Bridging the Theory-Practice Gap: Collaboration in Providing Support to Nursing Students’ Related Learning Experiences and Their Antecedents

Abstract

Collaboration among clinical instructors is a cornerstone of effective nursing education, ensuring that students receive consistent academic, clinical, and emotional support. However, variations in institutional systems, interpersonal relationships, and environmental conditions often influence the extent of collaborative practice. This study examined the collaborative support provided by Clinical Instructors (CIs) in a local college offering baccalaureate nursing in the Bicol Region, Philippines, across three dimensions: clinical skills development, emotional support, and resource provision, and antecedents such as institutional, interpersonal, and environmental factors. The study employed a descriptive-correlational design and involved forty clinical instructors from nursing institutions in the Philippines. Data were collected using a validated survey instrument and analyzed using weighted mean, Chi square test for independence, Pearson product-moment correlation (r), Spearman’s Rank Correlation (p) and Analysis of Variance (ANOVA) Findings revealed that all antecedent categories were rated “strongly agree,” with institutional factors (M = 3.72) scoring highest, followed by interpersonal (M = 3.70) and environmental (M = 3.65). Correlation analysis confirmed significant positive relationships between antecedents and collaboration, with interpersonal factors (r = 0.612, p < .01) emerging as the strongest predictor. ANOVA results showed that employment category, educational attainment, and years of experience significantly influenced collaboration, while sex and age did not. The results affirm that collaboration is multifactorial, shaped by both structural and relational dimensions. Institutional support and faculty development provide the foundation, while interpersonal trust and collegial respect drive collaborative practices. Environmental conditions, though moderately influential, remain necessary to sustain effective teaching and mentoring. Collaboration among clinical instructors is best enhanced through integrated policies that strengthen faculty development, formalize mentorship programs, and ensure inclusive institutional support. Nursing schools must also provide adequate resources and foster collegial relationships to sustain collaboration. These measures will bridge the theory–practice gap, promote professional growth, and advance the overall quality of nursing education.