe the stress level. Let's say the stress level is still at a moderate level. It may
be only when it becomes severe that I will have a hard time).
In the context of nurse educators, this could have implied that they currently felt
adequately equipped to manage the stress associated with their role, such as handling
student needs, academic responsibilities, and other duties. However, if the stress level
were to escalate to severe levels, they anticipated experiencing greater difficulty in
managing their responsibilities effectively.
Main Theme 4. Workplace Dilemmas
As pillars of nurse education, nurse educators confronted a multitude of
workplace challenges that significantly impacted their professional journey. From the
weight of heavy workloads to the strain of low salaries, these challenges not only tested
their resilience and dedication but also profoundly influenced their job satisfaction and
overall well-being.
The results of a study conducted by Jarosinski et al. (2021) titled "Nurse Faculty
Shortage: Voices of Nursing Program Administrators" highlighted the difficulties faced
by nursing educators in their workplace, such as rising faculty workloads, disparities in
academic and practice pay, and staffing challenges. Nurse educators often experience
heavy workloads due to the demands of preparing lectures, grading assignments,
conducting research, and providing individualized student support. Additionally,
disparities in pay between academic roles and clinical practice can lead to feelings of
undervaluation and financial strain among nurse educators. Moreover, the deterioration in
workplace climate highlighted in the study can contribute to a negative work environment
for nursing educators, affecting their job satisfaction and ability to meet the needs of their
students effectively. These challenges posed significant barriers to achieving teaching
excellence, quality student outcomes, and faculty satisfaction in nursing education.

Figure 9.
Workplace Dilemmas
Figure 9 shows the two Sub-themes under Main theme 4. Workplace Dilemmas
which are Sub-theme 4.1 Heavy workload and Sub-theme 4.2 Low salary.
Sub-theme 4.1 Heavy Workload. The workload was often intensified by the
need to provide individualized attention and support to students, manage diverse learning
needs, and stay updated with advances in nursing education and practice. Additionally,
nurse educators also had clinical responsibilities or engaged in outside classroom duties
like community outreach programs, further adding to their workload. Participants often
experienced this challenge firsthand.
As the participant stated, “… ang daming trabaho.”
(...there's a lot of work.)
The statement underscored the significant workload faced by nurse educators,
emphasizing the sheer volume of tasks and responsibilities they were required to manage.
According to a study by Tentama et al. (2019) entitled The Effect and
Implications of Work Stress And Workload On Job Satisfaction, consistent workload can
positively influence performance, whereas inconsistent workload can negatively impact
performance. This discovery is in direct correlation with the substantial workload that
nurse educators endure. Optimal and consistent workloads have been found to impact
both productivity levels and job satisfaction positively. On the contrary, a workload that
is neither consistent nor excessive can result in tension and a decline in performance,
underscoring the importance of implementing efficient workload management strategies
to promote the health and efficacy of nurse educators.
Subtheme 4.2 Low Salary. Despite the advanced degrees, specialized skills, and
critical role in shaping the future of nursing, nurse educators frequently received lower
salaries compared to other industries. Despite their dedication to the field and the
importance of their work, nurse educators often found themselves needing more support
and satisfaction due to inadequate pay. This discrepancy not only affected their financial
well-being but also impacted job satisfaction.
As the participant stated “Palagay ko ano…yung pag nagpatuloy yung
pagmamaliit sa nurses na nararamdaman namin through sa salary.”
(I think it’s when the feeling of being undervalued as nurses continues through
low salaries.)
Despite their competency and good qualifications, nurse educators felt
disregarded as their incomes remained low. Nurse educators perceived their low pay as a
reflection of their devaluation and underappreciation within the field.

Daniel (2019) emphasized in his study titled "Effects of Incentives on Employee
Productivity" that the correlation between incentive management and employee
productivity was influenced to some extent by organizational culture. Incentive systems
that are fair and equitable have the potential to foster positive work behavior and increase
productivity. This observation holds significance in relation to the predicament that nurse
educators encounter regarding inadequate compensation, given that a favorable
organizational climate can alleviate the consequences of low wages through the
encouragement of equity and incentives.
3. Benefits and privileges that the participants received by staying in the
Philippines as a nurse educator
This section examined into the various benefits and privileges that nurse educators
receive as a result of their profession, highlighting "Perks of Commitment." Within this
context, several aspects were explored, including lifelong career development, flexible
schedule, educator pride, educational discount, access to medical resources, and paid
holidays. These advantages were highly valued by nurse educators, serving as well-
deserved recognition for their unwavering commitment to their profession and enhancing
their overall satisfaction and well-being.
Main Theme 5. Perks of Commitment
This segment emphasized the importance of the privileges and benefits accessible
to participants who elected to pursue a profession as nurse educators in the Philippines.
As participants reflected on their prospective professional paths and professional
obligations, it became evident that the benefits that lay ahead functioned as persuasive
motivations to sustain their ongoing commitment. By examining sub- themes including
flexible schedules, educator pride, lifelong career development, access to medical
resources, paid holidays, and educational discounts, it became clear that remaining firmly
established in the nursing education landscape of the Philippines provided not only
stability but also an abundance of prospects for personal and professional development,
satisfaction, and advancement.
Figure 10
Perks of Commitment
Figure 10 shows the six Sub-themes under the Main theme 5. Perks of
Commitment which are Sub-theme 5.1 Lifelong Career Development, Sub-theme 5.2
Flexible Schedule, Sub-theme 5.3 Educator Pride, Sub-theme 5.4 Educational Discount,
Sub-theme 5.5 Access to Medical Resources, and Sub-theme 5.6 Paid Holidays.
Subtheme 5.1 Lifelong Career Development. In the field of nursing education,
the continuous pursuit of knowledge and skills by the participants as nurse educators held
great significance. Fully committed to their roles within the healthcare and education
sectors, they reaped the benefits of numerous opportunities to expand their expertise
continuously. These opportunities provided exposure to cutting-edge advancements in
healthcare, innovative teaching methodologies, and the ever-evolving landscape of
nursing practices.
As the participant stated, “Even though I am already a professional and with
Master’s, I am continuing with my learnings, kasi hindi naman basta natatapos lang
when you graduated RN, USRN, PhD, but still like what is the new trend now the clinical
evidence-based practice.”
(Even though I'm already a professional with a Master's degree, I continue to
pursue further learning because it doesn't just end when you graduate as an RN, USRN,
or with a PhD. There's always something new to learn, like the current trend of clinical
evidence-based practice.)
This emphasis on lifelong learning not only enriched their abilities as educators
but also served as a cornerstone of their professional fulfillment and advancement. The
renewal and updating of skills in healthcare settings were made possible by continuing
education, also known as continued professional development (CPD), as stated by
Mlambo et al. (2021). Healthcare workers were required to periodically update their
abilities so that they could provide better treatment to patients.
Subtheme 5.2 Flexible Schedule. One notable advantage that nurse educators in
academia had over those in hospital settings was the presence of flexible schedules. The
participants highly valued this aspect, as it allowed them to have greater control over
their work hours and accommodate other personal and professional commitments. Within
the realm of academia, nurse educators frequently possessed a heightened level of
autonomy regarding their work schedules, allowing them to achieve a more harmonious
equilibrium between their professional obligations and personal engagements.
As the participant stated “Of course, if you have a family, you have to take care of
them. It's a long-time shift. Mas maganda ang schedule ng academe kasi. Always na wala
kang klase ng Saturday and Sunday. So, 'yun din 'yung kailangan sa bahay. Saturday,
Sunday, or Friday.”
(Of course, if you have a family, you have to take care of them. It's a long-time
shift. The schedule in academia is better. You never have classes on Saturdays and
Sundays. So, that's also what's needed at home. Saturday, Sunday, or Friday.)
Flexible schedules enabled participants to achieve a harmonious equilibrium
between their roles in the academic realm and their responsibilities at home, ultimately
contributing to their overall well-being and job satisfaction.
According to Malvik (2024), teaching offers a more regular schedule, and it
typically does not include holidays —a huge benefit for those with a family. Nurses with
children or family members needing care might also appreciate teaching situations that
allow them to work primarily from home. There are many education modalities to
customize a schedule, such as online teaching. This variety of options could give a more
flexible schedule than the typical nursing routine.
Subtheme 5.3 Educator Pride. One of the greatest sources of personal
satisfaction and pleasure for the participants was seeing their students achieve their
professional goals and become registered nurses. It was a great honor for nurse educators
to witness their students succeed in their careers. This emphasized the crucial role they
played in guiding and educating the nursing profession's future leaders and the enormous
influence they had on the field's path.
As the participant stated, “I think as part of the privileges that I'm getting, being a
nurse educator, is seeing my students or later on the product that I have na maging
registered nurse sila, and, of course, to become successful someday.”
(As part of the privileges that I'm getting, being a nurse educator is seeing my
students or, later on, the product that I have become a registered nurse, and, of course, to
become successful someday.)
The sentiment expressed by the participant encapsulated the profound impact and
privilege experienced by nurse educators in witnessing their students achieve success as
registered nurses. It emphasizes the invaluable contribution of nurse educators to the
profession and highlights their ongoing commitment to nurturing and mentoring the next
generation of nurses.
In an article entitled "Top Reasons to Become a Nurse Educator," Moody (2022)
highlighted that a rewarding aspect of being a nursing educator was forming close bonds
with students who shared similar goals and aspirations. Nurse educators had the chance to
mentor students as they navigated the challenging field of nursing, witnessing them grow
from novice students to confident nursing graduates. Many educators found this
opportunity to guide students through their career journey to be one of the most fulfilling
aspects of their role.

Subtheme 5.4 Educational Discount. The educational discount was perceived by
some nurse educators as a significant privilege provided by specific institutions,
extending benefits beyond individual educators to assist in the educational pursuits of
their staff. This practice fostered an organizational culture of continuous learning and
growth, placing financial assistance and ongoing education support at the forefront of
nurse educators' professional development.
As the participant stated, “ Kung gusto mong mag-aral ng MAN, or kung, ako
kasi tapos na. So kung meron kaming, meron kaming staff, or meron kaming, I mean,
faculty na gusto mong mag- aral naman, so pinapayagan nila and doon is binibigyan nila
ng discounts, yun at mga benefits.”
(If someone wants to pursue a Master of Arts in Nursing (MAN), for example,
although I've completed mine, if there's a staff member or faculty who wants to study,
they allow it and provide discounts and other benefits.)
This statement emphasized how some institutions prioritized the professional
development of nurse educators and colleagues. By offering benefits and discounts for
ongoing education, such as pursuing a Master of Arts in Nursing (MAN) while teaching,
they fostered a culture of continuous learning, enhancing skills and knowledge.
According to Malvik (2024), nurse educators also have various opportunities for
advancement and specialization. Nurses who teach have the chance to expand their
portfolio of experience and credentials constantly.
Subtheme 5.5 Access to Medical Resources. Participants recognized the
significance of building relationships within healthcare facilities, as it provided them with

valuable access to essential medical resources, including vaccines, medications, and
specialized equipment. These connections ensured they could stay informed about the
latest medical developments and maintained a high standard of education in their
teaching practices.
As the participant stated, “Siguro yung ano, no, yung pagiging healthcare worker
na parang yung mga, ahh... tawag doon... yung mga connections natin pagdating sa
hospital. Ahh, example, yung mga vaccines, yung mga medication. Madali natin makuha
kasi andito na tayo, eh.”
(Perhaps, being a healthcare worker, it's like our, um... connections when it
comes to the hospital. For example, vaccines and medications. We can easily get them
because we're already here.)
This underscored the advantage for nurse educators in accessing essential medical
resources through connections within hospitals.
Another statement from the participant, “ Siguro, ang example nito is during the
Covid-19 pandemic. Ahh, ang naging privilege ko is kami yung mga napriority na
saksakan, buong pamilya, buong angkan ko, na... na... priority na vaccine-an so, tingin
ko isa yon kaya parang... ahh, ahh na benefit or privilege as a health care worker.”
(Maybe an example of this is during the Covid-19 pandemic. Ahh, the privilege I
had is that we were prioritized for vaccination, my whole family, my entire clan, for...
for... being vaccinated as a priority. So, I think that's one reason why it's like... ahh, ahh,
a benefit or privilege as a healthcare worker.)

This pointed out the acknowledgment and advantages given to healthcare workers
during these crucial times, highlighting the significance of their contribution to public
health and safety efforts.
Subtheme 5.6 Paid Holidays. Institutions offered participants the benefit of paid
holidays, which ensured fair compensation for their time spent away from work. This
enhanced the overall job satisfaction and well-being of nurse educators, enabling them to
rejuvenate and re-enter their professions with renewed energy and motivation.
As the participant stated, “Generally, we have more holiday pay kumpara sa
nurse. Hindi necessary double pay, pero may pay kami pag holiday. Kunwari, holy week,
sa nurse papasok ka sa holy week, so double pay talaga yun. Sa amin naman, hindi kami
papasok pero still we have pay.”
(Generally, we get more holiday pay than nurses. It's not always double pay, but
we do receive our salary on holidays. For example, during Holy Week, nurses have to
work and receive double pay, but we don't work and still get paid.)
The statement highlighted the practice of providing compensation for holidays to
nurse educators. While their compensation may not always match the double pay
received by nurses, nurse educators still receive payment for holidays.
According to Knapp's (2024) article, "The Complete Guide to Offering Employee
Benefits in the Philippines," employees in the Philippines are entitled to two types of
holidays, one of which is "regular holidays," during which employees receive a paid day
off and are entitled to double their pay if called upon to work.
4. Recommendations to enhance their work environment as nurse educators

This section explored the variety of recommendations presented by nurse educators
concerning the improvements they foresaw for the professional setting. Most participants
engaged in discussions about the prominent theme, Enhancement Horizons which tackled
Stress Management Programs, Career-life Balance, Casual Regular Meetings,
Collaborative synergy, and Salary Adjustments/ Compensations. The previously
mentioned recommendations emphasized the critical significance of cultivating a work
environment that not only promotes efficiency but also places a high value on the health
and security of its personnel.
Main Theme 6. Enhancement Horizons
Improving the role of nurse educators necessitated a holistic approach that focused
on enhancing their well-being, communication skills, and compensation. This multifaceted
approach acknowledged the interconnectedness of these aspects in creating a supportive
and fulfilling work environment for nurse educators. By prioritizing their wellness,
fostering effective communication practices, and ensuring fair compensation, we
empowered nurse educators to thrive in their roles, ultimately benefiting both educators
and the nursing profession.

Figure 11.
Enhancement Horizons
Figure 11 shows the five Sub-themes under the Main theme 6. Enhancement
Horizons which are Sub-theme 6.1 Stress Management Program, Sub-theme 6.2 Career-
life Balance, Sub-theme 6.3 Casual Regular Meetings, Sub-theme 6.4 Collaborative
Synergy, and Sub-theme 6.5 Salary Adjustment/ Compensations.
Subtheme 6.1 Stress Management Program. Participants often experienced high
levels of stress due to the demands of their profession, including lesson planning, grading,
and managing classroom dynamics. The stress management emphasized the need for nurse
educators to unwind, de-stress, and recharge, which could help prevent burnout and
improve overall well-being.
As the participant stated, "Working environment? Siguro lagi lang ano... open
communication, then yung stress."
(I guess it's always about, um, open communication and also managing stress.)
According to Ludwig, M., & Hosek, A. (2018), stress management techniques were
important, such as relaxation training, time management, and social support, in mitigating
the negative effects of stress on teacher well-being and job performance. It emphasized the
need for comprehensive approaches to teacher well-being that addressed both individual
and organizational factors.
Subtheme 6.2 Career-life Balance. Career-life balance for nurse educators refers
to finding a harmonious equilibrium between their professional responsibilities as
educators and their personal lives.
As mentioned by the participant, “Tingin ko kailangan din ng work-life balance
ng isa’t-isa.”
(I think it's important for each other to have a work-life balance, as well.)
The participant emphasized the importance of work-life balance, highlighting that
individuals must have a healthy equilibrium between their professional responsibilities and
personal life.
Tran (2023) defined work-life balance as maintaining equal time and energy
between work and personal life, including family, friends, and hobbies, particularly crucial
for nurses. It involved taking breaks, setting boundaries, and prioritizing self-care. This
balance was essential for preventing nursing burnout, ensuring adequate rest, and reducing
stress levels, thereby enhancing job performance.
Subtheme 6.3 Casual Regular Meetings. The workloads and stress of nurse
educators could contribute to burnout. Casual regular meetings were needed to catch up
with their coworkers, to help each other, and promote effective communication and
health institutions. These meetings could provide an opportunity for faculty staff to share
their experiences, discuss challenges they were facing, and seek advice from colleagues
who may have encountered similar situations.
As the participant stated, "Isang magandang gawin o i-implement, what else I
think, a regular or monthly meeting, not business or about the school, just a chit-chat
with other faculties siguro."
(A good thing to do or implement, what else I think, is a regular or monthly
meeting, not business or about the school, just a chit-chat with other faculties maybe.)
This could allow nurse educators to build relationships with their colleagues.
These interactions can create a sense of community and camaraderie within the
institution, leading to increased trust, support, and cohesion among educators.
Subtheme 6.4 Collaborative synergy. Nurse educators played a critical role in
shaping the future of nursing by preparing the next generation of nurses. For nurse
educators who preferred to serve in the Philippines, collaborative synergy was a demand
for their profession. It could support professional development, enhance student learning
outcomes, address challenges and opportunities, promote a culture of continuous
improvement, and advance nursing education and practice.
As the participant stated, "Syempre, other to that, yung individual kasama na 'yon
supported dapat 'yan ng institution kung saan ka nagtatrabaho, tulong tulong na 'yon."
(Of course, aside from that, the individual plays a role, and it should be supported
by the institution where you work. It's a collaborative effort.)

By working together collaboratively, nurse educators could create a supportive
and dynamic learning environment that prepares nurses to meet the evolving healthcare
needs of society.
According to Armstrong (2018), teacher collaboration provides fellow educators
with opportunities to meet, share insights, create cohesive plans, and work together
effectively.
Subtheme 6.5 Salary Adjustment/ Compensation. Salary compensation in
nurse education refers to the money and benefits that nurse educators receive for their
work. It includes their regular pay, any bonuses they might get, and benefits like health
insurance, retirement plans, and vacation time.
Based on the response of the participant, "The salary and benefits. At least, uh,
there's a little, uh, mahabol yung salary outside the country." "Our parents are waiting
for a return. …so talagang hindi dadami ang nurse educator natin kung van pa rin ang
salary.”
(The salary and benefits, at least, match the salary outside the country.) (Our
parents are waiting for a return. …our nurse educators won't increase if that's the
salary.)
The participant suggested that if the salary remains at its current level, the nurse
educators won't be motivated to stay or increase their efforts.
Hiring and retaining qualified nurse educators was really important for fixing the
lack of nurses and keeping our current nurses in our community. But, the problem of low
faculty salaries for these nurse educators makes it hard to recruit and retain them,
according to Kroning & Northrup (2023).

Chapter 4 Compressed

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 4 Compressed

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Nueva Ecija University of Science and Technology

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The Emerged Themes from the Study

Fulfillment in Teaching Profession, Theme 2. Anchored By Affection, Theme 3.

Teaching and Classroom Management Hurdles, Theme 4. Workplace Dilemmas, Theme

5. Perks of Commitment and Theme 6. Enhancement Horizons.

1. Factors that influenced the decision of participants to serve in the Philippines

as full-time nurse educators

on several significant subjects, including Vocational fulfillment in teaching, which

tackled Professional Calling, In-demand profession, and Teaching Fulfillment, as well as

Gaining a comprehensive understanding of these complex factors could be essential for

Main Theme 1. Vocational Fulfillment in Teaching Profession

Exploring vocational fulfillment in the teaching profession revealed a complex

interplay of professional calling, in-demand professions, and teaching fulfillment. This

professionals, and the rewards inherent in the act of teaching.

exceptional type of fulfillment for oneself. Engaging in knowledge dissemination,

rewards. Educators frequently commended themselves on the accomplishments and

contributions of students and developed profound connections with them.

Vocational Fulfillment in Teaching Profession

Demand Profession, and Subtheme 1.3 Teaching Fulfillment.

Sub-theme 1.1 Professional Calling. This centered on the inherent

acknowledgment and acceptance of teaching as a vocational calling. It highlighted the

transition from regarding teaching solely as a professional option to recognizing it as a

decided, yeah, I really need to pursue this profession."

role in shaping the future of nursing.

Sub-theme 1.2 In-demand professions. Nursing's high demand in the Philippines

societal value of pursuing a career in nursing education. As a result, individuals felt

role they played in addressing the healthcare needs of the nation.

decisions to pursue positions as nurse educators in the Philippines. This recognition of

nursing as a desirable profession underscores the importance of addressing the shortage of

As the participant stated, "Personally, yung fulfillment, I think that would be a

time kasi naappreciate ng mga bata yung ginagawa mo, ganon."

what you're doing.)

According to Houck (2023), clinical nurse educators helped future generations by

Main Theme 2. Anchored by Affection

of affection in guiding individuals towards meaningful professional roles and

underscored its importance in navigating life's vital decisions.

ease and in control, making it crucial to navigate any transitions thoughtfully.

As it stated by the participant, “I don't want to be uprooted. I'm in my comfort

Because I don't want to leave my comfort zone)

environments to navigate challenges effectively.

seeking professional prospects elsewhere. A significant number of participants may have

siblings, or remain near proximity to extended family members.

rather than pursue opportunities abroad.

2. Challenges that the participants experienced as nurse educators

This section explored the challenges experienced by nurse educators,

encompassing both teaching and classroom management hurdles, as well as

workplace dilemmas. In terms of teaching and classroom management, participants

students. Additionally, workplace challenges included heavy workloads and low

salaries. These various challenges collectively highlighted the complexities and

pressures faced by nurse educators in their professional roles.

Main Theme 3. Teaching and Classroom Management Hurdles

In the dynamic landscape of nursing education, nurse educators encounter

a multitude of challenges, particularly in teaching and classroom settings. These

adaptability but also significantly impacted the quality of education delivered.

The study conducted by the Karachi Institute of Economics and Technology

(2019) emphasized the significant impact of students' environmental attitudes on their

behaviors towards sustainability, balancing engagement strategies to promote

environmental awareness among all students effectively. Integrating sustainability

education into nursing curricula required proactive approaches to engage students,

address criticism constructively, and manage stress effectively, ultimately encouraging

pro-environmental behaviors among future nurses.