Abstract
This explanatory sequential study investigated the competency levels and pedagogical performance of clinical instructors and their perceptions of nursing students’ clinical intervention skills in the Philippines. Data was collected from six nursing schools located in metropolitan areas using a combination of quantitative evaluation tools and qualitative interview guides. The study involved twenty-four clinical instructors and their respective students. Quantitative analysis revealed no statistically significant correlation between the pedagogical performance of clinical instructors and students’ clinical performance or skill competencies. However, qualitative findings provide deeper insight into the challenges nursing students encounter during clinical practice. These included attention deficits, impaired working memory, inadequate information processing, disorganized task management, and communication barriers influenced by language nuances. Such issues hinder students' ability to effectively apply theoretical knowledge in clinical settings. In response to these challenges, the researcher developed two strategic intervention plans designed to enhance nursing program delivery and improve student performance in clinical environments. The study concludes that while effective clinical learning remains fundamental to the professional development of nursing students, substantial barriers continue to impede progress. Therefore, it underscores the critical need for ongoing professional development for clinical instructors, with an emphasis on integrating innovative technologies and implementing strategically purposeful, student-centered teaching methods. These findings highlight the necessity of enhancing both instructional competence and clinical mentorship to strengthen the overall quality of nursing education. By addressing the disconnect between pedagogy and practice, the study contributes valuable insights toward improving clinical education outcomes and advancing nursing practice in the Philippines and similar contexts.
