Diversity and Inclusion Practices on The Self- Efficacy of Nursing Clinical Instructors in Cebu City

The integration of diversity and inclusion (D&I) practices in nursing education is essential in fostering equitable and empowering learning environments. While D&I and self-efficacy are recognized as key components of effective teaching, there remains limited evidence on how these two constructs relate in the context of nursing academe, particularly among clinical instructors in the Philippines. This study assessed the profile, level of D&I practices, and self-efficacy of nursing clinical instructors in Cebu City, as well as the relationship among these variables. A descriptive-correlational research design was employed, utilizing a validated survey tool administered to clinical instructors from various academic institutions. Statistical analyses included frequency distribution, mean scores, chi-square tests, and Pearson r to determine associations among variables. Findings revealed that instructors experienced a very high level of D&I practices and demonstrated strong self-efficacy across instructional, disciplinary, and organizational domains. A significant relationship was observed between diversity and inclusion and self-efficacy, suggesting that inclusive environments enhance faculty confidence. However, challenges were identified in areas such as accessibility, inclusive training, and mentorship opportunities. The study affirms the relevance of Social Identity Theory and Self-Efficacy Theory in the academic nursing context, highlighting the role of inclusive institutional culture in shaping instructor performance and engagement.