Lived Experiences of Clinical Instructor on Workplace Verbal Bullying: A Phenominological Studies

Workplace verbal bullying remains a significant concern in nursing education, yet little is known about the experiences of Clinical Instructors in the Philippine context. This study explored the lived experiences of Clinical Instructors who encountered workplace verbal bullying in a private higher education institution in Quezon City, Philippines. Guided by Roy's Adaptation Model, Neuman's Systems Model, and Watson's Theory of Human Caring, the study employed a descriptive phenomenological design. Purposive sampling was used to recruit 8–12 full-time Clinical Instructors who met the inclusion criteria. Data were collected through semi-structured interviews and analyzed using Colaizzi's Seven-Step Phenomenological Method. Findings revealed that workplace verbal bullying was characterized by repeated experiences of disrespectful communication, humiliation, intimidation, professional belittlement, exclusion, and hostile interpersonal interactions. These experiences negatively affected participants' emotional well-being, professional identity, self-confidence, teaching effectiveness, and workplace relationships. Despite these challenges, participants demonstrated resilience through emotional regulation, social support, reflective practice, and sustained commitment to nursing education. The findings also emphasized the importance of supportive leadership, accessible reporting mechanisms, and organizational cultures that promote respect and psychological safety.