Strategies Employed by HEI’s Offering Bachelor of Science in Nursing Programs to Address the Shortage of Qualified Instructors in the Clinical Area in the Province of Albay

Abstract

The shortage of qualified clinical instructors has become a critical concern in nursing education, particularly as healthcare systems require competent and practice-ready graduates. Higher Education Institutions (HEIs) offering the Bachelor of Science in Nursing (BSN) program must therefore implement effective strategies to sustain faculty capacity and maintain the quality of clinical instruction. This study aimed to examine the strategies and challenges employed by HEIs offering the BSN program in the Province of Albay in addressing the shortage of qualified clinical instructors. Specifically, it determined the current status of instructors in terms of academic qualifications, professional experience, and professional development; assessed institutional strategies in recruitment, retention policy, faculty ranking, faculty development, and innovation through partnerships; examined the level of agreement among HEIs regarding these strategies; identified challenges in recruitment and retention; and proposed a strategic framework to strengthen faculty sustainability. A mixed-methods research design was utilized. Data were collected through a structured survey questionnaire and a semi-structured interview guide involving seventy-three (73) clinical instructors from six private nursing colleges selected through purposive sampling. Data were analyzed using documentary analysis, weighted mean, Kendall’s Coefficient of Concordance (W), and thematic analysis. Findings revealed that while HEIs generally meet minimum regulatory requirements, there is uneven implementation of recruitment and retention strategies, weak consensus on development and innovation priorities, and persistent structural challenges such as non-competitive compensation, limited graduate-prepared faculty, and high turnover influenced by migration. The study concluded that although HEIs comply with baseline standards, these systemic constraints continue to affect faculty sustainability.