Crossing Bridges: Classroom Management Experiences of Nurse Educators in Teaching Clinical Skills Simulation

CROSSING BRIDGES: CLASSROOM MANAGEMENT
EXPERIENCES OF NURSE EDUCATORS IN

TEACHING CLINICAL SKILLS SIMULATION
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 982-998
Document ID: 2023PEMJ1118
DOI: 10.5281/zenodo.8289977
Manuscript Accepted: 2023-25-8
Psych Educ, 2023, 12: 982-998, Document ID:2023 PEMJ1118, doi:10.5281/zenodo.8289977, ISSN 2822-4353
Research Article
Crossing Bridges: Classroom Management Experiences of Nurse Educators

in Teaching Clinical Skills Simulation
Juvy Lynn G. Fortaleza*, Ryan Omar D. Andang, Cliff Kirl F. Lubon
For affiliations and correspondence, see the last page.
Abstract
I conducted this qualitative research phenomenology study to explore the classroom management
experiences of nurse educators in teaching clinical skills simulation. Five (5) nurse educators were
selected at Brokenshire College SOCSKSARGEN, Inc. as participants. I used an in depth-interview
utilizing a validated interview guide to extract important data from the participants. To analyze and
interpret the data gathered, I used Colaizzi methodological approach. My study revealed positive and
negative experiences of nurse educators in teaching clinical skills simulation. I also discovered that
the participants have common classroom management practices: Guided and Practiced
Demonstration, Post Conferencing, Diary Writing, and Return Demonstration. I also discovered that
nurse educators are utilizing the Experiential Theory of Learning by Kolb but unknown to them,
these common classroom practices are essential parts of teaching clinical skills simulation. Hence, a
proposed professional developmental program was recommended to the school administration
through the human resource department to bridge nurses' transition from a clinical setting to the
academe.
Keywords: nurse educators, classroom management experiences, clinical skills simulation, crossing bridges
Introduction and the challenge of applying this strategy in a short

period and having a curriculum already made
(Tjoflåt, Koyo, & Bo, 2021).
It was Monday morning when most students came to
school at precisely 7:30 am to attend the flag The purpose of nursing education is to create
ceremony. This morning was different. I saw students competent, internationally competitive nurses. Nursing
running. I arrived at almost 7:00, and I saw students education uses a variety of strategies so that learning
wearing white uniforms, clean shoes, and well-kept will take place, and these include experiential learning
and combed hair rushing inside the campus, bringing in the simulation room or clinical area. In nursing
their paraphernalia. I met one clinical instructor programs, simulation-based learning exists (Morse et
saying, "It is our Related Learning Experience (RLE), al., 2019). This simulation-based learning helped
and students are just waiting for their turn to perform students develop skills and provided teachers with a
their Return Demonstration." This is the usual scenario common educational framework because it was based
inside the campus during clinical skills simulation, and on academic principles and teaching theories (Wighus
clinical instructors were very busy facilitating & Bjork, 2018). Despite the challenges mentioned
students. earlier, the principle and methods of experiential
learning are still beneficial to nursing education
Classroom management is a significant factor inside (Murray, 2018).
the classroom. Teachers should possess these
management skills to create an effective educational Registered nurses are also qualified to teach in Higher
and training environment. Clinical skills simulation is Educational Institutions (HEIs) like professional
currently integrated into undergraduate nursing teachers based on CHED Memorandum Order No. 40,
programs and is becoming more common in hospital s. 2008. It is stated that a master's degree is the basic
training for nurses (Morse, Fey, Kardong-Edgren, standard for faculty in undergraduate courses; those
Mullen, Barlow, & Barwick, 2019). Effective with professional licenses, however, may be eligible to
classroom management should be the primary teach in some fields when there are not enough
responsibility of the teacher. However, not all teachers teachers with master's degrees. This mandate is also
are equipped and ready for their student's behavior in supported by Commission on Higher Education
the classroom, thus, resulting in difficulties in teaching (CHED) to facilitate registered nurses in their shift
and learning process implementation, especially for from clinician to educator; intensive training is
new teachers (Flower, McKenna, & Haring, 2017). recommended. I observed that many nurses today have
Several challenges were also identified, particularly shifted from clinician to academe. Nurses have shown
concerning the number of students during the activities favorable attitudes toward this requirement,
Fortaleza et al. 982/998

Research Article
Literature Review
particularly in simulation-based instructional methods
where they already acquired sufficient nursing skills as Classroom Management
they have experienced in hospital settings (Kaur &
Barde, 2021). Education aims to produce learners who are equipped
with the knowledge, skills, and attitude and can
To address the increasing demand for nurse educators, demonstrate a world-class performance. Teachers need
HEIs have no option but to hire them whether they to handle and manage the classroom properly so that
have teaching experience. However, some nurse learning occurs. It is not easy to be a teacher. Teachers
educators are viewed as experts in the clinical field have encountered many challenges when instructing
and have knowledge about teaching but still need and interacting with students in the present generation.
training in planning simulation activities using When that happens, teachers can still easily manage
educational based-practices. Quality nursing education the classroom by applying strategies commonly
can be achieved if nursing faculties have balanced practiced inside the classroom (Babadjanova, 2020).
experience in both theoretical foundations in teaching Cini (2017) enumerated the seven (7) essential
and skills. elements for effective classroom management, namely:
elements are classroom design, rules, discipline,
Nurse educators have numerous challenges and scheduling, organization, instructional technique, and
difficulties in engaging students to optimize classroom communication. Whatever techniques the teachers use,
and clinical learning. As observed after their clinical these fundamental components are essential to cater to
skills simulation class, some nurse educators would the class's needs and enhance the student's learning
verbalize "extended Return Demonstration (RD)" or experience. In order for learning to occur, the teacher's
"eat while working," and even they said, "I need a fundamental duty should be to manage the classroom
break." This made me realize to come up with this effectively. Since it has an excellent impact on the
research to dig deeper into their experiences and allow involvement and participation of students, classroom
them to verbalize their feelings about teaching clinical management plays an important area in education
skills simulation. Some research focused more on (Berger, 2018).
students' experiences in the classroom, so why not
study about experiences of teachers also in the To have a healthy working relationship and a
classroom? Some studies have revealed that teachers' conducive learning environment for students,
classroom management skills significantly impact classroom management strategies must be effectively
students' learning (Burden, 2020). Thus, exploring the implemented (Burden, 2020). Some research studies
experiences of nurse educators in teaching clinical have shown that effective classroom management
skills simulation may impact nursing education as a greatly influences students' learning and involvement.
basis to enhance the teaching-learning process inside Classroom management practices and strategies used
the classroom. by teachers significantly contribute to the student's
learning. Basic strategies in classroom management,
Research Questions such as clear objectives and expectations, students'
feedback, and giving students opportunities to
This research study aimed to explore the classroom participate in the class, have a solid contribution to
management experiences of nurse educators in learning yet are often missing (Mitchell, 2017).
Brokenshire College SOCSKSARGEN, Inc., General Furthermore, giving instruction and student
Santos City. In particular, it sought answers to the monitoring, encouraging the involvement of students,
following questions: and providing student feedback are all examples of
evidence-based classroom management methods.
1. What are the classroom management experiences of
The level of students' participation in classes have
nurse educators in teaching clinical skills simulation?
decreased when classroom management techniques are
2. How do they manage the classroom during clinical ineffectively implemented by teachers (Gage et al,
skills simulation? 2018). On the other hand, positive interactions and
3. Based on the results, what professional development imposing discipline like giving punishments had no
program can be proposed to prepare nurses in the positive effect on the learners' academic performance.
teaching profession? This means the effectiveness of the student's
performance was highly linked to the level of close
partnerships used as a classroom management
approach (Owusu, Dramanu, & Amponsah, 2021).

Research Article
Students, teachers, and classroom observers perceive Praveen and Thomas (2017) conducted a general
classroom management processes differently. They review of classroom management by studying the
have different perceptions and experiences when it theories of Skinner (1938) on his Operant
comes to the implementation of classroom Conditioning, Glasser (1999) on Choice Theory,
management. In some areas, students and teachers Froyen and Iverson (1999) on Schoolwide and
agree on how well a teacher manages the classroom. Classroom Management, and Canter and Canter
However, a comparison of student and teacher ratings (1996) on Assertive Discipline. All these theories
revealed that there were areas evaluated differently. As contributed different ideas about classroom
a result, evaluations from independent parties had a far management. It was discovered that specific behavior
more vital link with student assessments than reinforcements, implementation methods, rules and
evaluations from teachers (Scherzinger & Wettstein, consequences, management abilities, and others could
2019). In the study conducted by Egeberg and not be the only basis for classroom management
McConney (2018), statements like "it is all about the strategies. There are several classroom management
relationships" or "it is all about the rules" are techniques that can be used. To implement these
necessary because each component of good classroom techniques effectively and ensure that learning occurs,
management, including supportive relationships, high teachers must be ready, flexible, competent, equipped,
standards, and opportunities for participation and and well-trained.
contribution, has an impact on and influences the
others. Nurse Educators
Effective classroom management should be the Like professional teachers, nurses also are qualified to
primary responsibility of the teacher. However, not all teach, especially in clinical skill simulation. According
teachers are equipped and ready for their student's to CHED Memorandum Order No. 40, s. 2008, a
behavior in the classroom, thus, resulting in difficulties faculty must be a master's degree holder to teach
in teaching and learning process implementation, mainly in his primary field of expertise. However, in
especially for new teachers (Flower, McKenna, &
major fields in the program where there is a lack of a
Haring, 2017).
Master's degree, a professional license holder may be
qualified to teach. It is also stated in the same
According to Saleem, Muhammad, and Masood
Memorandum Order the teaching-learning process that
(2020), teachers have experienced classroom
will be utilized in the nursing program.
management challenges in their early years of
teaching. This was also supported by Lindqvist,
The teaching-learning process comprises the
Thornberg, Weurlander, and Wernerson (2021), who
theoretical/ lecture and experiential/ RLE. The Related
said that the first years in the teaching profession were
Learning Experience (RLE) comprises the Clinical and
very challenging. The biggest challenges identified are
Skills Laboratory. Simulation-based and experiential
learning to manage their schedules and emotions and
learning are utilized in the skills laboratory or clinical
the incredibly complex classroom environment. It was
areas during ward classes. The RLE activities in
discovered that during the first-year transition,
simulation-based learning are carefully selected to
teachers' knowledge of classroom management was
build confidence and develop competencies in various
increasingly observed, and their emotional weariness
also increased. However, the intensity was decreased settings. To support this standard of teaching, nurse
during the second year. educators teaching clinical skills simulation must have
at least three years of experience in any clinical setting
Academic deficiencies and a lack of professional as an additional qualification.
experience and expertise were identified as bad skills
for new teachers. The ability of teachers to strengthen Results from the Nurse Licensure Examination (NLE)
their students' learning abilities and valuable skills was are frequently used to assess the caliber of
considered to be an indication of their exceptional undergraduate nursing programs provided by higher
classroom management skills. Teachers stated that a education institutions (HEIs) in the Philippines. NLE
successful teaching approach was critical to coping takers and passers showed a declining trend between
with inappropriate behavior while managing their 2010 and 2016. These findings demonstrated that the
classes. Finally, it was suggested that new teachers NLE passing rate was related to location, size, kind,
understand that every class has unique characteristics year of establishment, and student-faculty ratio. To
and must be flexible in their classroom management to enhance NLE performance, HEIs should adhere to the
be more effective (Hamit, 2020). criteria for the student-faculty ratio (Bautista, 2018).

Research Article
There is a significant demand for nurse educators in intervention significantly impacted students' academic
the academic institution offering nursing programs. achievement and gave teachers a common educational
Clinical experts who choose to be in the academe framework (Wighus, 2018; Tawalbeh, 2020).
bring to their new jobs a variety of clinical knowledge
and a commitment to make a difference. However, In clinical skills simulation with simulated patients,
nurse educators encountered difficulties adjusting caring is combined with actual and realistic nursing
during their first years in the classroom setting. The practice, which helps nursing students learn
transition from clinician to nurse educator must be compassionate and competent caring behavior. Studies
facilitated through deliberate coaching and mentoring show that students actively performing in skills
(Grassley & Lambe, 2015). Moreover, Nurse Educator simulation helped them understand the need to show
Transition Theory (NETT) model has four stages in compassion and realize how difficult it may be to be
the role transition from nurse to nurse educator, mindfully present while doing real-life procedures
namely: (a) Anticipatory/Expectation Phase, (b) during patient encounters. A practical and systematic
Disorientation Phase, (c) Information Seeking Phase, educational learning strategy that helps students in
and (d) Identity Formation Phase was developed in learning caring behavior and enhances patients'
order to understand better how nurses transition to the experiences is to create simulations with standardized
position of nurse educators (Schoening, 2009). patients (Martensson, 2022).
Clinical Skills Simulation The simulation-based learning is also a feasible

teaching method to help improvement in nursing
Simulation is described as a strategy that allows students' communication, empathy, and development
participants to simulate an actual scenario to practice, of self-confidence (Li, Gu, Zhang, Zhao, Cai, & Wei,
discover, and assess to obtain knowledge of systems or 2019). Additionally, simulation was used as an
behavior (Healthcare Simulation Dictionary, 2020). effective strategy for teaching communication skills.
Students' achievement outcomes were found to be This technique could be included with other
significantly improved by simulation-based learning educational strategies that have been indicated to
(Lin, 2016). improve nursing students' communication with their
patients (Gutiérrez, Márquez, Granados, & Aguilera,
Additionally, it provides a comfortable environment 2020). According to Bux, Fatima, and Panhwar
for studying where students can practice using their (2021), the clinical learning environment is affected by
skills (De Lima Lopes et al., 2019). Because the many factors, such as a lack of theoretical preparations
learner is the main emphasis rather than the patient, to practice effectively, communication skills, an
they can practice the necessary skill without worrying unfamiliar environment, poor faculty self-preparation,
about the patient's safety (Eyikara & Baykara, 2018). and inadequate support for students.
Practical skills become complex procedures with the
integration of communication and compassion, as well Simulation-based learning is currently integrated into
as technical and manual aspects. It was found that undergraduate nursing programs and is becoming more
there is a significant improvement in the students' self- common in hospital training for nurses (Morse et al.,
confidence and understanding following a repeated 2019). This learning method is a positive, safe, and
simulation experience ( Al Gharibi, Schmidt, & effective method for nursing students in clinical and
Arulappan, 2021) simulation rooms for skills performance practice
(Rajaguru & Park, 2021). If nurses choose to engage in
The nursing program, as mandated to utilize skills the teaching profession, they must have the knowledge
simulation as a teaching strategy, has dramatically and understanding of effectively implementing
affected students' learning. In order for students to teaching and classroom management strategies. They
acquire the necessary skills in the nursing profession, must use a wide range of abilities, attitudes, and skills
simulation is an established methodology in nursing gained from nursing and education (Topping et al.,
programs. Simulation is an experiential form of 2015).
learning that help nursing students engage cognitively
and emotionally (Cant & Cooper, 2017). It was Nursing educators are generally favorable toward
discovered that planning, well-managed time, having simulation-based learning. Most showed a good
an observer, retraining, and structured reflection and understanding and a positive outlook toward
feedback had enhanced the input from pupils. Because simulation (Kaur & Barde, 2021). They must have
it was based on instructional approaches and sufficient resources and training to plan and prepare
theoretically valid learning tools, this educational simulation activities based on educational practices

Research Article
(White, 2017). However, most clinical trainers need supervision during RLE (Padagas, 2020).
more skills to use effective learning strategies,
including the capacity to use teaching techniques, With the challenges encountered by nurses in the field
demonstrate strong communication skills, and inspire of teaching, their needs must be met. According to
students. This has a detrimental impact on the teaching Fritz (2018), the inadequate preparation of nurses in
process. Clinical teachers' inadequate pre-teaching educator skills is one of the barriers during the
preparation significantly negatively impacts the transition. The learning needs of nurse educators
teaching and learning process (Abbas, 2015). While include the basic principles of teaching, teaching and
there is sufficient available information, being trained learning styles, teaching strategies and how to
in the use of simulation can be time-consuming. implement them, learner assessment and evaluation,
and feedback. In addition, it is the responsibility of
Classroom Management Experiences of Nurse academic program administration to invest in
Educators developing nurse faculty skill levels and prepare them
during the transition phase to their new role as
Qualified nursing faculty is an essential element in the educators (Hoffman, 2019). This can be made possible
nursing workforce to set the standard of teaching. by implementing appropriate professional
According to Shin et al. (2021), teaching performance development programs to address the immediate needs
and classroom management levels were linked with of nurses in the academe.
age, longer clinical careers, those engaged in doctoral
programs or who already hold a doctorate, prior
Methodology
clinical education experience, and enrolment in
clinical education continuing education. However,
according to Bagley, Hoppe, Brenner, Crawford, and Research Design
Weir (2018), the perception of having to "start over" in
a new and challenging role prevented nurses from I utilized the qualitative research method of descriptive
entering academic educator roles and getting a phenomenology. The purpose of qualitative
Master's degree programs and elevate their knowledge phenomenology research is to investigate a specific
in the teaching profession. event that has special significance to a group of people
and learns about their feelings and how they
Furthermore, the initiative of allowing nurse educators experienced it. One acquires an understanding of the
without Master's degrees is very crucial in alleviating human experience through the shared thoughts of
the nurse faculty shortage. The study by Singh et al. those experiencing it (Streubert & Carpenter,
(2021) identified four significant themes assisting 2007).Furthermore, phenomenology focuses on the
students in reaching their goals and finding fulfillment intentionality that underlies an experience's reality as it
through student participation, coping with challenging is encountered in a specific event and how a response
students, higher workloads, and lack of support and follows that intentionality. The meanings attached to
resources. Several participants raised worries about the this connection impact the experience and the wilful
demanding, challenging, poor academic performance, connection with the world (Creely, 2016).
disobedient, and manipulative students, even if student Phenomenology enables researchers to put aside their
engagement-related achievements were highlighted. perceptions of an event and give more attention to
participants' perceptions and ideas (Wirihana et al.,
A study was conducted in sub-Saharan Africa to 2018). Because exploration of the specific event is
determine nurse teachers' experiences with simulation. necessary for phenomenological investigation, it is
The findings revealed that nurse educators considered ideal for discovering phenomena relevant to education.
simulation a valuable strategic method for improving Thus, a phenomenological methodology was
students' learning. However, they also encountered appropriate for this research investigation. It was
challenges, mainly the increased number of students in expected that the nurse educators would retell their
the classroom and the challenge of including the thoughts and perspectives when sharing their
method in a curriculum with a limited time allotted for classroom management experiences in teaching
skills learning (Tjoflåt et al., 2021). Both the clinical clinical skills simulation.
professors and the nursing students are of the highest
caliber. During the related learning experience (RLE), The Husserlian transcendental phenomenological
their teachers have the most impact on their confidence methodology was also utilized in my study. The goal
level. Clinical instructors should reconsider their of research in Hu sserlian tran scen d en tal
methods for guaranteeing high-quality education and phenomenology is to create subjectivity and not

Research Article
merely through observation. This means, the focus is the Graduate School of Holy Trinity College duly
on a state in which "the researcher's impact on the signed by the Dean and the Vice President for
inquiry is constantly assessed, and biases and A c a d e m i c A f f a i r s . After r e c e i v i n g the
assumptions are neutralized, so that they do not recommendation letter was sent to the President of
influence the subject of the investigation" (Neubauer Brokenshire College SOCSKSARGEN, Inc., General
& Varpio, 2019). In addition, the researcher was Santos City. Afterward, the participants were
neutral and refrained from letting personal bias on the identified, and letters of participation and consent were
accounts given by the informants. This lived sent. I obtained verbal and written consent from each
experience investigation was best achieved by participant to ensure a complete agreement.
researchers who can achieve the transcendental state, a
condition in which the objective researcher advances An in-depth interview was utilized in this study. This
from the participants' declarations of facts of the was used to focus on individual experiences and points
experience to the universality of the phenomenon so of view. This strategy took time for me to conduct the
that it can be easily understood. To avoid researcher study. However, it was very challenging as a
s u b j e c t i v i t y and b i a s e s , a d e s c r i p t i v e researcher because I could ask for some clarifications
phenomenological study exploring the classroom and verification of ideas and insights from each. I used
management experiences of nurse educators in an online platform to get their demographic profile
teaching clinical skills simulation was utilized. through google forms.
Participants I presented the objectives of the study during the

acquisition of consent. After I obtained consent from
The participants of my research study were five (5) each participant, data were gathered during the face-to-
registered nurses who are presently in the teaching face, one-on-one interview, and some were using
profession, mainly teaching clinical skills simulation online platforms because of unavailability. I used my
in the related learning experience (RLE) at two cell phones as my audio recorder and notebook
Brokenshire College SOCSKSARGEN, Inc. They and pen to write important notes during the interview.
must have a clinical experience in the hospital setting A guided questionnaire duly validated by experts was
and are currently teaching clinical skills simulation. used as my guide during the interview. The one-on-
The participants articulately shared and described their one interview took 10-15 minutes, including
classroom management experiences as nurse educators clarifications and observations. The questions were
teaching clinical skills simulation. They also shared limited only to the classroom management experiences
and uncovered their standard classroom management of the participants related to teaching skills simulation
practices during guided and practices demonstration on their RLEs. The in-depth interview took place two
and during return demonstrations. days after the week's scheduled clinical skills
simulation of the informants with their students. I
Selection Process directly asked questions during the interview, and the
participants gave direct-to-the-point answers. Rarely I
Purposive sampling was utilized in my research study. used prompt questions during the interview because
Following a set of criteria for the study, the the participants answered what was being asked. My
participants' academic head recommended that role in this study was as an outsider. I stayed during
individuals be included in the sampling frame. The the clinical skills simulation and directly observed the
participants were carefully selected and screened phenomenon, but I set aside my personal opinion on
according to predetermined criteria. The selected nurse the phenomenon being observed.
educators were all teaching clinical skills simulation
and had recently done simulation activities for students Data Analysis
to ensure the freshness of stories and experiences. The
chosen participants were considered "experts" who I used Colaizzi's methodological approach to
provided relevant data to answer the study questions. phenomenological inquiry to analyze the data
gathered. Colaizzi's data analysis method helped me
Data Collection in analyzing the data comprehensively and objectively,
as Colaizzi (1978) noted, "objectivity is fidelity to
During the study, I ensured that the rules and moral phenomena." One should carefully listen to what the
standards of Holy Trinity College were followed. After phenomena say rather than define it. Tan (2020) also
receiving clearance for the proposed research from the describes Colazzi's phenomenological analysis in
panelists, I secured a letter to conduct the study from seven steps. These include the following: I read and

Research Article
reread the complete transcripts of all the informants to comprehensively. In this manner, it can be quickly
have a better understanding of the phenomenon, then adopted and applied to different settings, showing all
all the insignificant statements or phrases were data as transparently as feasible. I ensured that the
removed from the transcription, based on the critical results' descriptions were detailed to allow other
statements, meanings were formulated, then the researchers and readers to quickly transfer information
formulated meanings were arranged into thematic on areas/settings they want to apply.
clusters then into emergent themes, I integrated the
findings into an in-depth description of the lived Dependability. Dependability is vital since it confirms
experience and the participants then gave their the research study's conclusions as constant and
approval of the thorough description, then there is an reproducible. To establish the dependability of my
integration of any relevant information discovered study, I made sure that my conclusions matched the
during the validation. The description identified can be raw data I collected. I seek validation from my
modified after the validation from the participants has participants and adviser to confirm my findings and
been made to achieve congruence with the examined conclusion. This made the study reliable. I wanted to
lived experiences. With the use of these steps, it ensure that if other researchers examined the data, they
helped me identify the major themes and core ideas as would come to com parab le co n clu s io n s ,
the result of the study. The themes identified were interp retation s, and d iscov eries.
validated and verified by the participants.
Ethical Considerations
Trustworthiness
As a researcher, I ensured that all ethical
To establish the study's trustworthiness, I observed its considerations were followed to avoid engaging in
four components: credibility, confirmability, practices that may implicitly or explicitly abuse or
transferability, and dependability. exploit those I sought to research. Informed Consent.
This research was conducted on selected Brokenshire
Credibility. To prove the validity of my research, I College SOCSKSARGEN, Inc. nurse educators
made sure that it was comprehensive. Rigor was teaching clinical skills simulation. Informed Consent is
accurately observed throughout data collection, significant because when participants sign, it proves
particularly during one-on-one interviews. I refrained they allowed me to perform the study. The participants
from making ending remarks and simply let everyone I interviewed were fully informed of the objectives of
express their ideas and opinions without interrupting. the research study and the methods of obtaining the
Everything learned was based on genuine facts that data. I made it clear to them that their participation
came straight from the participants. I made sure that was optional and that they could leave the study at any
both pertinent and relevant information was included. time their rights had been violated. Informed Consent
As part of the data analysis, I also checked the was taken before I conducted the study to ensure
information gathered from the participants. This participation. All participants were provided oral and
indicates that the participants verified all of the written Consent since I used an audio recorder.
information gathered. Thus, strengthening my study.
Voluntary Participation. After the research objectives
Confirmability. In order to avoid data distortion, I put had been explained, the participants freely consented
aside my personal beliefs, presumptions, and to participate in the study. They were informed of their
judgments to discuss my study's confirmability. One right to refuse participation if their rights have been
method of guaranteeing confirmability was using abused or violated and to engage in the study at any
audio-taped interviews, note-taking, and online forms time without restriction. Furthermore, no pressure was
that were kept throughout the study. I analyzed the given to those participants who chose not to continue
data using Colaizzi's methodological methodology, the study. Nonetheless, whatever their decision, I gave
and one of the processes involved getting participant my respect to them.
confirmation and validation for the key themes that
had been found. I forwarded a copy of our interview to Data Privacy. The participants' names and other
the participants to ensure accuracy. If the interpretation crucial personal identities were not revealed during a
differs from what the participants pointed out, I face-to-face or online interview. The confidentiality
adjusted some of the findings. and privacy of the informants were strictly protected.
The dignity of all research participants was
Transferability. To address transferability, I made sure maintained. Any information was not made available
that the research as a whole was presented to or accessed by anyone but only me, as the

Research Article
researcher. Therefore, in this investigation, informants' Colaizzi’s data analysis method. These central themes
identities were assigned by code. are the positive and negative experiences. The major
themes, including the core ideas and frequency of
Cultural Sensitivity. This study was conducted with responses are presented in the table below.
great respect and sensitivity to the culture of each
participant. The words I used were not degrading or Table 1. Classroom Management Experiences of
against any cultural beliefs in general. I understand Nurse Educators
that not all my participants have the same culture and
are treated the same despite cultural diversity. Cultural
sensitivity was maintained throughout the study.
Gender Sensitivity. The informants were treated

equally regardless of age and years of experience.
Their gender must be respected too. As a researcher, I
treated them equally. I did not focus only on one
specific gender, but everyone played an important role
throughout the study. Positive Experiences
Health and Safety Protocols. Health and safety The first significant theme that emerged in the
protocols were followed and implemented during the classroom management experiences of nurse educators
study for those interviewed face-to-face. I conducted in teaching clinical skills simulation is positive
the study free from any hazards that may harm the experiences. They experienced the feeling of
participants. During the face-to-face interview, I satisfaction and fulfillment and experienced happiness
encouraged the participants to wear face masks, and a in teaching clinical skills simulation. They said that
one-meter distance was maintained. Online interviews they are satisfied and fulfilled when students improve
using video calls and messenger platforms were also their performance and gain an understanding of every
utilized for those participants who were not feeling procedure they perform. Improvements in the sense
well during the scheduled face-to-face interview. This that students who allotted time in the practice
was done to ensure a healthy and safe environment demonstration showed high grades than those who
during the study. were just doing it during the guided demonstration. As
observed during the interview, they can immediately
express the feeling of satisfaction with a loud tone of
Results and Discussion voice and smile. Teachers are considered the second
parents of the students. Like parents, teachers, too, feel
satisfied and fulfilled in doing their responsibilities
The findings demonstrated in this section were taken
whenever they see improvements in their students.
from the data gathered during the interview with the
informants. The data were analyzed and interpreted Feeling Satisfied and Fulfilled. The participants
using Colaizzi’s method, and major themes were verbalized that during clinical skills simulation, they
identified. feel satisfied and fulfilled as a teacher whenever
students have shown improvements in the performance
While ensuring patient safety in acute care settings,
of every procedure by having a higher grade during the
nurse educators are accountable for offering the best
return demonstration. As a teacher, it is excellent
learning opportunities and assessing student
fulfillment if our learners performed well in the class
performance. This can be done in a learning
and watch them doing the instructions and suggestions.
environment like teaching in clinical skills simulation.
During the interview, the informants can immediately
Students can continuously practice their clinical
express their satisfaction, and their smiles can be seen
abilities using the simulation method until they gain
while answering the questions. This is supported in the
knowledge, skills, and attitude. Nurse educators have
following lines:
different experiences encountered in teaching skills
simulation. Research shows that they face positive “I feel fulfilled and satisfied! , students who
experiences and challenges.
undergone guided practice score higher and perform
well compared to those students who directly perform
During the interview, participants shared their
experiences during their clinical skills simulation the graded return demonstration”( IA,T-2,Line 41-43)
activities, and significant themes emerged using

Research Article
“Seeing them improved on the next procedure because & Rickwood, 2015). Furthermore, teachers may feel
of my suggestions and technique made me satisfied”( more equipped to support students' mental health by
IC,T-9, Line 182-183) receiving additional training in mental health and
“Very satisfying knowing that some students are eager having their roles clearly defined within the school.
to learn the procedure through the guided
There is also a feeling of happiness when students
demonstration” ( ID,T-11,Line 232-233) have already developed confidence. According to the
participants, they were happy doing their clinical skills
Based on the statements shared by the participants, I simulation when students had already developed
could observe the satisfaction and fulfillment in being confidence over repeated practices and demonstration
a teacher in clinical skills simulation by their tone of and could perform the procedure effectively despite
voice. They experienced this because of improved anxiety and pressure. According to Al Gharibi,
performance by their students. Students' achievement Schmidt, and Arulappan (2021), there is a significant
outcomes were found to be significantly enhanced by improvement in the students' self-confidence and
simulation-based learning (Lin, 2016). This implies understanding following a repeated simulation
that, in teaching clinical skills simulation, it is the goal experience. The following statements support this:
of the nurse educators that students would show
improvements in their performance during the return “Although they still felt nervous but the confidence
demonstration. As Sunarsi (2019) mentioned, with level is way too different compared if they don't have
good performance, the instructors would feel satisfied
guided practice. ( IC,T-8,Line 159-160)
with their work after a long period since the learning
“Very happy and satisfying, the students have already
and teaching process results in qualified students.
develop the confidence and skills during the practice
Experiencing Happiness. Some would say that to be and guided demo. (ID,T- 13,Line 272-273)
happy is a choice. Being happy is subjective; only the
affected person can describe and express it. The Based on the statements shared by the participants,
excitement to share the informants’ stories was guided and practiced demonstration is an important
observed during the interview. Based on the guided part of the clinical skills simulation. As I observed
questionnaire, I only asked a few questions, but they during their class, the participants allowed students to
shared different experiences that expressed feelings of repeat the procedure, whether alone or with a group.
happiness. They say they are happy when students can This implies that it is the nurse educators'
perform the procedure at their best. Based on the responsibility to give the students time to do the
experiences shared by the participants, I observed a guided and practiced demonstration before an actual
tremendous in-depth meaning. They experienced return demonstration for them to develop self-
happiness during the clinical skills simulation because confidence in doing the procedure. According to Li,
they watched their students develop perseverance and Gu, Zhang, Zhao, Cai, and Wei (2019), simulation-
confidence. Despite the feeling of anxiety and pressure based learning is a feasible teaching method to help
during their return demonstration, they can still do improvement in nursing students' communication,
their best performance. According to them: empathy, and development of self-confidence. Thus, a
feeling of happiness is experienced by nurse educators
“I was happy seeing students trying their best to if their students develop confidence in doing the skills
perform procedures despite of the anxiety and simulation. According to Baluyos and Rivera (2019),
pressure they feel” ( IB, T-6, Line 129-131) job happiness influences student performance, which
is the ultimate objective of any institution.
“I felt so happy and great listening to them what they
have learned from the experience and that the feeling Negative Experiences
of anxiety has lessened after the guided demo”( ID,
T-12,Line 148-149). Teachers also meet challenges inside the classroom,
which do not exempt nurse educators. Nurse educator
This implies that the nurse educator must encourage needs full attention and a lot of preparation in teaching
and motivate the students to do their best even during a clinical skills simulation. They will teach imitation
high level of anxiety. Emotional stability is a very skills to prepare students to gain knowledge and skills
important factor during the clinical skills simulation and develop the confidence to face real life.
return. Teachers believed it was part of their duty to
promote students' mental health, but they felt they Tiresomeness. The participants shared their
lacked the necessary knowledge and abilities (Mazzer experiences as tiresome at some point as a teacher in

Research Article
clinical simulation. This means that tiredness is just prepare them to face the real-life situation in the
part of being a nurse educator, according to them. The clinical setting. According to Rodger and Juckes
participants first performed the procedure and did the (2021), clinical nursing teachers are accountable for
guided demonstration individually and repeatedly to offering the best learning opportunities and assessing
all students assigned to them. During the interview, all student performance. It was further revealed that nurse
participants pointed out that teaching clinical skills educators feel physically and emotionally drained
simulation needs a full attention because students have while supporting student learning and experience self-
different learning needs that must be addressed doubt in making decisions. Thus, nurse educators also
individually. According to them, guided and practiced need time and support from the institution they work
demonstrations are to be performed separately during with.
their clinical skills simulation, and students are
allowed to practice repeatedly until they develop the Lack of Time. The participants claimed that teaching
skills and confidence required. Thus, full attention and clinical skills simulation takes a lot of time. They have
more effort are needed. The following statements all consistently emphasized the importance of
support this: attending to each student's needs individually while
assisting them in their performance. Due to time
“Tiresome, I want them to perform the proper way of constraints, especially if slow students are doing the
doing procedures” (IB,T5, Line 91-93) demonstration, not all students could complete the
“Tiring!”,“I call the students one by one and let the one-on-one guided demonstration in their class.
other students observe the guided demonstration. I According to them, everyone has the chance to
also allow students to practice the procedure again practice and perform the procedure until they gain the
and again until they gain the co n fid en ce. skills required. One-on-one feedback and evaluation
( ID, T- 11,Line 2 3 2 ,2 3 8 - 24) are done after the guided and practice demonstration
“Very tedious!” I allow the students to run through the because they want the students to perform the
procedure properly. Thus, tedious and time-consuming
steps and simulations several times to familiarize” (
on the part of the participants. They stated:
IE,T-14, Line 296,298-299)
“I give everyone the chance to perform the procedure
I could observe from the statements shared by the
by draw lots. I did the demonstration myself first then
participants that being a nurse educator is a tedious
job. It needs more patience and energy to endure the let them do the guided demonstration with
demand of attention given to each student in the group. feedbacking there after the procedure” ( IA,T-1-2,
During the validation of the emergent theme identified, Line 19-22)
I asked the participants about their specific idea about “One on one evaluation every after the procedure is
tiresome, and according to them, they felt tiresome at what I did”
times because, during the guided and practiced “Let each one of them do the Hands-on procedure on
demonstration, they performed the same procedure their own” (IC, T-9, Line 198)
repeatedly to every student in the class for the whole
“Time consuming,I want them to perform the proper
day. This means they sometimes experienced
way of doing procedures during the actual return
boredom, doing the same for the clinical skills
simulation. As observed during their activity, the demonstration” (IB, T-6,Line 131-133)
participants repeatedly performed the needed skills and
guided the students to practice the procedure until they Based on the statements shared by the participants, I
acquired the needed competency. According to can see that as nurse educators, we need to have the
Toppings et al. (2015), if nurses choose to engage in patience to give students more time to practice
the teaching profession, they must have the knowledge demonstrations at their own pace. Allowing them to
and understanding to implement the teaching and develop the confidence and skills required from them
classroom management strategies effectively. They needs sufficient time to practice. According to
must use a wide range of abilities, attitudes, and skills Halamek (2007), learning is best done by doing rather
that they have gained from both nursing and education. than observing, and different skills are acquired and
retained at various rates. Learners have varying
This implies that nurse educators have to be oriented strengths, weaknesses, and life experiences. Thus,
and prepared and that it is not easy to be a teacher. It tones of patience must be in our pockets. Only through
needs courage, patience, and tolerance to help the being patient can we help our students learn and gain
students achieve the knowledge, skills and attitude and the confidence and skills they need.

Research Article
Teaching clinical skills simulation needs more time, management practices, and four (4) themes emerged
considering the number of students, and they only using Colaizzi’s data analysis method. These identified
require allotted time to practice before the actual return themes are nurse educators' common classroom
demonstration. According to Tjoflåt et al. (2021), management practices in teaching clinical skills
nurse educators encountered challenges, mainly the simulation. The major themes, including the core ideas
increased number of students in the classroom and the and frequency of responses, are presented in the table
challenge of including the method in a curriculum with below.
a limited time allotted for skills learning. This idea is
also supported by Vuuren (2016), who that the need Guided and Practiced Demonstration
for more precise instructions and the lack of a time
limit for finishing each activity were all considered One of the common classroom practices in teaching
challenges related to simulated learning experiences. clinical skills simulation is the guided and practiced
demonstration. This is usually done before the return
This implies that, as nurse educators, we must demonstration, wherein students are given time to
maximize our time and manage it accordingly by practice with the help of their teachers.
applying other classroom management strategies to
address this concern. This concern can also be Performing the Procedure First. Students learn by
addressed through additional nurse educators only imitation. This is also applicable in teaching clinical
during the clinical skills simulation so that all students skills simulation. This means that nurse educators have
can practice the skills required from them. the standard quality of experience before teaching
clinical skills simulation. Nurse educators must also
Classroom Management Practices of Nurse serve as role models in the clinical area. Doing the
Educators in Teaching Clinical Skills Simulation procedure first and allowing students to perform need
competency and quality in doing the procedure. It is
Table 2. Classroom Management Practices of Nurse crucial to remember that the effectiveness of student
Educators in Teaching Clinical Skills Simulation learning depends on more than just the type of clinical
experience they have learned in the skills simulation
but also on the traits and abilities of the teacher who
supports such learning. According to the participants,
during the guided and practiced demonstration, they
demonstrated the procedure first and let everyone
observe what they are doing while familiarizing the
steps and process. They allow students to observe
them while performing the skills to be performed by
the students. This is supported in the following
statements:
“ I did the demonstration myself then let them do the

guided demonstration with feedbacking there after the
procedure” (IA, T-1,Line 20-22).
“I perform the procedure first then let them
Effective classroom management should be the perform”(IB,T-5,Line 96)
primary responsibility of the teacher. However, not all “I will perform the actual procedure infront of my
teachers are equipped and ready for their student’s
students (IC,T-8,Line 163)
behavior in the classroom, thus, resulting in difficulties
“I do first the procedure then let them do it one by one
especially for new teachers (Flower, McKenna, &
Haring, 2017). When this happens, teachers can still ” (ID, T-11,Line 236)
easily manage the classroom by applying strategies
Based on the statements shared by the participants, it
commonly practiced inside the school (Babadjanova,
implies that in teaching clinical skills simulation,
2020).
demonstrating the procedure in front of the students is
During the interview, the participants shared how they the prevalent practice of nurse educators. This would
managed the classroom during clinical skills allow the students to observe the procedure and watch
simulation activities. They shared different classroom their teachers perform it correctly. According to
Niederriter and Thoman (2017), a trusted relationship,

Research Article
experience, knowledge, coach, and role model are the an innovative teaching tool that engages several senses
primary elements of being an effective clinical in learners at the same time. The simulation method
instructor. With these four traits, the students enables students to learn at their own pace, to make
discovered that they learned more, improved their mistakes freely, and to continuously practice their
critical thinking skills, and felt more confident in clinical abilities until they feel proficient and confident
doing the procedure. Furthermore, letting students to do the procedure (Eyikara & Baykara, 2017).
observe before doing the procedure helps them However, most clinical trainors lack the skills
remember the procedure easily. As observed during necessary to use effective learning strategies, including
their activity, the clinical instructors explained the the capacity to use teaching techniques, demonstrate
procedure while simultaneously demonstrating each strong communication skills, and inspire students. This
step while students were listening and taking notes. has a detrimental impact on the teaching process.
Kim and Seidman (2019) said that in the classroom, Clinical teachers' inadequate pre-teaching preparation
students watch their teachers demonstrate various significantly negatively impacts the teaching and
skills, and teachers would not be able to demonstrate learning process (Abbas, 2015).
correctly if they did not know what they were doing.
This implies that nurse educators must also be
This implies that nurse educators have the standard equipped with the knowledge, skills, and attitude to
quality of experience before teaching clinical skills perform the procedure in front of their students
simulation. Nurse educators must also serve as role confidently and correctly. As nurse educators, they
models in the clinical area. It is crucial to remember cannot give what they don’t have. In this instance, they
that the effectiveness of student learning depends on must also be prepared to teach clinical skills
more than just the type of clinical experience they simulation.
have learned but also on the traits and abilities of the
teacher who supports such learning. Post Conferencing
Allowing Students to Perform After the Guided After the guided and practiced demonstration, the
Demonstration. According to the participants, they let participants evaluated and gave feedback about the
the students observe what they are doing while student's performance. Here, students would know
familiarizing the steps and procedure. After the their strengths and weaknesses and how to improve
demonstration, they will ask some volunteers to follow during the return demonstration.
their actions for immediate feedback. They would also
Evaluating and Feedbacking are Done After the
allow students to have the guided and practiced
Performance. After sharing the classroom
demonstration to have experience before the return
management practices of the informants in teaching
demonstration. The following statements support this:
clinical skills simulation, evaluating and feedback
emerged as a common practice in teaching clinical
“ I did the demonstration myself then let them do the
skills simulation. Giving evaluation after the
guided demonstration with feedbacking there after the
performance provides insights to the students on what
procedure” ( IA, T-1,Line 20-22).
to improve in the performance of the procedure.
“I perform the procedure first then let them perform According to the participants, giving instant feedback
according to how they remember and understand it by to students confirms competence, corrects mistakes,
asking rationale”. ( IB,T-5,Line 95-96 and enables them to know their strengths and
“I ask students who wants to volunteer infront and do weaknesses to help them improve their performance.
the procedure while me watching and correct the This is also one way to inform the students of their
performance on the spot if it is appropriate” performances so that they become aware of what areas
(IC,T-8,Line 168-169) to be improved. This is supported by the following
“I do first the procedure then let them do it one by one statements:
and correct them immediately and allow them to do
“I let them perform guided demonstration give them
the procedure correctly” (ID, T-11,Line 236-237)
feedback with their performance. They become more
aware of their strengths and the areas they need to
Based on the statements the informants shared,
students could perform the guided and practiced work on” (IA, T-1,2, Line 17,33-36)
demonstration. This means students already have the “Had evaluation after the demonstration for them to
experience of doing the procedure with their teacher be co rrected and remind them on what is
watching them. In this regard, simulations constitute la ck in g ”(I B, T- 5,Line 109,112)

Research Article
“I do first the procedure then let them do it one by one allowed to share their experiences on what they have
and correct them immediately and allow them to do learned during the guided and practiced demonstration,
the procedure correctly” (ID, T-11, Line 236-237) whether written or verbal. According to them, through
sharing of experiences, nurse educators can assess the
Based on the statements shared by the participants, I students if they understand what they are doing and be
could observe that feedback and evaluation had given able to evaluate the class if they have the same feelings
more emphasis as part of clinical skills simulations. and experiences with others. As observed during their
This implies that giving feedback and evaluation to activity, students were also listening to what others
students is a very important responsibility of a teacher. were sharing; some of them were laughing as they also
According to Spiller et al. (2019), clear expectations validated the same feelings. They stated:
and outcomes must be communicated to the students,
and they must consistently get feedback on whether “I required them to do narrative report of their what
those expectations are being met. Helping the students are their realization, what are their learning
know their strengths and weaknesses would allow experiences, what have they learned from
them to improve their performance and give them the procedure and you are able to assess them if they
insights into performing the procedure correctly. After really understand“ (IA, T-3,Line 63-64)
evaluating the students, they felt that their learning “Every after the procedure, I ask them to enumerate
was improving and were more committed to advancing there mistakes and let them think of ways how to
their learning and giving them feedback aided in their
improve those”( IC, T-9, Line 187-188)
learning improvement, which is a definite sign that
“I let them write a reflection diary, I would start first
students desire to take an active role in their learning
by sharing what I observed during the demo and
and value their input in the planning of teaching and
learning experiences (Ion et at., 2019). allow them to share their experiences and feelings by
asking volunteers” ( ID, T-12, Line 251-255)
Furthermore, students may feel important and that
their concerns are addressed personally. However, Based on the statements shared by the participants,
according to Arkan, Ordin, and Yılmaz (2018), the they required students to have reflections after the
evaluation process can add more stress to students performance and allowed them to share with the
because of the lack of clinical practice time for group. This implies that nurse educators always
teachers, a large number of students in the class to be validate the students understanding through students’
evaluated, or students' perceptions of their role. This reflection and sharing of their experiences during the
implies that, since it is part of the teaching-learning clinical skills simulation after their performance.
process in clinical skills simulation, nurse educators According to Hayes et al. (2018), students
must have the knowledge and skills to evaluate the acknowledged growing awareness of the value of
student’s performance by talking to them personally. reflection for assessing performance and developing
By doing this, there is lesser anxiety for the students, self-awareness. This means that, through reflection,
and the primary goal of evaluation is achieved. students can also be aware of their feelings in order to
evaluate their performance. Self-reflection with insight
Diary Writing and clinical experience may help students to deflect
anxiety that may influence the development of clinical
During clinical skills simulation, students must have a competence (Pai, 2016). When I validated the
diary writing, reflecting their experiences and identified emergent theme with the participants,
learnings from their activity. Diary writing is one of according to them, they manage the class by requiring
the common practices in teaching clinical skills the students to submit a diary and their reflections as
simulation. This is done as part of assessing and practiced after each learning activity since students are
evaluating students’ learning. Through this, teachers also observing other performers. Some participants
can evaluate whether they have achieved their said that they were also influenced from what they had
objectives and allow students to express their feelings, experienced when they were still studying. They were
realizations, and learnings during the given activity. also required to have the diary and reflection that is
why they also do it today. I realized that nurse
Students are Allowed to Share their Feelings and educators are doing classroom management practices
Experiences After the Performance. As practiced, like this without knowing that it is a very important
according to the informants, they performed an activity part of experiential learning. They just do this
wherein the students were required to have a narrative classroom management because it is commonly
report or a diary of their experiences. Students are then practiced by others.

Research Article
Return Demonstration in the classroom. If one strategy is not working, then

another strategy must be applied. This means that to be
Doing a return demonstration of the specific procedure a nurse educator, and one must be flexible in
by students is one of the final outputs required in classroom management. Hamit (2020)
clinical skills simulation. Students are already given
grades during the actual demonstration by their Allowing Students to Perform at Their Own Pace.
teachers. Upon sharing their classroom management practices in
teaching clinical skills simulation, all participants
Calling Students One by One to Perform the stated that they give the students time to experience
Procedure. One of the strategies to let students and practice the procedure individually or in a group.
experience and perform the skills is to call them. All of them shared the same classroom management
According to the participants, this would also allow practice. According to them, students have different
them to see to it that students understood what they learning needs and styles, so they allowed them to do
were doing and also allow them to have hands-on it their own way. The following statements support
experience. During the interview, they shared that all this:
students were allowed to perform the procedure. They
randomly called them by drawing lots, which meant “To learn at their own pace; they become more aware
they all had the chance to perform the procedure. The of their strengths and the areas they need to work on”(
following statements support this: IA, T-3, Line 48-49)
“ I let them perform on their own since I know
“I give everyone the chance to perform the procedure students have its own technique and phase to learn
by draw lots, so all can perform” (IA,T-2,Line 45) and study” ( IC, T-9,Line 201-202)
“I call the students one by on” (ID,T-11,Line 238) “I allow them to practice with the group. Through
sharing, some of them have learned from their
Based on the statements shared by the participants, all
classmates because i used to paired them to have
students were allowed to experience the learning
activity during the clinical skills simulation. Nurse somebody to share their ideas” ( ID, T-12, 265-267)
educators exerted their efforts and spent more time “By allowing them to reason out if they think their
teaching clinical skills simulation for the students to own rationale stands to the principle being
learn from the activity. It implies that learning is for all demonstrated”. ( T-16, Line 337-338)
and that nurse educators’ responsibility is to cater to
the different learning needs of each student because Based on the informants' statements, I could see that
they are to be treated differently. For nurse educators they consider their students' learning abilities in
to properly manage a large class and attain teaching teaching clinical skills simulation. This means they
and learning abilities, they need to be equipped with allowed the students sufficient time to practice and
facilitative skills (Ndawo, 2016). Doing one on one apply what they learned from their experiences during
demonstrations is one of the common practices that the demonstration. According to Murray (2018),
nurse educators in the simulation skills laboratory. As students test fresh concepts and ideas during practice.
observed during their skills simulation, the nurse Students can connect the ideas and abilities acquired
educators instructed the students to stay in one room throughout the simulation to the actual performance of
while the student called to perform would stay in the the skills. As observed during their actual return
simulation room. According to Tjoflåt et al. (2021), demonstration, the students are allowed to do their
nurse educators encountered challenges, mainly the techniques but still aligned with the fundamental
increased number of students in the classroom, and the principles of the procedure performed. This implies
challenge of including the method in a curriculum with that nurse educators know classroom management
a limited time allotted for skills learning. According to strategies. However, similar to what I have observed in
the participants, it was time-consuming, especially if the other identified practices, they don’t know the
students would repeatedly perform the procedure until theoretical basis of classroom management. According
learning the skills had been achieved. to them, they only follow what they have observed and
practiced with the other nurse educator.
I could see from the statements shared by the
participants that they made an effort just to allow Proposed Professional Development Program for
students to experience the skills to be simulated. This Nurse Educators
implies that, as nurse educators, they must be
knowledgeable of the different strategies to be applied As higher education aims to educate the next

Research Article
generation of competent, compassionate, and caring and heard. Additionally, they have limited knowledge
health front-liners, they must be equipped beyond of classroom management strategies based on
knowledge and skills to practice with integrity, educational philosophies and theories since these
honesty, and confidence regardless of health concepts are not included in our four-year college
emergencies. The challenge of meeting the need to schooling. As the informants shared their experiences,
produce the best nurses who will serve humanity must there were mixed emotions observed. They were very
thus be accepted by nurse educators. excited upon sharing their stories and experiences,
which I did not expect to happen. I thought the
The title of the proposed developmental program is interview would take much time since an experiential
Bridging the Gap: Training and Seminar Workshops theory patterned it, but the interview ran smoothly. I
for New Nurse Educators. This program will be didn’t even ask for some clarifications because they
implemented during summer breaks and at least two answered all the questions directly.
weeks before the start of classes for each semester.
The achievement of this program must be concretized Based on the participants, most have experienced
through implementing different activities. This would satisfaction and fulfillment as a teacher in clinical
be a two-day seminar. The first-day activities would skills simulation. They feel satisfied and fulfilled
include the faculty orientation on the school's Vision, whenever their goals have been achieved. The feeling
Mission, Core values, and the roles and responsibilities of happiness also was experienced by them. They said
of the nurse educators and a seminar on foundations of they were extremely happy whenever students
education, philosophies, and theories. On the second developed important values in life. Though they
day would be a seminar and training workshop on experienced tiredness and boredom at times, they
classroom management strategies in teaching clinical verbalized that the feeling of fulfillment outweighed it.
skills simulation and assessment of learning to They also experienced a lack of time in teaching
evaluate student learning based on the course syllabi clinical skills simulation. This experience was
appropriately. supported by how they managed the classroom, like
doing guided and practiced demonstrations
individually and doing one-on-one feedback and
Conclusion
evaluation after the students’ performance. I also
observed them during their skills simulation. I saw that
Classroom management is one of the major most of them were talking to the students after their
responsibilities of a teacher. This responsibility, along performance. Some students performed quickly, but
with others, must be properly implemented to achieve others spent more time during the guided and practiced
the aim of education. Effective classroom management demonstration. This would require more effort and
has a direct impact on student's academic performance. time on the part of the nurse educators for learning to
Many teachers have encountered challenges and happen.
problems inside the classroom, including nurse
educators, in teaching clinical skills simulation. It has Upon analyzing their experiences, I learned that nurse
been known that nurses are experts in the clinical educators know how to manage the classroom during
areas. Their experiences in clinical settings have a clinical skills simulation. With little formal training
great contribution to the academe, especially in and schooling in teaching, they can perform some
teaching clinical skills simulation to students. classroom management strategies and common
However, nurses are not trained to be teachers in the practices in teaching clinical skills. They can also
classroom but are the most qualified individual to handle different students with different learning styles
teach skills simulation in the nursing field. This inside the classroom. I have observed they have
research study has explored the experiences of nurse overflowing patience because they can tolerate more
educators in teaching clinical skills simulation and time spent with the students to enhance their skills and
how they manage the classroom during the activity. develop confidence. Thus, I can say that nurse
educators can also be great teachers. I have also
During the conduct of the study, I already had a observed that they lack sufficient time to teach clinical
prediction of what would be the possible answers to skills. Most of them were overwhelmed doing the
the questions in search. The ideas were based on skills simulation. They extended their time because of
related literature and observations since I am also a unfinished activities. This implies that good time
nurse educator. But, the results of this study turned out management is needed to help them in this aspect.
to be different. I think nurse educators have difficulties
teaching clinical skills simulation, as I have observed With regard to the theory used in education, I

Research Article
discovered that, unknown to them, they were utilizing Egeberg, H., & Mc Conney, A. (2018). What do students believe
Kolb’s experiential theory. This means that their about effective classroom management? A mixed-methods
investigation in Western Australian high schools. The Australian
classroom management practices are anchored on E d u c a t i o n a l R e s e a r c h e r , 4 5 ( 2 ) , 1 9 5 - 2 1 6 .
experiential theory in education. Still, when I asked h t t p s : / / d o i . o rg / 1 0 . 1 0 0 7 / s 1 3 384 -0 1 7 -0 2 5 0 -y
them about it while validating themes, they said they
Eyikara, E., & Baykara, Z. G. (2017).The Importance of Simulation
did not know about any theory. They just based on in Nursing Education. World Journal on Educational Technology:
their classroom management strategy as they have Current Issues, 9(1), 2-7.
observed and practiced by nursing schools. I realized
Eyikara, E., & Baykara, Z. G. (2018). Effect of simulation on the
then that this is one of the gaps in education that must ability of first year nursing students to learn vital signs. Nurse
be resolved so that nurse educators can fully education today, 60, 101-106.
understand the rationale of doing such classroom
management. Through this measure, a nurse can also Flower, A., McKenna, J.W., & Haring, C. D. (2017). Behavior and
classroom management: Are teacher preparation programs really
be a good classroom manager. preparing our teachers?. Preventing School Failure: Alternative
Education for Children and Youth, 61(2), 163-169.
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Crossing Bridges: Classroom Management Experiences of Nurse Educators in Teaching Clinical Skills Simulation

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CROSSING BRIDGES: CLASSROOM MANAGEMENT

EXPERIENCES OF NURSE EDUCATORS IN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Crossing Bridges: Classroom Management Experiences of Nurse Educators

Introduction and the challenge of applying this strategy in a short

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Clinical Skills Simulation The simulation-based learning is also a feasible

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Participants I presented the objectives of the study during the

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Gender Sensitivity. The informants were treated

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“ I did the demonstration myself then let them do the

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Return Demonstration in the classroom. If one strategy is not working, then

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References Fritz, E. (2018). Transition from clinical to educator roles in

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Education, 40(2), 140-153. communication: a systematic review. American Journal of Hospice

Smith, M. B., Macieira, T. G., Bumbach, M. D., Garbutt, S. J., Citty,

Fortaleza et al. 998/998

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