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The medical –surgical and psychiatric nursing are difficult subjects in the nursing program, which are taught utilizing the conceptual teaching approach. This study sought to make a clear view of the students’ experiences on the use of instructional strategies in major nursing subjects. The study used descriptive research design. Data gathering was conducted through an in depth interview with the respondents. Purposive sampling designed was used in the study. The criteria in selecting the respondents includes only those students who incurred term failures and had difficulty in (Medical –Surgical Nursing - MS 1 and Medical Surgical Nursing –MS2) subjects were included in the study. There are 6 students who had term failures and had difficulty in Medical Surgical Nursing 1 while 9 students in Medical Surgical Nursing- 2 subject. Majority of the respondents were female students ages 16-20 years old and few were 26-35 years old. The study revealed that the prevailing instructional strategies used by the instructors were lecture discussion, audio-visual presentation and questioning. Other activities –based strategies were cooperative learning, case study and simulation. The students’ preferred discussion, questioning, audio-visual presentation and lecture while the least preferred strategies were interactive, case study, role-play and reporting. This would imply that the students were assimilators who learned through thinking and watching. As technology enhanced learning, teachers should demonstrate facilitative role to bring about effective learning, recognizing the students as unique individuals and to provide them with empowering experiences to challenge them to think (Branshaw, 2007). The study concluded that the teacher, the student, the environment and the teaching-learning process were very significant to the development and educational process of the learner (Bradshaw, 2007).

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Keywords - Instructional Strategies and Medical –Surgical Nursing

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