This study explored the lived experiences of nursing students of Saint Paul University Surigao with their clinical instructors, focusing on how instructional practices, emotional support, and professional modeling shape clinical learning. Qualitative phenomenological design was employed. Data were gathered through audio-recorded focus group discussions (FGDs), in-depth interviews (IDIs), and key informant interviews (KIIs) with 18 purposively selected participants (15 nursing students and 3 clinical instructors). Colaizzi’s method guided data analysis, supported by triangulation, member checking, and ethical compliance with the Data Privacy Act of 2012 (RA 10173). Three interrelated themes emerged: (1) Guided by Care and Professional Modeling—instructors’ empathy, calmness, and professionalism fostered trust, confidence, and holistic learning; (2) Challenges and Emotional Pressures in Clinical Learning—students experienced fear, anxiety, burnout, and self-doubt arising from real-patient responsibility and evaluation stress; and (3) Coping and Growth Through Instructor Support—mentoring, encouragement, and guided reflection transformed challenges into resilience, professional identity formation, and emotional maturity. These findings align with Benner’s novice-to-expert model, Kramer’s reality shock theory, Vygotsky’s scaffolding concept, and Bandura’s self-efficacy theory. Clinical instructors play a pivotal role in shaping nursing students’ emotional resilience, professional identity, and clinical competence. Empathetic role modeling and consistent support mitigate emotional pressures and catalyze holistic growth. Integrating reflective debriefing, emotional intelligence training, and stress management into clinical education is recommended to strengthen nursing students’ formation.
Regunda et al. (Thu,) studied this question.