Authors : Algean M. Solatorio; Erwin Cubillan

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/5n6329wf

Scribd : https://tinyurl.com/2567p2kn

DOI : https://doi.org/10.38124/ijisrt/26May1063

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigated the influence of clinical instructors’ teaching practices on nursing students’ learning styles and academic achievement during clinical exposure. Specifically, it determined the level of clinical instructors’ teaching practices in terms of instructional planning and design, teaching strategies, and evaluation, identified the prevailing learning styles of nursing students, and examined their academic achievement. It further tested the relationship between clinical instructors’ teaching practices and students’ learning styles, as well as between teaching practices and academic achievement. A descriptive correlational research design was employed. Data was collected from nursing students using a validated questionnaire and official academic records. Descriptive statistics were used to determine the level of teaching practices, learning styles, and academic achievement, while Pearson’s r was applied to establish relationships among the variables. Findings showed that clinical instructors’ teaching practices were rated high across all domains, although instructional planning and design obtained the lowest means. Nursing students demonstrated varied learning styles. A significant relationship was found between clinical instructors’ teaching practices and students’ learning styles, but no significant relationship was identified between teaching practices and academic achievement. The study concludes that effective clinical teaching practices influence how students learn during clinical exposure, while academic achievement may be affected by factors beyond instructional practices. Based on these findings, the study recommends strengthening instructional planning and design, aligning teaching strategies with students’ learning styles, and implementing continuous faculty development programs to enhance the quality of clinical instruction.

Keywords : Academic Achievement, Education Teaching Practices, Learning Styles, Nursing Education, Outcome-Based.

References :

1. Alligood, M. R. (2022). Nursing theorists and their work (10th ed.). https://tinyurl.com/dwuj8rvs
2. Absin, M. A. P., Caorong, I. R., Cubero, L. M. L., Eslit, S., & Abad, G. R. (2021). Learning styles and academic performance among VBachelor of Science in Nursing. International Journal of Education, Humanities and Social Science, 4(227). https://tinyurl,com/5a9j84xv
3. Alharbi, A., Nurfianti, A., Mullen, R. F., McClure, J. D., & Miller, W. H. (2024). The effectiveness of simulation-based learning on students’ knowledge and skills in nursing programs: A systematic review. BMC Medical Education, 24, 1099. https://tinyurl.com/2kyh432w
4. Berdida, D. J. E. (2022). Filipino nursing students' use of low-cost simulators during online return demonstrations. Nurse Education in Practice / International Journal (2022). https://tinyurl.com/3pmjctfe
5. Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass. https://tinyurl.com/556znrcw
6. Condes, K. A., & Quezon, A. G. (2021). Flexible learning as a new designed pedagogy: The nursing students’ lived experience. International Research Journal of Science, Technology, Education, and Management, 1 (1). https://tinyurl.com/yc37a92
7. Duchscher, J. E. B. (2009). Transition shock: The initial stage of role adaptation for newly graduated registered nurses. Journal of Advanced Nursing, 65(5), 1103–1113. https://tinyurl.com/2etjxw55
8. Gaspar, A. D., & Banayat, A. C. (2024). Undergraduate student nurses' satisfaction self-confidence and perception of high-fidelity simulation-based learning on critically-ill patients. Acta Medica Philippina, 58(12). https://tinyurl.com/8jkhmjrp
9. Hayati, R., Mahfud, M., & Al-Amin. (2024). Analysis of the effectiveness of interactive learning methods used by lecturers in improving student achievement. Community Dedication.4 (4). https://tinyurl.com/eey22337
10. Hailikar, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2022). Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education, 23(3), 217–231. https://tinyurl.com/4vrbnn3j
11. Lawal, A. A. (2025). Effectiveness of interactive teaching methods in improving student engagement with history and social studies. World Journal of Advanced Research and Reviews, 28(3), 2237–2246 https://tinyurl.com/2ftmtvbv
12.  Lang, K., & Parkinson, B. (2023). Problem-based learning in nurse education. Evidence Based Nursing, 26(2), 50–51. https://tinyurl.com/bda2sfpe
13. Madayag, R. A., Esteron, J. V., Lozano, D. A. A., & Colleagues. (2024). Nursing students’ lived experiences with using AIDET in patient communication: A Filipino perspective. Belitung Nursing Journal / PMC. https://tinyurl.com/yc46cct5
14. Montegrico, J., & Chen, Z. J. (2025). Association between academic, initial licensure  employment factors, and NCLEX-RN performance of Philippine-educated nurses. International Journal of Environmental Research and Public Health, 22(4), 653. https://tinyurl.com/yc4dubt6
15. Pérez-Perdomo, A., & Zabalegui, A. (2024). Teaching strategies for developing clinical Mishra, R., et al. (2023). Simulation-based learning in nursing curriculum—time to prepare quality nurses: A systematic review. Nurse Education Today / BMC Nursing, 2023. https://tinyurl.com/my5uhpe3