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American Journal of  Physical Education 
and Health Science (AJPEHS)

Skill competency level of  nurse educators in Bicol Region, Philippines
Charmaine B. Maravillas1*

Volume 3 Issue 2, Year 2025
ISSN: 2992-9679 (Online) 

DOI: https://doi.org/10.54536/ajpehs.v3i2.5351
https://journals.e-palli.com/home/index.php/ajpehs

Article Information ABSTRACT

Received: May 18, 2024

Accepted: June 20, 2025

Published: September 12, 2025

This study assessed the skill competency level of  nurse educators in the Bicol Region, 
Philippines, along performing the research process, fostering human relations with students, 
supporting students’ clinical practicum, engaging in instructional design, promoting students’ 
proactive learning, supporting the learning needs of  local-community residents, performing 
roles within the organization, performing social activities using resources, engaging in 
good communication with other organization members, providing appropriate support for 
students’ learning-related issues, and ensuring the quality of  educational activities. The study 
used a quantitative descriptive cross-sectional design to assess the skill competency levels of  
nurse educators in the Bicol Region at a single point in time. Data were collected from 210 
nurse educators across five state universities and colleges using the validated Clinical Nursing 
Faculty Competence Inventory (CNFCI), which measured various competency domains 
through a 5-point Likert scale. Descriptive statistics, including frequency, percentage, and 
weighted mean, were applied to analyze and interpret the data. Results showed that nurse 
educators in the Bicol Region demonstrated a very high level of  skill competency across 
all assessed domains. They consistently showed strong abilities in performing the research 
process, fostering human relations with students, supporting clinical practicums, engaging 
in instructional design, and promoting students’ proactive learning. Likewise, they excelled 
in supporting community learning needs, fulfilling organizational roles, using resources for 
social activities, communicating effectively within their institutions, providing appropriate 
support for student learning issues, and ensuring the quality of  educational activities.

Keywords
Bicol Nurse, Nurses, Nursing 
Education, Skill Competency.

1 Bicol University College of  Nursing, Legazpi City, Philippines
* Corresponding author’s e-mail: charmaine_maravillas@yahoo.com

INTRODUCTION
Nursing education is fundamental in developing future 
healthcare professionals and be equipped with the 
necessary knowledge, skills, and attitudes to provide safe, 
effective, and compassionate care. Globally, organizations 
such as the World Health Organization have emphasized 
the importance of  competent nurse educators in achieving 
universal health coverage and improving health outcomes. 
The WHO’s Nurse Educator Core Competencies serve as 
a global standard to guide nurse educators in maintaining 
excellence in teaching, curriculum development, research, 
leadership, and community engagement, all of  which are 
vital to improving nursing education and health service 
delivery (World Health Organization, 2016). Similarly, in 
the Philippines, the Commission on Higher Education 
mandates that nurse educators must possess advanced 
academic qualifications, clinical experience, and active 
engagement in professional organizations to ensure the 
quality of  nursing programs (Commission on Higher 
Education, 2017). These frameworks collectively stress 
that the competence of  nurse educators is foundational 
to producing graduates who can address the evolving 
needs of  communities and health systems.
The Philippine Qualifications Framework outlines 
standards for qualifications and learning outcomes that 
aim to align local education with international standards 
and enhance the mobility of  Filipino professionals. This 
framework supports the development of  nurse educators 
who can perform a wide range of  functions, including 

engaging in research, fostering positive human relations, 
supporting students’ clinical practicum, designing 
instructional materials, and addressing the learning 
needs of  local communities. International models, such 
as those from the National League for Nursing and the 
National Council of  State Boards of  Nursing, further 
highlight the broad responsibilities of  nurse educators. 
These include promoting proactive learning, supporting 
students’ academic and emotional needs, demonstrating 
leadership within their organizations, collaborating across 
disciplines, and utilizing technological innovations in 
teaching (Oermann & Frank, 2023; National Council of  
State Boards of  Nursing, 2023). Moreover, scholars like 
Billings and Halstead (2019) and Boyle and Oermann 
(2020) have pointed out the importance of  personalized 
support, inclusive teaching, and the integration of  
evidence-based practices to enhance educational quality.
Despite these well-established competencies and 
standards, there remains limited empirical data specific to 
the Philippine context, particularly in regional areas such as 
the Bicol Region. While studies have explored the general 
competencies of  nurse educators, few have examined their 
actual skill competency levels across diverse functional 
areas, including research, instructional design, student 
support, community engagement, organizational roles, 
and communication within institutions. Existing research 
has largely focused on broader national or international 
samples or specific aspects such as clinical teaching or 
curriculum design, leaving a gap in understanding how 



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nurse educators in Bicol perform across these varied and 
vital roles. 
Hence, the study assessed the skill competency level of  
nurse educators in the Bicol Region, Philippines, along 
performing the research process, fostering human 
relations with students, supporting students’ clinical 
practicum, engaging in instructional design, promoting 
students’ proactive learning, supporting the learning 
needs of  local-community residents, performing roles 
within the organization, performing social activities using 
resources, engaging in good communication with other 
organization members, providing appropriate support for 
students’ learning-related issues, and ensuring the quality 
of  educational activities.

LITERATURE REVIEW
Studies, such as those by Goleman (1995), emphasize the 
importance of  emotional intelligence in fostering positive 
human relations. Nurse educators with high EI are 
better equipped to manage classroom dynamics, resolve 
conflicts, and provide emotional support to students, 
thereby enhancing the learning environment. Clear and 
open communication is essential for building trust and 
rapport with students. 
In the context of  diverse classrooms, cultural competence 
is crucial. Research by Campinha-Bacote (2002) highlights 
that nurse educators who are culturally competent and 
sensitive to the diverse backgrounds of  their students can 
better address their unique needs and foster an inclusive 
learning environment. Implementing inclusive teaching 
practices that acknowledge and celebrate diversity helps 
in creating a supportive environment for all students. 
This includes understanding cultural differences in 
communication styles, learning preferences, and values. 
Research by Zimmerman (2002) shows that helping 
students set realistic goals and manage their time 
effectively can enhance their ability to engage in self-
directed learning. Educators can guide students in 
creating learning plans and setting milestones to track 
their progress. Effective mentorship can significantly 
impact students’ proactive learning. 
Studies by Betancourt et al. (2003) emphasize the need 
for educators to understand cultural beliefs, values, 
and practices when designing social interventions to 
ensure they are inclusive and respectful of  diverse 
communities. Nurse educators should establish networks 
and partnerships with local stakeholders, government 
agencies, and non-profit organizations to enhance the 
impact of  social activities. 
Creating interactive and engaging content, such as case 
studies, simulations, and group activities, is essential. For 
instance, a study by Jeffries (2005) demonstrates that 
simulation-based learning encourages active participation 
and critical thinking among nursing students. Promoting 
critical thinking is essential for proactive learning. 
According to Myrick and Yonge’s (2005) research, 
students are more likely to develop confidence and take an 
active role in their learning when mentors offer guidance, 

support, and constructive feedback. Educators can 
modify their instructional strategies by including student 
feedback mechanisms to more effectively accommodate 
students’ diverse requirements. 
Research by Israel et al. (2005) suggests that collaborative 
partnerships facilitate resource sharing, increase 
community participation, and promote sustainable social 
programs. Social activities organized by nurse educators 
should focus on building community capacity and 
empowering individuals and groups to take ownership of  
their health. 
Studies by Skiba and Barton (2006) highlight the benefits 
of  using e-learning platforms, simulation, and other 
technological tools to enhance learning and engagement. 
Research by Jeffries and Rizzolo (2006) highlights 
the benefits of  using interactive teaching methods, 
incorporating simulation-based learning, promoting 
critical thinking skills, and fostering active learning 
environments to enhance educational quality. Creating 
a student-centered learning environment is crucial for 
educational quality. 
Research by Ironside and McNelis (2010) emphasizes 
the importance of  educators being available for 
consultations, office hours, and open communication 
channels. Effective support involves active listening and 
demonstrating empathy towards students’ concerns and 
challenges. 
Frank et al. (2010) conducted research that endorses the 
implementation of  competency-based education, which 
emphasizes the development and evaluation of  particular 
skills and competencies. This methodology is especially 
pertinent in the field of  nursing education, where practical 
abilities are indispensable. The significance of  technology 
integration in instructional design is on the rise. 
Community engagement strategies that are effective are 
indispensable for the success of  educational initiatives. 
Israel et al. (2010) conducted research that emphasizes 
the significance of  community forums, partnerships with 
local organizations, and participatory approaches in order 
to foster active involvement and ownership of  learning 
initiatives. Nurse educators are essential in their advocacy 
for policies that promote health equity and the learning 
requirements of  local communities. 
Benner et al. (2010) have conducted research that 
underscores the fact that educators who participate in 
ongoing clinical education and clinical practice are better 
equipped to provide students with the necessary support 
in the clinical setting. 
Research suggests that nurse educators must implement a 
diverse array of  instructional strategies to accommodate 
differing learning styles. Reflective practice, problem-
based learning, and simulation-based learning are 
identified as effective strategies for improving students’ 
clinical abilities (Cant and Cooper, 2010). It is imperative 
to offer students constructive, specific, and expeditious 
feedback in order to facilitate their growth. 
Research by Ironside and McNelis (2010) emphasizes 
the importance of  aligning curriculum with program 



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outcomes, integrating evidence-based content, and 
utilizing active learning strategies to enhance student 
engagement and learning outcomes. Educators must 
be proficient in learning assessment and evaluation 
methods to measure student progress, identify areas for 
improvement, and ensure program effectiveness.  
Research by Weimer (2013) highlights the benefits of  
student-centered teaching approaches, where the educator 
actively involves students in the learning process and 
adapts to their individual needs. This approach fosters a 
supportive and inclusive learning environment. 
Research by Ironside et al. (2014) shows that educators 
who offer guidance, feedback, and emotional support 
foster a positive learning environment, promote student 
retention, and enhance student satisfaction. 
Research by McGonigal (2015) highlights the role of  
educators in promoting a positive learning environment, 
offering encouragement, and referring students to mental 
health resources when needed. By excelling in these areas, 
nurse educators can effectively support students’ learning-
related issues, promote academic success, and contribute 
to a positive and nurturing learning environment within 
nursing education programs.
Research by Arnold and Boggs (2015) suggests that 
effective communication skills in nurse educators lead to 
improved student engagement and learning. This includes 
both verbal and non-verbal communication skills. 
According to Oermann and Gaberson (2016), clinical 
proficiency is essential for educators to provide accurate 
and relevant guidance to students in real-world settings. 
Ongoing professional development and clinical practice 
are necessary for maintaining clinical competence. 
Strong communication skills are essential for nurse 
educators to effectively convey expectations, provide 
instructions, and facilitate student learning. According 
to the study by Foronda, MacWilliams, and McArthur 
(2016), clear and open communication between 
educators and students enhances the learning experience 
and improves clinical outcomes. Building positive 
relationships with students helps create a supportive and 
trusting environment. 
Research by Oermann and Gaberson (2016) emphasizes 
that educators with advanced clinical skills can effectively 
guide and mentor nursing students, ensuring they receive 
a quality education. Effective teaching and instructional 
design skills are crucial for nurse educators. 
Studies by Oermann and Gaberson (2016) suggest 
that educators who use valid and reliable assessment 
tools, provide timely feedback, and conduct outcome 
evaluations contribute to maintaining educational quality. 
Nurse educators should employ evidence-based teaching 
practices grounded in educational research and best 
practices.
Gender may have influences in the areas of  clinical 
expertise and area of  assignment among nurse educators.  
For instance, studies by Smith and Johnson (2016) 
suggest that female educators may be more prevalent in 
specialties such as maternal-child health or community 

nursing, while male educators may be more represented 
in critical care or emergency nursing. Research could 
also explore whether gender influences participation in 
professional development activities and mentorship roles 
among nurse educators. 
Research by Lahtinen et al. (2017) highlights the empathetic 
and nurturing communication style often associated with 
female educators, which contributes to effective teaching 
and mentorship. 
Studies by Jones and Brown (2017) suggest that gender 
biases or assumptions about leadership abilities, 
communication styles, or technical skills may influence 
how educators are perceived and evaluated. 
Studies by Thompson and Johnson (2018) indicate that 
female educators may be more involved in mentorship 
programs, peer support networks, and continuing 
education initiatives. Research findings highlight the 
impact of  gender perceptions and stereotypes on the 
competency levels of  nurse educators. 
Research by Billings and Halstead (2019) indicates that 
educators who apply these theories can create learning 
experiences that are more engaging and effective. 
Pedagogical content knowledge, which integrates subject 
matter expertise with teaching methods, is crucial. 
Research by Billings and Halstead (2019) highlights 
the benefits of  personalized support strategies, such as 
tutoring, mentoring, and academic advising, to address 
learning difficulties and enhance student success. 
Supporting students goes beyond academic assistance 
and includes addressing emotional well-being and stress 
management. 
Research by Billings and Halstead (2019) emphasizes 
educators’ role in promoting active learning, fostering 
critical thinking, encouraging inquiry-based learning, and 
providing opportunities for student reflection and self-
assessment.
Nurse educators of  different genders may exhibit 
variations in teaching approaches and styles. For example, 
studies by Boyle and Oermann (2020) suggest that 
female educators may emphasize collaborative learning, 
while male educators may lean towards directive or 
authoritative teaching styles. Findings indicate that female 
nurse educators tend to excel in communication and 
interpersonal skills, fostering rapport with students and 
colleagues. 
A study by Yamamoto et al. (2021) on the factors affecting 
clinical nursing competency showed age is one of  the 
factors affecting basic nursing competency together with 
ease of  taking time off, a workplace with a clear vision, 
and good interpersonal relationships.
Study by Saiga et al. (2024) on the relationship between 
clinical nursing competence and work environment 
by career stage for nurses with 1 to 10 years of  clinical 
experience showed that clinical nursing competence 
and the work environment differed according to years 
of  experience. Interventions to improve clinical nursing 
competence should be developed for each experience 
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Table 1: Scoring and Interpretation
Score Score Range Verbal Description Verbal Interpretation
1 1.00-1.79 Strongly Disagree Very High Competency
2 1.80-2.59 Disagree High Competency
3 2.60-3.39 Cannot Decide Moderate Competency
4 3.40-4.19 Agree Low Competency
5 4.20-5.00 Strongly Agree Very Low Competency

Table 2: Level of  Skill Competency of  Bicol Nurse Educators Along Performing Research Process
Skills Weighted

Mean
Verbal
Interpretation

Adjectival
Interpretation

1 I am able to collect data in a manner that accords 
with the research purpose

4.34 Strongly Agree Very High Competency

2 I am able to summarize research theses necessary 
for research

4.28 Strongly Agree Very High Competency

3 I am able to write logical sentences 4.24 Strongly Agree Very High Competency
4 I am able to select a research design that can 

obtain effective findings
4.24 Strongly Agree Very High Competency

5 I am able to clarify the framework of  the 
research concept

4.19 Agree High Competency

6 I am able to clarify research issues 4.15 Agree High Competency
7 I am able to create research plans that accord 

with research ethics
4.11 Agree High Competency

MATERIALS AND METHODS
Research Design
This study employed a quantitative descriptive cross-
sectional research design to determine the skill 
competency level of  nurse educators in the Bicol Region, 
Philippines. The design aimed to provide a snapshot of  
the competencies of  nurse educators at a single point 
in time, describing their current levels across various 
competency domains. Data were gathered using a 
validated questionnaire to measure specific skill areas 
related to nurse educators’ roles.

Research Instrument
The study used the Clinical Nursing Faculty Competence 
Inventory (CNFCI) developed by Hou et al. (2011), a 
reliable and valid tool for measuring nurse educator 
competencies. The CNFCI assessed nurse educators’ 
competencies in the following areas: performing 
the research process, fostering human relations with 
students, supporting students’ clinical practicum, 
engaging in instructional design, promoting students’ 
proactive learning, supporting the learning needs of  
local-community residents, performing roles within the 
organization, performing social activities using resources, 
engaging in good communication with other organization 
members, providing appropriate support for students’ 
learning-related issues, and ensuring the quality of  
educational activities. The CNFCI used a 5-point Likert 
scale where 1 meant least important and 5 meant most 
important. The tool demonstrated high reliability, with 
Cronbach’s alpha values ranging from 0.71 to 0.98 across 

domains, and 0.96 for the whole instrument (Hou et al., 
2011).

Research Locale and Population
The study was conducted in five state universities and 
colleges in the Bicol Region that offer nursing programs: 
Bicol University Main Campus, Bicol University Tabaco 
Campus, Bicol University Polangui Campus, Catanduanes 
State University, and Camarines Sur Polytechnic Colleges. 
The participants were nurse educators who held either 
full-time or part-time teaching positions and were 
involved in hospital or community teaching assignments. 
A total of  210 nurse educators across these institutions 
were eligible to participate.

Data Collection Procedure
After securing ethics approval, permission was sought 
from the deans of  the identified schools. The researcher 
distributed the CNFCI questionnaires, with the assistance 
of  designated contact persons, to nurse educators who 
met the eligibility criteria. The participants completed 
the questionnaires during their available time, and the 
researcher ensured completeness and clarity upon 
collection.

Data Analysis Procedure
The data were analyzed using descriptive statistics, 
including frequency, percentage, and weighted mean, 
to describe the competency levels of  nurse educators 
across the specified domains. The weighted mean was 
interpreted using the following scale:



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8 I am able to present research outcomes at a 
conference

4.07 Agree High Competency

9 I am able to interpret research findings 4.05 Agree High Competency
10 I am able to prepare a thesis based on research 

outcomes
4.05 Agree High Competency

11 I am able to analyze data using analysis methods 
that are suited to the research purpose

4.05 Agree High Competency

12 I am able to recruit human resources (research 
collaborators, educators/supporters, etc.) in 
order to complete research

4.00 Agree High Competency

Mean 4.17 Agree High Competency

RESULTS AND DISCUSSION
The competency level of  nurse educators in the research 
process is critical for fostering a culture of  evidence-based 
practice and advancing the nursing profession. Nurse 
educators need to possess a range of  competencies to 
effectively teach and guide nursing students in research. 
Table 2 illustrates the level of  skill competency of  
nurse educators while performing the research process. 
It revealed that 4 out of  12 indicators show that they 
have “very high level of  competency” on the following: 
“collecting data in a manner that accords with the research 
purpose”, “summarizing research theses necessary for 
research”, “writing logical sentences”, and “selecting a 
research design that can obtain effective findings.” 
The nurse educators showing a very high level of  
competency in these areas explain that research findings 
consistently emphasize the importance of  aligning data 
collection methods with the research purpose to ensure 
the validity and reliability of  the results. Studies show 
that misalignment between data collection methods and 
research objectives can lead to irrelevant or unusable data. 
For example, a study by Bryman (2012) highlights that 
qualitative methods are more suitable for exploratory 
research questions, while quantitative methods are better 
for testing specific hypotheses. Effective data collection 
strategies are often customized to fit the specific context 
of  the study. A mixed-methods approach, as suggested 
by Creswell (2014), can provide a comprehensive 
understanding by combining the strengths of  both 
qualitative and quantitative methods. 
Summarizing research theses involves distilling essential 

information from existing studies to build a solid foundation 
for new research. Boote and Beile (2005) emphasize that 
thorough literature reviews are critical for identifying gaps 
in existing research and providing context for new studies. 
Effective summarization involves not only identifying key 
findings but also understanding the methodologies and 
limitations of  previous research. Research by Hart (1998) 
highlights the importance of  critically evaluating existing 
studies to understand their strengths and weaknesses. 
This critical perspective helps in identifying areas needing 
further investigation and justifying the new research’s 
rationale. Synthesizing information from multiple sources 
helps in creating a coherent narrative. Findings from 
studies like Torraco (2005) show that well-synthesized 
literature reviews can significantly enhance the clarity and 
impact of  the research thesis.
In terms of  writing logical sentences, the ability to write 
logical and clear sentences is fundamental to effectively 
communicating research findings. Research by Barrass 
(2002) shows that clear and precise language improves the 
readability and comprehension of  research documents. 
Ambiguities and complex sentence structures can confuse 
readers and obscure the main points. 
Along with selecting a research design that can obtain 
effective findings, research by Yin (2014) shows that the 
research questions and objectives should drive the choice 
of  research design. For example, case studies are ideal for 
in-depth exploration of  complex issues, while randomized 
controlled trials are best for testing causal relationships. 
Studies emphasize the importance of  choosing designs 
that enhance the validity and reliability of  the research.

Table 3: Level of  Skill Competency of  Bicol Nurse Educators Along Fostering Human Relations with Students
Skills Weighted

Mean
Verbal
Interpretation

Adjectival
Interpretation

1. Recognize that students are future nurses and 
treat them accordingly

4.70 Strongly Agree Very High Competency

2. I am able to respond sincerely to students’ 
opinion and provide consultation

4.61 Strongly Agree Very High Competency

3. I am able to communicate with students 4.57 Strongly Agree Very High Competency
4. I am able to flexibly respond to students 4.52 Strongly Agree Very High Competency
5. I am able to foster mutual respect between 

students and faculty members
4.51 Strongly Agree Very High Competency



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6. I am able to relate to students and show 
confidence in their potential

4.50 Strongly Agree Very High Competency

7. I am able to show understanding of  students’ 
ideas and thoughts

4.47 Strongly Agree Very High Competency

8. I am able to create atmospheres in which 
students can talk easily

4.46 Strongly Agree Very High Competency

9. I am able to alleviate students’ nervousness 4.44 Strongly Agree Very High Competency
10. I am able to relate to students in terms of  their 

psychological aspects
4.44 Strongly Agree Very High Competency

11.  I am able to hold free discussions with both 
students and other faculty members

4.42 Strongly Agree Very High Competency

12. I am able to protect students’ positions 4.41 Strongly Agree Very High Competency
Mean 4.51 Strongly Agree Very High Competency

A mixed-methodology particularly explanatory sequential 
strategy was used in the study to collect data, integrating 
quantitative and qualitative methods. The Clinical Nursing 
Faculty Competence Inventory (CNFCI) and survey 
questionnaires were used in the quantitative part of  the 
study to collect information on the skill competency levels 
and demographics of  nurse educators. To ascertain the 
variables influencing the skills competency level, teaching 
abilities, and areas for development, the qualitative 
component included interview guides and focus group 
discussions. The goal of  the project was to create an 
improvement program for Bicol nurse educators to 
acquire skills and competencies. 
Table 3 illustrates the level of  skill competency of  nurse 
educators along with fostering human relations with 
students. It revealed that all of  the 12 indicators show 
that they “strongly agree.” Studies, such as those by 
Goleman (1995), emphasize the importance of  emotional 
intelligence in fostering positive human relations. Nurse 
educators with high EI are better equipped to manage 
classroom dynamics, resolve conflicts, and provide 
emotional support to students, thereby enhancing the 
learning environment. Clear and open communication 
is essential for building trust and rapport with students. 
Research by Arnold and Boggs (2015) suggests that 
effective communication skills in nurse educators lead 

to improved student engagement and learning. This 
includes both verbal and non-verbal communication 
skills. Research by Weimer (2013) highlights the benefits 
of  student-centered teaching approaches, where the 
educator actively involves students in the learning process 
and adapts to their individual needs. This approach fosters 
a supportive and inclusive learning environment. 
In the context of  diverse classrooms, cultural competence 
is crucial. Research by Campinha-Bacote (2002) highlights 
that nurse educators who are culturally competent and 
sensitive to the diverse backgrounds of  their students can 
better address their unique needs and foster an inclusive 
learning environment. Implementing inclusive teaching 
practices that acknowledge and celebrate diversity helps 
in creating a supportive environment for all students. 
This includes understanding cultural differences in 
communication styles, learning preferences, and values.
The competency level of  nurse educators in fostering 
human relations with students significantly impacts 
the educational experience and outcomes for nursing 
students. Effective interpersonal skills, emotional 
intelligence, communication, support, respect, and 
cultural competence are all critical components. Nurse 
educators can create a positive and supportive learning 
environment that enhances student engagement, 
satisfaction, and success by focusing on these areas.

Table 4: Level of  Skill Competency of  Bicol Nurse Educators Along Supporting Students’ Clinical Practicum
Skills Weighted

Mean
Verbal
Interpretation

Adjectival
Interpretation

  1. I am able to help students pay attention to 
patients’ safety

4.62 Strongly Agree Very High Competency

2. I am able to connect knowledge from clinical 
experience with the students’ learning content

4.59 Strongly Agree Very High Competency

3. I am able to guide students to utilize their own 
clinical nursing experience

4.58 Strongly Agree Very High Competency

4. I have sufficient skills to participate in the 
students’ patient care

4.58 Strongly Agree Very High Competency

5. I am able to respond appropriately with regard 
to exhibiting the nursing methods used in 
clinical care

4.57 Strongly Agree Very High Competency



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6. I am able to guide students based on evidence 4.56 Strongly Agree Very High Competency
7. I am able to contact nursing staff  at the practicum 

facility and make necessary arrangements
4.55 Strongly Agree Very High Competency

8. I am able to help students understand 
instructions provided by their preceptors

4.54 Strongly Agree Very High Competency

9. I am able to be a role model regarding nursing 
practice

4.54 Strongly Agree Very High Competency

10, I am able to help students collect patients’ 
information

4.54 Strongly Agree Very High Competency

11. I am able to create an environment in the 
practicum facility where students can consult 
me about any learning-related issues they have

4.53 Strongly Agree Very High Competency

12. I am able to supplement students’ knowledge 
regarding tasks they find difficult by 
collaborating with the staff  where the students 
are being trained

4.48 Strongly Agree Very High Competency

13. I am able to support students’ learning progress 
so that they can eventually present at training 
conferences

4.45 Strongly Agree Very High Competency

14. When necessary, I am able to give instructions in 
practicum guidance through collaboration with 
individuals from the other specialty professions

4.43 Strongly Agree Very High Competency

Mean 4.54 Strongly Agree Very High Competency

The competency level of  nurse educators along with 
supporting students’ clinical practicum is crucial for 
ensuring that nursing students acquire the necessary skills 
and knowledge for effective clinical practice. Research 
findings in this area highlight several key competencies 
and best practices that nurse educators must possess to 
effectively support students during their clinical practicum.
Table 4 illustrates the level of  skill competency of  
nurse educators along with supporting students’ clinical 
practicum. It revealed that all of  the 14 indicators show 
that they “strongly agree.” Nurse educators must have 
a high level of  clinical expertise and current knowledge 
in their specialty areas. According to Oermann and 
Gaberson (2016), clinical proficiency is essential for 
educators to provide accurate and relevant guidance to 
students in real-world settings. Ongoing professional 
development and clinical practice are necessary for 
maintaining clinical competence. Studies by Benner et al. 
(2010) emphasize that educators who engage in regular 
clinical practice and continuing education can better 
support students in the clinical environment. Research 
indicates that nurse educators need to employ a variety 
of  teaching strategies to support diverse learning styles. 

Simulation-based learning, problem-based learning, and 
reflective practice are highlighted as effective methods for 
enhancing students’ clinical skills (Cant & Cooper, 2010). 
Providing timely, constructive, and specific feedback is 
crucial for student development. 
Strong communication skills are essential for nurse 
educators to effectively convey expectations, provide 
instructions, and facilitate student learning. According 
to the study by Foronda, MacWilliams, and McArthur 
(2016), clear and open communication between 
educators and students enhances the learning experience 
and improves clinical outcomes. Building positive 
relationships with students helps create a supportive and 
trusting environment. 
The competency level of  nurse educators in supporting 
students’ clinical practicum encompasses a wide range of  
skills and attributes, including clinical expertise, effective 
teaching and facilitation, mentorship, communication, 
assessment, and the integration of  theory and practice. By 
excelling in these areas, nurse educators can significantly 
enhance the clinical learning experience for students, 
ensuring they are well-prepared for their professional 
roles as nurses.

Table 5: Level of  Skill Competency of  Bicol Nurse Educators Along Engaging in Instructional Design 
Skills Weighted

Mean
Verbal
Interpretation

Adjectival
Interpretation

1. I have knowledge of  the subjects I teach in class 4.62 Strongly Agree Very High Competency
2. I am able to review the material used in class 4.58 Strongly Agree Very High Competency
3. I am able to accurately select class content for 

the topics that I am teaching
4.56 Strongly Agree Very High Competency



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Table 6: Level of  Skill Competency of  Bicol Nurse Educators Along Promoting Students’ Proactive Learning
Skills Weighted

Mean
Verbal
Interpretation

Adjectival
Interpretation

1. I am able to encourage students to become 
aware of  learning issues

4.52 Strongly Agree Very High Competency

2. I am able to direct students’ learning 4.51 Strongly Agree Very High Competency
3. I am able to encourage students to set learning 

achievement goals
4.51 Strongly Agree Very High Competency

4. I am able to support students in regard to their 
self-learning

4.49 Strongly Agree Very High Competency

5. I am able to give feedback on assignments that 
students have performed

4.48 Strongly Agree Very High Competency

6. I am able to encourage students to think critically 4.47 Strongly Agree Very High Competency
7. I am able to help student based on learning 

plans created by the students themselves
4.42 Strongly Agree Very High Competency

8. I am able to encourage self-assessment of  the 
students’ assignments

4.41 Strongly Agree Very High Competency

9. I am able to help students create a learning plan 4.38 Strongly Agree Very High Competency
Mean 4.47 Strongly Agree Very High Competency

The competency level of  nurse educators along with 
engaging in instructional design is vital for creating 
effective and engaging educational experiences that 
enhance learning outcomes for nursing students. Research 
findings in this area highlight several key competencies and 
best practices necessary for successful instructional design.
Table 5 illustrates the level of  skill competency of  
nurse educators along with engaging in instructional 
design. It revealed that all of  the 10 indicators show 
that they “strongly agree.” Nurse educators must have 
a solid understanding of  educational theories, such as 
constructivism, behaviorism, and cognitive learning 
theories, to design effective instruction. Research by 
Billings and Halstead (2019) indicates that educators who 
apply these theories can create learning experiences that 
are more engaging and effective. Pedagogical content 
knowledge, which integrates subject matter expertise with 
teaching methods, is crucial. 

Research by Frank et al. (2010) supports the 
implementation of  competency-based education, which 
focuses on the development and assessment of  specific 
skills and competencies. This approach is particularly 
relevant in nursing education, where practical skills are 
crucial. The integration of  technology in instructional 
design is increasingly important. Studies by Skiba and 
Barton (2006) highlight the benefits of  using e-learning 
platforms, simulation, and other technological tools to 
enhance learning and engagement. Creating interactive 
and engaging content, such as case studies, simulations, 
and group activities, is essential. 
The competency level of  nurse educators in engaging 
in instructional design is multifaceted, requiring a deep 
understanding of  educational theories, curriculum 
development, technology integration, assessment 
strategies, learner-centered approaches, and continuous 
professional development.

4. I am able to clarify questions for the class that I 
am teaching

4.56 Strongly Agree Very High Competency

5. I am aware of  the curriculum of  the university 
in which I am teaching

4.55 Strongly Agree Very High Competency

6. I am able to instruct students on the main points 
of  the class

4.53 Strongly Agree Very High Competency

7. I am able to understand the educational methods 
used in class

4.49 Strongly Agree Very High Competency

8. When necessary, I am able to design material 
relevant to the clinical scenes in question

4.48 Strongly Agree Very High Competency

9. I am able to conduct a class using educational/
learning theories

4.45 Strongly Agree Very High Competency

10. When necessary, I am able to utilize literature 
and research outcomes in class content

4.42 Strongly Agree Very High Competency

Mean 4.52 Strongly Agree Very High Competency



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The competency level of  nurse educators along with 
promoting students’ proactive learning is a critical 
competency as proactive learning involves encouraging 
students to take initiative, engage actively in their learning 
process, and develop self-directed learning skills. Research 
findings in this area highlight several key competencies 
and best practices that nurse educators must possess to 
effectively promote proactive learning.
Table 6 illustrates the level of  skill competency of  nurse 
educators along with promoting students’ proactive 
learning. It revealed that all of  the 9 indicators show that 
they “strongly agree.” 
Research indicates that using interactive learning methods 
such as group discussions, case studies, and simulations 
can significantly enhance student engagement and 
proactive learning. For instance, a study by Jeffries (2005) 
demonstrates that simulation-based learning encourages 
active participation and critical thinking among nursing 
students. Promoting critical thinking is essential for 
proactive learning. 
Research by Zimmerman (2002) shows that helping 

students set realistic goals and manage their time effectively 
can enhance their ability to engage in self-directed learning. 
Educators can guide students in creating learning plans 
and setting milestones to track their progress. Effective 
mentorship can significantly impact students’ proactive 
learning. Research by Myrick and Yonge (2005) shows that 
mentors who provide guidance, support, and constructive 
feedback help students develop confidence and take 
initiative in their learning. Incorporating student feedback 
mechanisms allows educators to adjust their teaching 
strategies to better meet students’ needs.
The competency level of  nurse educators in promoting 
students’ proactive learning involves a combination of  
active learning strategies, critical thinking development, 
self-directed learning encouragement, supportive 
environments, technological integration, and effective 
assessment practices. By excelling in these areas, nurse 
educators can foster an environment that empowers 
nursing students to take initiative, engage deeply with 
their learning, and develop the skills necessary for lifelong 
learning and professional success.

Table 7: Level of  Skill Competency of  Bicol Nurse Educators Along Supporting the Learning Needs of  Local-
Community Residents

Skills Weighted
Mean

Verbal
Interpretation

Adjectival
Interpretation

1 I am able to provide explanations to local residents 
that are suited to their levels of  understanding

4.49 Strongly Agree Very High 
Competency

2 I am able to set learning content that is suitable for 
the learning experience and levels of  local residents

4.46 Strongly Agree Very High 
Competency

3 I am able to provide learning content that accords 
with themes requested by local residents

4.40 Strongly Agree Very High 
Competency

4 I am able to provide learning content that is 
suitable for the life stages of  the local residents

4.37 Strongly Agree Very High 
Competency

Mean 4.43 Strongly Agree Very High 
Competency

The competency level of  nurse educators along with 
supporting the learning needs of  local community 
residents is multifaceted and requires a range of  skills, 
knowledge, and strategies. Table 7 illustrates the level 
of  skill competency of  nurse educators along with 
supporting the learning needs of  local community 
residents. It revealed that all of  the 4 indicators show that 
they “strongly agree.”

Effective community engagement strategies are essential 
for successful educational initiatives. Research by Israel 
et al. (2010) highlights the importance of  participatory 
approaches, community forums, and partnerships with 
local organizations to promote active involvement and 
ownership of  learning initiatives. Nurse educators play 
a vital role in advocating for policies that support the 
learning needs and health equity of  local communities.

Table 8: Level of  Skill Competency of  Bicol Nurse Educators Along Performing Roles Within the Organization
Skills Weighted

Mean
Verbal
Interpretation

Adjectival
Interpretation

1. I am able to perform my own role in the committee 
activities, etc., of  the university with which I am 
affiliated

4.53 Strongly Agree Very High 
Competency

2 I am able to protect the organization mechanism of  
the university with which I am affiliated

4.47 Strongly Agree Very High 
Competency

3 I am able to conduct educational activities that 
accord with the educational policy of  the university 
with which I am affiliated

4.47 Strongly Agree Very High 
Competency



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Table 9: Level of  Skill Competency of  Bicol Nurse Educators Along Performing Social Activities Using Resources
Skills Weighted

Mean
Verbal
Interpretation

Adjectival
Interpretation

1 I am able to participate in social activities 
related to my specific areas of  expertise

4.40 Strongly Agree Very High Competency

2 I am able to participate in social activities 
involving human resource

4.35 Strongly Agree Very High Competency

3 I am able to participate in social activities 
through networks

4.33 Strongly Agree Very High Competency

4 I am able to participate in social activities using 
physical resources

4.33 Strongly Agree Very High Competency

Mean 4.35 Strongly Agree Very High Competency

The competency level of  nurse educators along with 
performing roles within the organization highlights 
several key aspects that contribute to their effectiveness. 
Table 8 illustrates the level of  skill competency of  
nurse educators along with performing roles within the 
organization. It revealed that all of  the 5 indicators show 
that they “strongly agree.”
Nurse educators must possess strong clinical expertise 
and up-to-date knowledge in nursing practice. Research 
by Oermann and Gaberson (2016) emphasizes that 
educators with advanced clinical skills can effectively 
guide and mentor nursing students, ensuring they receive 
a quality education. Effective teaching and instructional 

design skills are crucial for nurse educators. Research 
by Ironside et al. (2014) shows that educators who offer 
guidance, feedback, and emotional support to students 
foster a positive learning environment, promote student 
retention, and enhance student satisfaction.
The competency level of  nurse educators within the 
organization encompasses a range of  skills, including 
clinical expertise, teaching abilities, leadership skills, 
communication proficiency, technology integration, 
research engagement, professional development, and 
student support. By excelling in these areas, nurse 
educators contribute significantly to the success of  nursing 
education programs and the overall quality of  patient care.

The competency level of  nurse educators along with 
performing social activities using resources is illustrated 
in Table 9. It revealed that all of  the 4 indicators show 
that they “strongly agree.”
Nurse educators are expected to engage with the community 
and utilize available resources effectively to address social 
determinants of  health. Studies by Betancourt et al. 
(2003) emphasize the need for educators to understand 
cultural beliefs, values, and practices when designing social 
interventions to ensure they are inclusive and respectful 
of  diverse communities. Nurse educators should establish 
networks and partnerships with local stakeholders, 
government agencies, and non-profit organizations to 
enhance the impact of  social activities. Research by Israel et 

al. (2005) suggests that collaborative partnerships facilitate 
resource sharing, increase community participation, and 
promote sustainable social programs. Social activities 
organized by nurse educators should focus on building 
community capacity and empowering individuals and 
groups to take ownership of  their health.
The competency level of  nurse educators in performing 
social activities using resources involves community 
engagement, cultural competence, networking, advocacy, 
evaluation, capacity building, sustainability, and strategic 
planning. By integrating these competencies into their 
practice, nurse educators can effectively address social 
determinants of  health, promote health equity, and 
improve outcomes for diverse communities.

4 I am able to understand the philosophy of  the 
university with which I am affiliated

4.45 Strongly Agree Very High 
Competency

5 I am able to understand the characteristics of  the 
university with which I am affiliated

4.44 Strongly Agree Very High 
Competency

Mean 4.47 Strongly Agree Very High 
Competency



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Table 10: Level of  Skill Competency of  Bicol Nurse Educators Along Engaging in Good Communication with Other 
Organization Members 

Skills Weighted Verbal Adjectival
1. I am able to maintain my own mental health 4.44 Strongly Agree Very High Competency
2. I am able to respect the opinions of  other 

organization members
4.41 Strongly Agree Very High Competency

3. I am able to give my own opinions to organization 
members

4.39 Strongly Agree Very High Competency

4. I am able to collaborate with organization members 4.31 Strongly Agree Very High Competency
Mean 4.39 Strongly Agree Very High Competency

Table 11: Level of  Skill Competency of  Bicol Nurse Educators Along Providing Appropriate Support for Students’ 
Learning-Related Issues

Skills Weighted
Mean

Verbal
Interpretation

Adjectival
Interpretation

1. I am able to guide students based on their level 
of  commitment

4.49 Strongly Agree Very High Competency

2. I am able to guide students to overcome obstacles 
in the learning process

4.47 Strongly Agree Very High Competency

3 I am able to guide students by helping them build 
on their own ideas

4.47 Strongly Agree Very High Competency

4 I am able to confirm students’ learning readiness 4.43 Strongly Agree Very High Competency
Mean 4.46 Strongly Agree Very High Competency

The competency level of  nurse educators along with 
engaging in good communication with other organization 
members is presented in Table 10. It revealed that all of  
the 4 indicators show that they “strongly agree.” 
Nurse educators should demonstrate clear and effective 
communication skills when interacting with other 
members of  the organization, including administrators, 
fellow educators, healthcare providers, and support staff, 
concerning the study by Boyle and Oermann (2020) 
wherein female educators may emphasize collaborative 
learning, while male educators may lean towards directive 
or authoritative teaching styles. Findings indicate that 
female nurse educators tend to excel in communication 
and interpersonal skills, fostering rapport with students 
and colleagues. Nurse educators often work in 

interdisciplinary teams, requiring them to communicate 
effectively with professionals from various healthcare 
disciplines. They should provide and receive feedback 
constructively to promote professional growth and 
continuous improvement. 
The competency level of  nurse educators in engaging in 
good communication with other organization members 
encompasses clear communication, collaboration, 
interdisciplinary communication, feedback mechanisms, 
adaptability, technology utilization, and leadership 
communication skills. By honing these competencies, 
nurse educators contribute to a positive organizational 
culture, effective teamwork, and improved outcomes 
for both educators and learners within the healthcare 
organization.

The competency level of  nurse educators along with 
providing appropriate support for students’ learning-
related issues is presented in Table 11. It revealed that all 
of  the 4 indicators show that they “strongly agree.” 
Nurse educators should be accessible and approachable 
to students, creating a supportive learning environment 
where students feel comfortable seeking help. Research by 
Ironside and McNelis (2010) emphasizes the importance 
of  educators being available for consultations, office hours, 
and open communication channels. Effective support 
involves active listening and demonstrating empathy 
towards students’ concerns and challenges. Research 
by Billings and Halstead (2019) highlights the benefits 

of  personalized support strategies, such as tutoring, 
mentoring, and academic advising, to address learning 
difficulties and enhance student success. Supporting 
students goes beyond academic assistance and includes 
addressing emotional well-being and stress management. 
Research by McGonigal (2015) highlights the role of  
educators in promoting a positive learning environment, 
offering encouragement, and referring students to mental 
health resources when needed. By excelling in these areas, 
nurse educators can effectively support students’ learning-
related issues, promote academic success, and contribute 
to a positive and nurturing learning environment within 
nursing education programs.



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Table 12: Level of  Skill Competency of  Bicol Nurse Educators Along Ensuring the Quality of  Educational Activities
Skills Weighted

Mean
Verbal
Interpretation

Adjectival
Interpretation

1. I am able to participate in educational activities 
utilizing my knowledge of  my specialty area

4.51 Strongly Agree Very High Competency

2. I am able to obtain knowledge and a wider 
perspective of  other specialty areas

4.47 Strongly Agree Very High Competency

3. I am able to obtain information necessary for 
the educational activities I conduct

4.45 Strongly Agree Very High Competency

4. I am able to participate in specialized learning 
opportunities for personal improvement

4.41 Strongly Agree Very High Competency

Mean 4.46 Strongly Agree Very High Competency

The competency level of  nurse educators along with 
ensuring the quality of  educational activities is presented 
in Table 12. It revealed that all of  the 4 indicators show 
that they “strongly agree.” 
Nurse educators should possess expertise in curriculum 
development and design to ensure the quality of  
educational activities. Research by Ironside and McNelis 
(2010) emphasizes the importance of  aligning curriculum 
with program outcomes, integrating evidence-based 
content, and utilizing active learning strategies to enhance 
student engagement and learning outcomes. Educators 
must be proficient in learning assessment and evaluation 
methods to measure student progress, identify areas for 
improvement, and ensure program effectiveness. Studies 
by Oermann and Gaberson (2016) suggest that educators 
who use valid and reliable assessment tools, provide timely 
feedback, and conduct outcome evaluations contribute to 
maintaining educational quality. Nurse educators should 
employ evidence-based teaching practices grounded 
in educational research and best practices. Research by 
Jeffries and Rizzolo (2006) highlights the benefits of  using 
interactive teaching methods, incorporating simulation-
based learning, promoting critical thinking skills, and 
fostering active learning environments to enhance 
educational quality. Creating a student-centered learning 
environment is crucial for educational quality. Research by 
Billings and Halstead (2019) emphasizes educators’ role 
in promoting active learning, fostering critical thinking, 
encouraging inquiry-based learning, and providing 
opportunities for student reflection and self-assessment.

CONCLUSIONS
The results of  the study revealed that nurse educators 
in the Bicol Region demonstrated a very high level of  
skill competency across all assessed domains. They 
consistently showed strong abilities in performing the 
research process, fostering human relations with students, 
supporting clinical practicums, engaging in instructional 
design, and promoting students’ proactive learning. 
Likewise, they excelled in supporting community learning 
needs, fulfilling organizational roles, using resources for 
social activities, communicating effectively within their 
institutions, providing appropriate support for student 

learning issues, and ensuring the quality of  educational 
activities. These findings indicate that Bicol nurse 
educators are well-equipped with the competencies 
required to deliver quality nursing education and 
contribute meaningfully to both academic and community 
settings.

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