NURSING INSTRUCTORS OF

CONAMS ADAPTING TO NEW

TEACHING PLATFORM -
WESLEYAN UNIVERSITY –
PHILIPPINES 

BSN 4-2
Group 10
Adviser:

Prof. Phoebe Caisip

Members:

Anuran, Baron Ashley F. Castro, Anne Lorraine M. Collado, Mark Angelo C. Gamay, Christine Joy D.
CHAPTER I
Introduction
- In a classroom setting, traditional learning takes place. There is a
teacher who moderates the flow of information and knowledge and
regulates it. Then through written exercises at home, the educator expects
the students to deepen their knowledge. The traditional learning system
was abruptly switched from classroom-based learning to a full online
learning system because of this pandemic that the whole world is facing
right now. Today, the nursing Instructors are facing a challenge on how
they will supply their students with enough knowledge that they will be
needing in the future as a nurse practitioner.
Statement of the Problem
1. Whatseminars or training does the academic nursing instructors are
attending or participating to adapt to the new teaching methods.

2. What are the challenges that the academic nursing Instructors are
facing during online class.

3. How does the academic nursing instructors know if their students are
teaching effectively?
OBJECTIVE OF THE STUDY
The researchers aimed to determine how nursing instructors of CONAMS
at Wesleyan University – Philippines are adapting to new teaching
platform, if what are the challenges that the academic nursing instructors
are facing during online class, if what seminars or training does the
academic nursing instructors are attending or participating to adapt to the
new teaching methods, if how does the academic nursing instructors
know if their students are learning effectively.
Significance of the Study
 To the instructors
 To the school administrators
 To the students
 To the researchers
 To the parents
 To the future researchers
Scope and Limitations
This research study focused on how Nursing Instructors of CONAMS
Adapting to New Teaching Platform - Wesleyan University - Philippines. In
this study, the instructors’ adaptation to new system of teaching refers to
the extent to which an instructor is as effectively as traditional way of
teaching.
The study was limited only to the nursing instructors of CONAMS in
Wesleyan University – Philippines. The researchers decided to exclude the
other faculties of CONAMS as they have different areas of specialty in the
medical field.
Conceptual Framework
Input Process Output

Respondent will answered the following question: Assessment will be done by using an interview To assess the capability of academic nursing instructors of College of

 What seminars or training does the academic which will be done in video call, Google meet or Nursing and Allied Medical Sciences on online teaching amidst

nursing instructors are attending or participating zoom. pandemic, and what strategies they are using with the challenges in

to adapt to the new teaching methods. new teaching platform.

 What are the challenges that the academic nursing

Instructors are facing during online class.

 How does the academic nursing instructor’s know

if their students are teaching effectively?

 
CHAPTER III
METHODOLOGY
Design 

              This study is a qualitative type of research that involves

collecting and analyzing non-numerical data to understand concepts,
opinions, or experiences. Its focus is to determine how Nursing
Instructors of CONAMS Adapting to New Teaching Platform - Wesleyan
University – Philippines.
 Research Instruments

       

Virtual Interview
Research Locale
Participants/Respondents

(7) Seven Nursing Instructors of CONAMS in Wesleyan

University - Philippines
Sampling Technique

- The technique used in the study is Purposive Sampling.

Statistical Treatment

- Qualitative
- Descriptive Phenomenology
Ethical Considerations
 Voluntary participation
 Confidentiality
 Do no harm
Trustworthiness of Data
 Credibility
 Confirmability
 Dependability
 Transferability
 CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
 Statistical Treatment
The data attained from the responses of the participants,
T the nursing instructors of CONAMS in Wesleyan
University – Philippines were interpreted and analyzed
based from what was understood by the researchers.
I

This study aimed to discover how Nursing Instructors

of CONAMS are adapting to the New Teaching
Platform.
 PROFILE OF THE
PARTICIPANTS

- The participants were coded by NI and a

corresponding number, with NI meaning Nursing
Instructor
 Respondent 1 (NI 1).
She is a 30 years old Nursing Instructor from WU-P who
has had participated in numerous webinars regarding
teaching in the new normal setting. She has also
experienced various difficulties in connectivity and
student engagement. When asked about her coping
mechanisms for these problems, she answered that
asynchronous classes come in handy. Moreover, she holds
interactive activities and relies on student feedback in
assessing her students, and believes that online classes
both have pros on cons depending on the situation but is
still doable.
 Respondent 2 (NI 2).
He is a 23 y/o fresh educator of WU-P who had problems
only with internet connectivity. In terms of the webinars
he has also participated those that discuss flexible learning
which for him was helpful in contributing ideas in the
learning and teaching process. He also finds online classes
an effective alternative and a safe method of learning
under the pandemic. He assesses his students’ engagement
through recitations and feedbacks.
 Respondent 3 (NI 3).
Is a 24 year old tenured instructor who has attended
webinars about flexible learning wherein he found
trainings more effective than just mere talks. He has had
problems about student engagement and internet
connectivity. He gives considerations for students and
assesses them by their grades, their responses and how
well they do in participating. Moreover, he believes that
based on profession both online and face to face classes
should be applied to courses that are skill-based like
nursing.
 Respondent 4 (NI 4).
He is a 40 year old long-ter NI from WU-P. He has
attended hundreds of nursing related and online learning
related webinars which for him were redundant. He has
had a share of problems like technical difficulties and
internet connectivity which he would often solve by
having alternatives as a form of preparedness. NI 4
believes that online class is a good alternative to face to
face classes with the use of apps like zoom and google
ones.
 Respondent 5 (NI 5).
She is a 66 year old NI who participated in effective
online teaching webinars which helped her become more
competent in teaching amidst the pandemic. She
experienced problems with regard to connectivity,
additional expenses, technical difficulties and student
engagement. She stated that she’s considerate with the
conditions of her students and she makes her classes less
boring. However, she finds online classes time consuming
yet an advantage for students with the asynchronous
opportunity.
 Respondent 6 (NI 6).
Is also a fresh NI in WU-P aged 22 years old who attended
webinars that are mostly focused on nursing education.
She’s had problems with connectivity, power interruption,
student motivation and inaccessibility for her students.
She uses interactive activities like recitations as basis if
her pupils are learning and believes that teachings in
webinars are not helpful for all because of university
variation and same goes for online class’ efficiency.
 Respondent 7 (NI 7).
Is a 30 year old female NI who was also a participant of
most webinars tackling the on-going pandemic and the
role of nurses. She believed that utilizing learnings from
the webinars were good in conveying information. She has
had problems with poor internet connection, and copes by
being productive. She assesses her students by conducting
student assessments, and online classes for her are
effective by means of competency enhancement and easy
access to information, though has certain implications to a
student.
 RESPONSES
- The responses of the participants of this study were
gathered by virtual screen-recorded interviews with
their consent and a digital questionnaire formed in
Google forms. The seven participants answered 6
questions totaling to forty-one (41) answers as one
respondent failed to answer one question.
These were then analyzed and categorized resulting to the formulation of
the major themes and subthemes of the study.

   

Subthemes
Themes
  → Application per Situation

→ Competency Enhancement
Webinar Utilization
→ Pandemic Friendly Techniques

  → External Difficulties

→ Controllable Difficulties
Situation Dependency

  → Interactive Activities

→ Student Feedback
Student Performance
→ Grade Basis
Theme 1: Webinar Utilization
Subtheme:
(1) Application per Situation,
(2) Competency Enhancement,
and (3) Pandemic Friendly Techniques.
Theme 1: Webinar Utilization
NI 1.5: “However, the [webinar] topics aren’t always applied due to lack
of resources and preparation”
NI 4.5: “Most of the webinars I have attended are really redundant in
nature, some are not attainable as it may be for advanced colleges but
not for colleges in the province”.
NI 6.5: “Webinars are okay, but I can’t say that they’re all helpful since
not every university has accessible virtual learning or not every student
can use virtual apps. Even with techniques that can be done, the part of
the student should still be considered. Some teachings in the webinar are
utilized, but not all because it’s still dependent on the connection”
Subtheme 1.2: Competency Enhancement
NI 2.5: “The webinars help in contributing ideas that we [CI]
can incorporate in our teaching and learning process”

NI 5.5: “On a positive note for us educators, online platforms

are effective as webinars flourish from it. Which help in our
proficiency in the use of online materials for teaching students”.
Subtheme 1.3: Pandemic Friendly Techniques
NI 1.1: “The webinars I have attended were about effective teaching
strategies, and how to adapt to the pandemic situation with regards
to the online situation”
NI 2.1: “Some [webinars were] about innovations, new mode of
teaching and learning process”
NI 3.1: “I’ve attended webinars about flexible learning, platforms
like google classroom and required TESDA ones. Training for
blended learning is important so I’ve attended a lot of those
trainings in webinars”
Subtheme 1.3: Pandemic Friendly Techniques
NI 4.1: “[I have attended] online teaching during the time of the
pandemic, difficulties in adapting the new normal regarding online
clinical teaching”
NI 5.1: “I have attended webinars about enhancing your teaching,
how to conduct effective online teaching and what are the best
practices in teaching”
NI 7.1: “The webinars I’ve attended were about COVID-19
pandemic”
Major Theme 2: Situation Dependency
Subtheme:
(1) External Difficulties, and (2)
Controllable Difficulties.
Subtheme 2.1: External Difficulties
NI 1.2. “Internet connection, power interruption”

NI 2.2: “So far, online connection is my only problem.”

NI 3.2: “Another problem is internet connection, because again the focus
of the professor relies on whether or not the students’ cameras are turned
on or not”.
NI 4.2: “Number one problem is my signal [internet connection] and the
other is my students’ signal. Another is I’ve also experienced technical
difficulties.”
Subtheme 2.1: External Difficulties
NI 5.2: “Before, technology was really my problem, but not anymore. The
second foremost problem is internet connectivity especially in our area.
Third, is the additional expenses for zoom that are not covered by the
school [WUP]. Another is I find it difficult to use google applications.”
NI 6.2: “Connection is a problem not just for me but also for the
students. Also, the electricity which is out of our control, and not
everyone enrolled [in WUP] has the capability to have their own internet
connection.”

NI 7.2: “Poor internet connection.”

Subtheme 2.1: External Difficulties
NI 5.2: “Before, technology was really my problem, but not anymore. The
second foremost problem is internet connectivity especially in our area.
Third, is the additional expenses for zoom that are not covered by the
school [WUP]. Another is I find it difficult to use google applications.”
NI 6.2: “Connection is a problem not just for me but also for the
students. Also, the electricity which is out of our control, and not
everyone enrolled [in WUP] has the capability to have their own internet
connection.”

NI 7.2: “Poor internet connection.”

Subtheme 2.2: Controlled Difficulties
NI 1.2: “the difference between online and face to face interactions were the
difficulties as not everyone in the class answers or opens their cameras.”
NI 3.2: “Probably one of the problems is interacting with students because
that is considered their participation [in the class].”
NI 5.2: “Learners are also not fond of asking questions which is another
problem”
NI 6.2: “Another problem is how I’m going to motivate my students like how
motivated they are during face to face classes.”
Major Theme 3: Student Performance
Subtheme:
(1) Interactive Activities, (2) Student
Feedback, and (3) Grade Basis.
Subtheme 3.1: Interactive Activities
NI 1.4: “It’s difficult to guarantee that they’re learning but through
recitation, quick follow ups [I am able to assess that]”
NI 2.4: “I use learning assessments that I incorporate in our teaching and
learning process and through that I am able to assess if the learners gain
and retain knowledge. I use recitations, follow up questions and post test at
the end of discussion in specific to assess their learning.”
NI 3.4: “I guarantee their learning through assessment tools and with the
students’ participation, especially during recitation, they’re able to answer.”
Subtheme 3.1: Interactive Activities
NI 5.4: “I guarantee the students’ learning through based examinations, quizzes and
other requirements.”
NI 6.4: “Quizzes are not reliable because cheating is possible. Instead, we have one
on one online recitations through google meet or zoom, that is my way of evaluating if
the students learned anything from my subject. We can’t merely evaluate their
knowledge by their grades only. That’s why I ask them after discussion situational
questions and not just by the book.”
Subtheme 3.2: Student Feedback
NI 1.4: “the eagerness of students shown in their messages [feedback] I am able to assess
that.”
NI 2.4: “The students also message me and thank me saying that they have learned a
lot.”

NI 3.4: “And also when they send messages, thanking me, especially freshmen students,
I’m able to see their dedication to their course.”

NI 4.4: “I guarantee that the pupils are learning when they are able to catch up and
reason out.”
Subtheme 3.3: Grade Basis
C3.4: “Grades also guarantee that they’re learning.”
 CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
 Summary

With the Traditional Learning System teaching styles being put

aside and thereafter replaced by the new normal setting of
education which is held virtually, instructors along with their
students have had their share of struggle in adjusting and
T adapting to much more complex methods of delivering
knowledge which requires numerous materials and well-
defined digital skills. Having to accustom themselves into
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being competent virtually is a prominent difficulty faced by

various professions and not just teachers during the
coronavirus pandemic.
 Conclusion

1. The educators are able to become more digitally literate

and become aware of ways on how to maximize the
benefits and functions of online materials specifically
online applications like Zoom and Google Meet.
T
2. Although webinars have been proven to be efficient in
guiding teachers and other professionals in familiarizing
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with the new setting of their works, the techniques and

topics taught may be somewhat selective
 Conclusion

3. The present study has also revealed that the most common
challenges faced by the Nursing Instructors are those relating
to problems than cannot be manipulated like Internet
T Connectivity, Power Interruption and Additional Expenses.

4. Despite the difficulty brought upon by blended learning,

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teachers still sought for ways to assess whether or not their

students are really learning and understanding the lessons
taught by them.
 Conclusion

5. In the light of the challenges Nursing Instructors face, they

learn to adapt by learning from those who teach them.

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 Conclusion

5. In the light of the challenges Nursing Instructors face, they

learn to adapt by learning from those who teach them.

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 Recommendations

 Educational Institutions should at least provide all necessary resources for their
educators

 To apply more hands-on training so that the participants will be able to keep up
and practice by themselves.

T  To reciprocate the same engagement and interest given by their instructors as that
would be beneficial for the both of them.
I

 To provide training beforehand and require assistants to instructors.

 Methods of assessment and readily made materials for helping the students
understand the topics better.

 to conduct a similar study with a larger sample to further elaborate how the
Nursing Instructors adapt to the new normal setting of education.