Introduction: The epidemic caused by the new coronavirus has unintentionally reformed education as we know it. As a result, schools all around the globe were forced to shut, and online learning emerged as a viable alternative for carrying on with instruction at all levels of nursing education.

Methods: The study described the lived experiences of nurse educators in implementing online teaching during the COVID-19 pandemic. Eleven clinical instructors from five universities in Central Luzon who were selected using maximum variation sampling. Specifically, clinical instructors were selected using the following inclusion criteria: (1) clinical instructors for SY 2020-2021, (2) male or female, (3) faculty from urban or coastal schools, and (4) nursing faculty who have given permission to be interviewed as attested by the signed informed consent. The instrument used in data collection was an interview guide validated by research experts. The calculated validity coefficient was 4.90, described as very highly valid. This research examined issues of reliability, credibility, transferability, and confirmation to provide light on trustworthiness. Several themes emerged from the narratives of the participants.

Results: Four themes were generated from the narratives of the participants. These are online tools and technologies used, doing much effort, but little to promote critical thinking, perceived advantages of online learning advantages of online learning, and learning continuity despite lockdown.

Conclusions: Finally, participants from many Schools of Nursing that represent various universities may give a more accurate, full, and balanced view of online education during the COVID-19 pandemic.

Keywords: Online Learning, Nursing Educators, Interpretative Phenomenological Analysis, COVID-19

Issue View: 1007