From Clinic to Classroom: The Lived Experiences of Nurse Educators on Transition, Challenges, and Identity Formation in Higher Education Institutions in Cavite, Philippines

Prof. Julian Grayfrex A. Alcomendas, RN, LPT, MAN
juliangrayfrex@gmail.com
College of Nursing, Lyceum of the Philippines University
Cavite, General Trias City, Philippines

DOI: https://doi.org/10.54476/apjaet/76973

                                                                                          Abstract

The global shortage of nursing faculty has led to increased recruitment of experienced clinicians into academic roles. While this transition is essential for sustaining nursing education, it often entails significant professional, psychological, and identity-related challenges. In the Philippine context, empirical evidence exploring the lived experiences of nurse educators remains limited. This study explored the lived experiences of nurse educators in Cavite, Philippines, focusing on their transition from clinical practice to academia, the challenges encountered during early faculty years, and the process of professional identity formation. A qualitative research design was employed using purposive sampling. Twenty-five nurse educators from four higher education institutions offering Bachelor of Science in Nursing programs in Cavite participated in the study. All participants had prior clinical nursing experience. Data were collected through open-ended questionnaires, face-to-face interviews, and online interviews. Thematic analysis was used to identify recurring patterns and meanings across participants’ narratives. The findings are in three overarching domains: transition experiences, early-career challenges, and professional identity construction. Participants described teaching as an extension of their clinical calling while also seeking work–life balance and sustainability. Early faculty years were marked by identity disruption, pedagogical insecurity, role overload, and emotional strain. However, mentorship, collegial support, adaptive coping strategies, and continued engagement with clinical values facilitated adjustment. Over time, participants developed a unified nurse-educator identity, redefining professional success through student outcomes, long-term impact, and personal fulfillment. The transition from clinic to classroom is a complex, evolving process requiring institutional support and intentional faculty development. Structured mentorship, realistic workload policies, and identity-sensitive support mechanisms are essential to promote nurse educator retention, well-being, and educational effectiveness within Philippine higher education institutions.

Keywords: Nursing Faculty, Professional Identity, Qualitative Research, Career Transition

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