Institutional Policy Orientation among the Newly Hired Clinical Instructors in Private Nursing Schools in the Province of Capiz

Abstract

Aims: This study aimed to determine the extent of institutional policy orientation among newly hired Clinical Instructors (CIs) in private nursing schools in the Province of Capiz and to examine its relationship with selected demographic variables. Study Design: A quantitative descriptive–correlational research design was used in the study. Place and Duration of Study: The study was conducted in selected private nursing schools in Capiz during the academic year 2024-2025 Methodology: The study utilized a total enumeration sampling method to involve 50 newly hired clinical instructors from three private nursing schools in Capiz—the College of St. John Roxas, Filamer Christian University, and St. Anthony College. Data were gathered through a researcher-made online questionnaire designed to assess the extent of orientation manual implementation regarding Related Learning Experience (RLE) policy, syllabus and course outline preparation, and pedagogical skills. Statistical analysis was performed using frequency, percentage, and mean for descriptive data, while the Chi-Square test was employed to determine significant relationships between the extent of implementation and selected demographic variables, with all inferential tests analyzed at the 0.05 level of significance. Results: The findings revealed that newly hired Clinical Instructors were generally very oriented to institutional policies related to RLE and pedagogical skills. However, orientation regarding syllabus and course outline preparation was only moderately implemented, indicating a need for more structured guidance in course planning and documentation. Further analysis showed that employment status and years of clinical experience had a significant relationship with the perceived extent of orientation manual implementation. In contrast, age, sex, and educational attainment were not significantly associated with the level of orientation. Conclusion: The study concludes that institutional policy orientation is generally implemented in private nursing schools in Capiz; however, inconsistencies remain in certain aspects of faculty preparation, particularly in syllabus development and teaching preparation. Strengthening and standardizing orientation programs—especially in course planning and documentation—is recommended to ensure effective instruction, promote consistency in academic practices, and enhance the overall quality of nursing education.