Flexible Learning as a Learning Design: The Lived Experiences of Nursing Students

Rosabella V. Celestial, Geraldine T. Parreno and Anamae G. Quezon
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Rosabella V. Celestial: Faculty, College of Nursing, University of St. La Salle, Bacolod City 6100, Philippines
Geraldine T. Parreno: Level 3 Chair, College of Nursing, University of St. La Salle, Bacolod City 6100, Philippines
Anamae G. Quezon: Faculty, College of Nursing, University of St. La Salle, Bacolod City 6100, Philippines

Technium Social Sciences Journal, 2026, vol. 88, issue 1, 43-56

Abstract: The rapid shift to flexible learning during the COVID-19 pandemic altered how nursing education is delivered, a discipline that depends on both theoretical instruction and supervised hands-on practice. This study explored how nursing students experienced flexible learning and how they interpreted its challenges, benefits, and implications for clinical competence. A qualitative phenomenological design was used. Eight purposively selected nursing students from the University of St. La Salle who had experienced both face-to-face and flexible learning participated in in-depth online interviews. The researchers recorded, transcribed, and analyzed the interviews using Colaizzi's seven-step phenomenological method. Credibility was strengthened through participant validation and systematic documentation of analytic decisions. Results: Four themes emerged: (1) Battling Barriers: Facing Challenges of Online Learning; (2) Embracing Opportunities and Victories of Online Learning; (3) Adapting and Adjusting: Students' Transition to Online Learning; and (4) Paths to Proficiency: Perspectives on Learning Modalities in Nursing Education. Students described social isolation, reduced motivation and discipline, household distractions, technological difficulties, concerns about academic integrity, and difficulty mastering theory-practice competencies online. At the same time, they valued flexibility, time savings, access to recorded resources, convenient assignment submission, and opportunities to balance academic and personal responsibilities. Despite adapting over time, participants consistently preferred face-to-face learning for Related Learning Experience and other skills-based courses because of direct demonstration, immediate feedback, access to equipment, and peer interaction. Conclusion: Flexible learning can support accessibility and autonomy in nursing education, but it cannot fully replace structured in-person clinical and skills training. A competency-oriented blended model that combines digital flexibility with supervised hands-on learning, strengthened technological infrastructure, faculty preparation, and student support is recommended.

Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:tec:journl:ojs:13826

DOI: 10.47577/tssj.v88i1.13826

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