Workload of Clinical Instructors in a Highly Urbanized City

Abstract

This study aimed to determine the level of workload of clinical nursing instructors in schools located in one of the highly urbanized cities in the Central Philippines for the school year 2024–2025. With a descriptive design applied, data were gathered from 192 clinical instructors through a stratified random sampling technique using a researcher-made questionnaire. The workload was measured in academic, clinical, and administrative areas, with results analyzed through frequency counts, percentages, means, and the Mann-Whitney U test for comparative analysis. Findings revealed that respondents tended to be younger, married, with a shorter length of service, and mostly part-time faculty. Clinical instructors perceived higher workloads in the three domains. Academic workload was rated the highest; for example, grading and preparation for exams were involved. Clinical workload, meanwhile, was spread evenly as supervision and hospital duties were standardized, while administrative workload concentrated on grade computation and reporting. Comparative analyses revealed significant differences in the execution of academic workload relative to age, civil status, and employment status, whereas clinical workload experienced no difference among demographic variables. Administrative workload, nevertheless, significantly differed in relation to civil status, length of service, and employment status. The findings indicate the existence of demanding and diverse responsibilities for clinical instructors that cause stress and the potential for burnout. These findings serve as a foundation for institutional interventions, including policies redirecting workloads, support from other institutional bodies, and wellness programs to maintain faculty well-being and ensure nursing education's high standard of quality in highly urbanized areas.