A Phenomenological Study on the Complexities of Balancing Motherhood and Being a Nurse Educator

Abstract

Motherhood and the nurse educator role involve dual responsibilities that connect family care and teaching demands. This study explored the lived experiences of mothers who strive to balance motherhood and their role as nurse educators. Seven registered nurses who are both clinical instructors and classroom educators and who are also mothers were selected through purposive sampling from a higher education institution in Pagadian City. In-depth interviews were conducted to elicit rich descriptions of their experiences, which were analyzed using Van Manen’s hermeneutic phenomenology guided by the five existential life worlds, namely, corporeality, spatiality, temporality, relationality, and materiality. Key interconnected themes emerged including navigating physical exhaustion and emotional guilt in the dual role of a nurse educator and mother; spaces of work and home as sites of exhaustion, emotional contrast and renewal; striving to balance limited time through planning, prioritization, and role negotiation; supportive relationships as a pillar for balancing professional and maternal roles; and material objects as facilitators and reflectors of balancing motherhood and clinical instruction. Despite these challenges, participants showed resilience and adaptability, finding purpose in their dual roles that support both personal fulfillment and professional growth. Academic administrators and policymakers can support nurse educator-mothers through wellness programs, flexible schedules, mentoring, family-inclusive support, and better teaching resources, while nurse educator-mothers can promote balance through self-care, time management, setting boundaries, and effective use of teaching tools.