Optimizing Supervision Practices for Nursing Students in Implementing the CHASE Model in Community Health Nursing Related Learning Experience Course: An Autoethnography
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Abstract
This study explored how a Community Health Nursing (CHN) instructor optimizes supervision of nursing students as they implement the Community Health Assessment Sustainable Education (CHASE) model in a CHN Related Learning Experience course. Addressing gaps in context-specific evidence in community health nursing education in the Philippines, this study explored how limited instructor familiarity with CHASE shapes supervisory practices and pedagogical adaptation. Anchored in an interpretivist-constructivist paradigm, the study employed autoethnography to examine the instructor’s lived experience during CHASE-based supervision. Qualitative data were generated from reflective journals, field notes, and personal notes from in-depth pre- and post-conference engagements with students and other CHN instructors. Analysis followed an iterative process of open, axial, and selective coding, supported by constant comparison and narrative analysis to identify critical incidents and epiphanies. Methodological rigor was ensured through prolonged engagement, reflexive journaling, and triangulation across data sources. Findings revealed that supervisory optimization evolved through context-responsive and reflective strategies. Four interrelated epiphanies or themes emerged: commitment to effective supervision, facilitation of student learning, professionalism in supervision, and deep immersion in the community context, each with two supporting subthemes. These epiphanies demonstrated how pedagogical transformation arises from navigating unfamiliar models within situated practice. The study concluded that effective CHASE implementation requires reflexive, adaptive, and community-engaged supervision, offering insights for curriculum enhancement, faculty development, and community-based nursing education and research.
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