Retooling the Aging Health Workforce: A Phenomenological Study of Older Nurse Educators’ Digital Training and Productivity Needs

Queenever T. Blase; Carolina B. Tadlas

doi:10.58418/ijni.v5i1.187

Authors

Queenever T. Blase Cebu Normal University
Carolina B. Tadlas Salazar Colleges of Science and Institute of Technology

DOI:

https://doi.org/10.58418/ijni.v5i1.187

Keywords:

Aging Faculty, Digital Health, Learning Management Systems, Nurse Educators, Retooling, Workforce Management

Abstract

The rapid digitization of higher education introduces operational complexities for the aging academic workforce, particularly within the tactile domain of nursing education. This descriptive phenomenological study explored the authentic lived experiences of older adult nurse educators navigating learning management systems within private higher education institutions, mapping their digital training and productivity needs. Guided by the COREQ guidelines, purposive sampling selected six informants aged 60 to 72 years with up to 20 years of academic tenure in Cebu City, Philippines. In-depth, semi-structured face-to-face interviews were evaluated using Colaizzi’s seven-step phenomenological approach, achieving data saturation at 100% code duplication. Five definitive themes emerged: overwhelming immediate exposure to varied digital tools, a sense of vulnerability and powerlessness, convenience in information exchange, adverse online teaching-learning encounters, and a proactive plea to meet productivity needs. The findings reveal a technological paradox where the administrative convenience of instant data exchange is deeply compromised by severe technostress, operational dependency, and pedagogical erosion during virtual clinical psychomotor evaluations. This inquiry concludes that technological vulnerability is a structural consequence of non-age-friendly environments rather than individual incompetence. Consequently, higher education administrators must transition from uniform technology mandates toward age-friendly human resource policies, incorporating structured reverse mentoring, dedicated instructional design support, and real-time helpdesks to optimize faculty retention, restore professional self-efficacy, and safeguard downstream patient safety.

References

Abou Hashish, E. A. (2025). Compassion through technology: Digital empathy concept analysis and implications in nursing. DIGITAL HEALTH, 11. https://doi.org/10.1177/20552076251326221

Ahmad, N. A., Abd Rauf, M. F., Mohd Zaid, N. N., Zainal, A., Tengku Shahdan, T. S., & Abdul Razak, F. H. (2022). Effectiveness of Instructional Strategies Designed for Older Adults in Learning Digital Technologies: A Systematic Literature Review. SN Computer Science, 3(2), 130. https://doi.org/10.1007/s42979-022-01016-0

Al‐Sheikh Hassan, M. (2023). The use of Husserl’s phenomenology in nursing research: A discussion paper. Journal of Advanced Nursing, 79(8), 3160–3169. https://doi.org/10.1111/jan.15564

Aldhafeeri, F. M., & Alotaibi, A. A. (2023). Reimagining Education for Successful and Sustainable Digital Shifting. Sage Open, 13(1). https://doi.org/10.1177/21582440231154474

Alkhuzaimi, F., Wilson, C. B., & Wong, W. Y. A. (2025). Key factors influencing undergraduate nursing students’ perceptions of the use of learning management systems: a systematic literature review. BMC Nursing, 24(1), 323. https://doi.org/10.1186/s12912-025-02962-9

Alsyouf, A., Lutfi, A., Alsubahi, N., Alhazmi, F. N., Al-Mugheed, K., Anshasi, R. J., Alharbi, N. I., & Albugami, M. (2023). The Use of a Technology Acceptance Model (TAM) to Predict Patients’ Usage of a Personal Health Record System: The Role of Security, Privacy, and Usability. International Journal of Environmental Research and Public Health, 20(2), 1347. https://doi.org/10.3390/ijerph20021347

Annamalai, N., Ramayah, T., Kumar, J. A., & Osman, S. (2021). Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach. Contemporary Educational Technology, 13(3), ep313. https://doi.org/10.30935/cedtech/10987

Aplin-Snider, C., Buterakos, R., Creech, C., Schapel, S. A., & Feige, B. D. (2021). Academic integrity in online examinations in a graduate nurse practitioner program: Student perceptions and lessons for nurse educators. Nurse Education Today, 107, 105099. https://doi.org/10.1016/j.nedt.2021.105099

Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x

Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. Medical Science Educator, 31(2), 615–626. https://doi.org/10.1007/s40670-021-01231-z

Boamah, S. A., Kalu, M. E., Havaei, F., McMillan, K., & Belita, E. (2023). Predictors of Nursing Faculty Job and Career Satisfaction, Turnover Intentions, and Professional Outlook: A National Survey. Healthcare, 11(14), 2099. https://doi.org/10.3390/healthcare11142099

Bradley, V. M. (2020). Learning Management System (LMS) Use with Online Instruction. International Journal of Technology in Education, 4(1), 68–92. https://doi.org/10.46328/ijte.36

Cabauatan, R. R., Uy, C., Manalo, R. A., & Castro, B. de. (2021). Factors Affecting Intention to Use Blended Learning Approach in the Tertiary Level: A Quantitative Approach. Higher Education for the Future, 8(2), 239–255. https://doi.org/10.1177/23476311211011934

Chan, D. Y. L., Lee, S. W. H., & Teh, P.-L. (2023). Factors influencing technology use among low-income older adults: A systematic review. Heliyon, 9(9), e20111. https://doi.org/10.1016/j.heliyon.2023.e20111

Clerkin, R., Patton, D., Moore, Z., Nugent, L., Avsar, P., & O’Connor, T. (2022). What is the impact of video as a teaching method on achieving psychomotor skills in nursing? A systematic review and meta-analysis. Nurse Education Today, 111, 105280. https://doi.org/10.1016/j.nedt.2022.105280

Collado, Z. C., Concha, C. B. A., & Orozco, N. M.-I. G. (2021). Teaching in Transition: How Do Filipino Teachers Face the Migration to Cyberspace amid the Pandemic? Computers in the Schools, 38(4), 281–299. https://doi.org/10.1080/07380569.2021.1988317

Cook, D. J. (2026). Engagement as Care: Instructor Presence, Connection, and Student Well-Being in Asynchronous Learning. Social Work in Public Health, 41(5), 368–371. https://doi.org/10.1080/19371918.2026.2637774

Dossett, L. A., Kaji, A. H., & Cochran, A. (2021). SRQR and COREQ Reporting Guidelines for Qualitative Studies. JAMA Surgery, 156(9), 875. https://doi.org/10.1001/jamasurg.2021.0525

Enworo, O. C. (2023). Application of Guba and Lincoln’s parallel criteria to assess trustworthiness of qualitative research on indigenous social protection systems. Qualitative Research Journal, 23(4), 372–384. https://doi.org/10.1108/QRJ-08-2022-0116

Finkelstein, R., Wu, Y., & Brennan-Ing, M. (2023). Older adults’ experiences with using information and communication technology and tech support services in New York City: findings and recommendations for post-pandemic digital pedagogy for older adults. Frontiers in Psychology, 14, 1129512. https://doi.org/10.3389/fpsyg.2023.1129512

Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis, 45(1), a2261. https://doi.org/10.4102/curationis.v45i1.2261

Green, G. (2024). Analysis of the mediating effect of resistance to change, perceived ease of use, and behavioral intention to use technology-based learning among younger and older nursing students. Journal of Professional Nursing, 50, 66–72. https://doi.org/10.1016/j.profnurs.2023.11.003

Hassan, E. A., Mohamed, A. M., Eltaib, F. A., & Khaled, A. M. S. (2024). Determinants of nursing students’ satisfaction with blended learning. BMC Nursing, 23(1), 766. https://doi.org/10.1186/s12912-024-02393-y

Huang, G., & Oteng, S. A. (2023). Gerontechnology for better elderly care and life quality: a systematic literature review. European Journal of Ageing, 20(1), 27. https://doi.org/10.1007/s10433-023-00776-9

Hussein, L. A., & Hilmi, M. F. (2021). The Influence of Convenience on the Usage of Learning Management System. Electronic Journal of E-Learning, 19(6), pp504-515. https://doi.org/10.34190/ejel.19.6.2493

Kamboo, M. S., Ahmady, S., Sohrabi, S., Abdollahi, H., Hemmatipour, A., & Mirmoghtadaie, Z. (2026). A Comprehensive Review of Technological Innovations in Teaching Clinical Nursing Skills: A Scoping Review. Iranian Journal of Nursing and Midwifery Research, 31(2), 175–184. https://doi.org/10.4103/ijnmr.ijnmr_368_24

King, O. (2021). Two sets of qualitative research reporting guidelines: An analysis of the shortfalls. Research in Nursing & Health, 44(4), 715–723. https://doi.org/10.1002/nur.22157

Kolnik, T. Š., Poredoš, M., Filej, B., Čuk, V., & Vejzovic, V. (2026). Contextualizing the digital competence framework for nursing education: Findings from a Delphi. Nurse Education in Practice, 94, 104909. https://doi.org/10.1016/j.nepr.2026.104909

Kwon, S., Kim, W., Bae, C., Cho, M., Lee, S., & Dreamson, N. (2021). The identity changes in online learning and teaching: instructors, learners, and learning management systems. International Journal of Educational Technology in Higher Education, 18(1), 67. https://doi.org/10.1186/s41239-021-00304-8

Laugaland, K. A., Handeland, M., Aase, I., Husebø, A. M. L., Frøiland, C., & Akerjordet, K. (2023). Supporting the nurse educator in clinical education – a qualitative evaluation of a digital educational resource DigiVIS. BMC Nursing, 22(1), 432. https://doi.org/10.1186/s12912-023-01599-w

Li, P., Tan, R., Yang, T., & Meng, L. (2025). Current status and associated factors of digital literacy among academic nurse educators: a cross-sectional study. BMC Medical Education, 25(1), 16. https://doi.org/10.1186/s12909-024-06624-3

Lynch, J., Salamonson, Y., Glew, P., & Ramjan, L. M. (2021). “I’m not an investigator and I’m not a police officer" - a faculty’s view on academic integrity in an undergraduate nursing degree. International Journal for Educational Integrity, 17(1), 19. https://doi.org/10.1007/s40979-021-00086-6

Mahmud, M. M., Teh, J. K. L., & Azizan, S. N. (2026). Hyflex learning and student engagement in higher education: a systematic literature review. Frontiers in Education, 11, 1773704. https://doi.org/10.3389/feduc.2026.1773704

Mannheim, I., Wouters, E. J. M., Köttl, H., van Boekel, L. C., Brankaert, R., & van Zaalen, Y. (2023). Ageism in the Discourse and Practice of Designing Digital Technology for Older Persons: A Scoping Review. The Gerontologist, 63(7), 1188–1200. https://doi.org/10.1093/geront/gnac144

Maslov, I., Nikou, S., & Hansen, P. (2021). Exploring user experience of learning management system. The International Journal of Information and Learning Technology, 38(4), 344–363. https://doi.org/10.1108/IJILT-03-2021-0046

Mutambara, D., & Chibisa, A. (2023). An Analysis of Rural-Based Universities’ Faculty Members’ Satisfaction with E-Learning: The Case of Developing Countries. Sustainability, 15(12), 9522. https://doi.org/10.3390/su15129522

Oh, S. S., Kim, K.-A., Kim, M., Oh, J., Chu, S. H., & Choi, J. (2021). Measurement of Digital Literacy Among Older Adults: Systematic Review. Journal of Medical Internet Research, 23(2), e26145. https://doi.org/10.2196/26145

Owoeye, I. D., Chipps, J.-A., & Daniels, F. (2025). Nurse educators’ competence and use of digital education technology at selected nursing education institutions in Nigeria. International Journal of Africa Nursing Sciences, 23, 100870. https://doi.org/10.1016/j.ijans.2025.100870

Pajari, J., Sormunen, M., Salminen, L., Elonen, I., Pasanen, M., Martin‐Delgado, L., Camilleri, M., Sollárová, A., Haycock‐Stuart, E., & Saaranen, T. (2026). Nurse Educators’ Background, Education, and Experience in Digital Competence Profiles: A Descriptive Comparative Cross‐Sectional Study in Four Countries. Journal of Advanced Nursing, 82(4), 3172–3183. https://doi.org/10.1111/jan.70077

Peralta, A. B., Banayat, A. C., Mabale, M. A. A., & Baccay, K. B. (2024). Flexible learning in nursing in the Philippines as a response to the restrictions of the COVID-19 pandemic: An educational case report. Acta Medica Philippina, 58(12), 118. https://doi.org/10.47895/amp.v58i12.9784

Reid, L., Button, D., Breaden, K., & Brommeyer, M. (2024). Nursing Informatics: Competency Challenges for Nursing Faculty. Studies in Health Technology and Informatics, 310, 1196–1200. https://doi.org/10.3233/SHTI231154

Saltos-Rivas, R., Novoa-Hernández, P., & Rodríguez, R. S. (2023). Understanding university teachers’ digital competencies: a systematic mapping study. Education and Information Technologies, 28(12), 16771–16822. https://doi.org/10.1007/s10639-023-11669-w

Shorey, S., & Ng, E. D. (2022). Examining characteristics of descriptive phenomenological nursing studies: A scoping review. Journal of Advanced Nursing, 78(7), 1968–1979. https://doi.org/10.1111/jan.15244

Simon, P., Jiang, J., & Fryer, L. K. (2024). Measurement of higher education students’ and teachers’ experiences in learning management systems: a scoping review. Assessment & Evaluation in Higher Education, 49(4), 441–452. https://doi.org/10.1080/02602938.2023.2266154

Steindal, S. A., Ohnstad, M. O., Landfald, Ø. F., Solberg, M. T., Sørensen, A. L., Kaldheim, H., Mathisen, C., & Christensen, V. L. (2021). Postgraduate Students’ Experience of Using a Learning Management System to Support Their Learning: A Qualitative Descriptive Study. SAGE Open Nursing, 7. https://doi.org/10.1177/23779608211054817

Stenfors, T., Kajamaa, A., & Bennett, D. (2020). How to … assess the quality of qualitative research. The Clinical Teacher, 17(6), 596–599. https://doi.org/10.1111/tct.13242

Tavakol, M., Sandars, J., & Sharpe, C. C. (2026). How to … Analyse Descriptive Phenomenological Data in Health Professions Education. The Clinical Teacher, 23(3). https://doi.org/10.1111/tct.70441

Turan, Z., Kucuk, S., & Cilligol Karabey, S. (2022). The university students’ self-regulated effort, flexibility and satisfaction in distance education. International Journal of Educational Technology in Higher Education, 19(1), 35. https://doi.org/10.1186/s41239-022-00342-w

Vignato, J., Inman, M., Patsais, M., & Conley, V. (2022). Computer-Assisted Qualitative Data Analysis Software, Phenomenology, and Colaizzi’s Method. Western Journal of Nursing Research, 44(12), 1117–1123. https://doi.org/10.1177/01939459211030335

Wani, T. A., Liem, M., Boyd, J., Wijesooriya, H., & Khan, U. R. (2026). Digital health education in Australian universities: Trends, gaps, and future directions. International Journal of Medical Informatics, 205, 106105. https://doi.org/10.1016/j.ijmedinf.2025.106105

Yoo, L., & Jung, D. (2022). Teaching Presence, Self-Regulated Learning and Learning Satisfaction on Distance Learning for Students in a Nursing Education Program. International Journal of Environmental Research and Public Health, 19(7), 4160. https://doi.org/10.3390/ijerph19074160

Yoon, H., Lee, J., Kim, N., Ban, S., Shin, H., & Kim, Y. (2026). Technostress in older healthcare workers: Latent profiles and implications for care robot acceptance. DIGITAL HEALTH, 12. https://doi.org/10.1177/20552076261451213

Zhao, J., Hua, X., Hu, R., Chen, C., Wu, W., Zhang, Y., Zhang, Y., Wu, A., & Zhang, Y. (2026). Assessing Digital Literacy Among Nursing Faculty Under the Artificial Intelligence–Enhanced Technological Pedagogical Content Knowledge Framework: Cross-Sectional Survey Analysis. JMIR Nursing, 9, e88016–e88016. https://doi.org/10.2196/88016

Zhu, M., & Zhang, Y. (2022). Medical and public health instructors’ perceptions of online teaching: A qualitative study using the Technology Acceptance Model 2. Education and Information Technologies, 27(2), 2385–2405. https://doi.org/10.1007/s10639-021-10681-2

Zin, K. S. L. T., Kim, S., Kim, H.-S., & Feyissa, I. F. (2023). A Study on Technology Acceptance of Digital Healthcare among Older Korean Adults Using Extended Tam (Extended Technology Acceptance Model). Administrative Sciences, 13(2), 42. https://doi.org/10.3390/admsci13020042