Journal of Biomedical Advancement Scientific Research

Abstract

Clinical instruction serves as the bridge between theoretical nursing education and practical patient care, yet clinical instructors encounter challenges that shape their professional development. This study explored the lived experiences of clinical instructors as they adapted to new educational roles, managed diverse student behaviors, and facilitated learning in demanding clinical settings. Using a qualitative descriptive phenomenological design, in-depth semi-structured interviews were conducted with ten purposively selected clinical instructors. Colaizzi’s phenomenological method guided data analysis, revealing four themes: Clinical Instruction as a Pathway to Growth and Confidence, Confronting the Complex Demands of Clinical Teaching, Resilience through Adaptive and Growth-Oriented Teaching, and Fostering Student Learning and Professional Values. Findings showed that transitioning from bedside practice to teaching enhanced competence, resilience, and emotional maturity. Instructors addressed challenges through creativity, mindfulness, and faith while promoting empathy and ethical values. The study highlights the need for faculty development, institutional support, and value-centered mentorship to strengthen the professional identity and teaching effectiveness of clinical instructors. These findings emphasize the importance of supportive environments that sustain educator well-being and improve clinical learning outcomes for nursing students overall.