Influence of Clinical Instructor Support on the Clinical Confidence of Student Nurses During Duty Rotation

Abstract

Clinical confidence is critical for student nurses navigating hospital-based practice, and the quality of guidance received during clinical rotations plays a decisive role in shaping this confidence. This study examines the influence of clinical instructor support on the clinical confidence of student nurses undergoing duty rotation at a selected medical institute. A descriptive-correlational design is employed among Bachelor of Science in Nursing students from various year levels who have completed at least one supervised clinical placement. Data are gathered using a structured questionnaire adapted from the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) Evaluation Scale and the National League for Nursing Self-Confidence in Learning Scale (NLN SCLS). Clinical instructor support is assessed across five domains: emotional support, cognitive and instructional support, feedback and supervision, role modeling, and accessibility; clinical confidence is measured across five corresponding domains: clinical skills, communication, decision-making, emergency handling, and readiness for practice. The study is grounded in Bandura Social Cognitive Theory, Vygotsky Sociocultural Theory, and Benner Novice to Expert Model, which together support the view that clinical confidence develops through meaningful instructor-student interaction. The findings are expected to reveal the extent to which instructor support influences students confidence and whether this relationship differs across demographic variables such as year level, sex, clinical area, and exposure frequency. Results are intended to inform mentorship programs, faculty training, and clinical learning environment design, contributing to the development of confident, competent, and compassionate nurses.