Lived Experience of Generation Z Clinical Instructors in Tabaco City During Clinical Rotation

This phenomenological study explored the lived experiences of Generation Z clinical instructors in Tabaco City, guided by Benner’s Novice to Expert Theory, with a focus on their dual roles as nurse–educators during clinical rotations. Using purposive sampling, data were collected through in-depth semi-structured interviews and analyzed via Colaizzi’s method with NVivo support. Six themes emerged: dual role embodiment, complexity of clinical teaching, facilitation of student growth, emotional ambivalence, transformative development, and meaning-making in instruction. Findings revealed challenges in balancing patient care and teaching responsibilities in high-pressure environments while managing student needs. Despite these challenges, participants demonstrated resilience and adaptability, shaping their professional identities and highlighting the need for institutional support, mentorship, and wellness programs.