Narratives of Nursing Educators in Modular Instruction

Abstract

The study's outcomes will aid in the understanding of how nursing educators dealt with modular instruction throughout the pandemic. The study aims to explore the narratives of nursing educators in modular instructions during the pandemic with the expectation of drawing insights into ideas and practices that could be shared among others. The study employed a descriptive-phenomenology approach to highlight the obtained narratives during the interview with the participants. A total of 13 nursing educators from nursing colleges in Baguio-Benguet were chosen based on purposive, snowball sampling, and the saturation principle. In gathering data, unstructured interview was utilized, and the researchers divided the group into two consisting of two to three (2- 3) members wherein one acted as the interviewer; another took notes, and the last one operated and took charge of the recording. To ensure rigor and trustworthiness, we followed Guba and Lincoln's criteria namely credibility, dependability, transferability and confirmability. Before conducting an interview, the participants were adequately informed about the purpose and other important considerations of the study. Informed consent forms were also secured from the participants. In analyzing the data gathered, Creswell's method of data analysis was used. Nursing educators were found to have had a tough time adapting due to a sudden shift. The utilization of modular instruction in the nursing sector is somewhat different among the colleges. During implementation, multiple challenges and opportunities arose that were experienced by the nursing educators. The nursing educators employed coping strategies to overcome and manage the challenges during modular instruction. Lastly, modular instruction has its own strengths and weaknesses. To strengthen the abilities of nursing educators, training must be provided. Furthermore, to enhance modular instruction formulation and development, exploring the new learning modalities is to be performed by the nursing educators. They must embrace technologically related approaches to academic instructions for easier utilization. Opportunities must be provided to the nursing educators for feedback, practice, coaching, and expert support on new learning modalities. Reinforcement of enough and concise effort must be taken into account in assessing and monitoring students' progress.