2026· International journal of research and innovation in social science· Vol 10, pp. 8280-8304· 0 citations
TL;DR
The study concludes that while effective instruction and quality feedback contribute to learning, mentorship and supportive guidance play a particularly important role in enhancing nursing students’ clinical performance.
Abstract
Clinical education is essential in preparing nursing students to translate theoretical knowledge into safe and effective clinical practice. This mixed-method study examined the influence of clinical instructor competency and feedback quality on nursing students’ clinical performance and explored their lived experiences during clinical exposure in selected higher education institutions in Northern Mindanao, Philippines. Anchored on Social Cognitive Theory and Benner’s Novice to Expert Theory, the study emphasized the role of modeling, guided learning, feedback, and experiential development in fostering clinical competence. This study employed an explanatory sequential mixed-methods design, in which quantitative data were collected first, followed by qualitative data to explain the findings. Data were collected from third- and fourth-year nursing students using validated questionnaires and semi-structured interviews. Findings revealed that students generally perceived their clinical instructors as highly competent, the feedback they received as of high quality, and their clinical performance as very good. Significant relationships were identified between clinical instructor competency and students’ clinical judgment and teaching skills, and between feedback quality and teaching skills. Among the dimensions of clinical instructor competency, mentorship and support emerged as the most influential factor associated with students’ clinical performance. Qualitative findings highlighted students’ experiences of adapting to the clinical environment, managing challenges and stress, developing confidence and competence, benefiting from mentorship and constructive feedback, and strengthening their professional identity. These findings underscore the importance of supportive clinical learning environments in promoting student growth and readiness for practice. The study concludes that while effective instruction and quality feedback contribute to learning, mentorship and supportive guidance play a particularly important role in enhancing nursing students’ clinical performance. Strengthening mentorship programs and faculty development initiatives is therefore recommended to further improve clinical learning experiences and prepare competent, practice-ready nursing graduates.
This study examined the effects of Entrustable Professional Activities (EPAs) on nursing students’ clinical performance as perceived by clinical instructors. Anchored on Benner’s Novice-to-Expert Theory, the study emphasized progressive clinical competence, guided practice, feedback, supervision, and entrustment in preparing students for professional nursing roles. A descriptive quantitative research design was used. The study was conducted in Metro Manila among 93 selected clinical instructors who were Filipino registered nurses with at least four months of clinical instruction experience. Data were gathered using an adapted questionnaire with three sections covering demographic profile, perceptions of EPAs, and satisfaction with nursing students’ clinical participation and performance. The instrument used a four-point Likert scale and demonstrated excellent reliability, with Cronbach’s Alpha values of .929 for the EPA perception scale and .941 for the nursing student performance satisfaction scale. Findings showed that clinical instructors had a high level of perception of EPAs, with a mean score of 3.50 and standard deviation of 0.48. They also reported a high level of satisfaction with nursing students’ clinical participation and performance, with a mean score of 3.44 and standard deviation of 0.48. The results indicate that EPAs helped strengthen clinical competence, accountability, confidence, and readiness for professional nursing practice. The study concluded that EPA-based evaluation supports the integration of academic instruction and clinical practice and helps prepare students for safe, patient-centered care. It recommended stronger academic-clinical collaboration, consistent EPA-based assessment, professional development for clinical instructors, and further studies involving broader respondents and diverse healthcare settings. The study supports SDG 3, SDG 4, SDG 8, SDG 9, and SDG 17 through its focus on patient safety, quality nursing education, workforce readiness, digital assessment tools, and institutional partnerships. Its sustainability impact lies in strengthening nursing education, healthcare workforce preparation, clinical training systems, and academic-hospital collaboration.
Gerardo Nicolas· International Journal of Sus...· 0 citations
This study examined the competencies of nursing students in both academic and clinical settings. It specifically assessed competencies in terms of skills, knowledge, and values, as well as clinical performance in skills laboratory and clinical duty. It also determined whether significant differences exist when respondents are grouped according to gender, year level, general weighted average (GWA), and learning modality. A descriptive-comparative research design was used, and data were analyzed using mean and inferential statistics. Findings revealed that nursing students are generally competent in all areas. In academic competencies, skills and knowledge were rated as “Agree,” while values obtained the highest rating of “Strongly Agree,” indicating strong professionalism and ethical behavior. In clinical competencies, both skills laboratory and clinical duty were rated as “Agree,” showing that students are capable of performing nursing tasks in both simulated and actual clinical environments. Results further showed that there are no significant differences in competencies when grouped according to demographic profile, leading to the acceptance of the null hypothesis. The study concludes that nursing students demonstrate consistent and satisfactory competency levels across academic and clinical domains. However, there is a need to further enhance independence and performance in skills laboratory activities. The findings suggest that current teaching strategies and learning modalities are effective in promoting uniform competency development among students. Based on the results, it is recommended that nursing programs strengthen simulation-based learning, improve blended learning strategies, and integrate more real-life clinical scenarios. These interventions aim to further enhance students’ readiness for professional nursing practice and ensure continuous improvement in nursing
Reginald Dancel De la Cruz, RN· International Journal of Nur...· 0 citations
Background: Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) are competency-based assessment methods used to evaluate clinical knowledge, psychomotor skills, communication, and professional competence in nursing education. Compared with traditional assessment methods, they offer greater objectivity, standardization, and reliability.
Objective: To explore undergraduate nursing students' perceptions and experiences regarding the use of OSCE and OSPE as clinical assessment methods in nursing education.
Methodology: A qualitative descriptive study was conducted among Bachelor of Science in Nursing students at Northwest Nursing College and NCS University System, Peshawar, Pakistan. Participants were recruited through purposive sampling based on prior OSCE and OSPE experience. Individual semi-structured interviews were conducted from March to April 2024 until data saturation was achieved. Interviews were audio-recorded, transcribed verbatim, translated into English, and analyzed using Braun and Clarke’s six-phase thematic analysis. Trustworthiness was enhanced through reflexive journaling, researcher triangulation, member checking, peer debriefing, and an audit trail.
Results: Eight undergraduate nursing students participated. Six major themes emerged: promotion of learning, development of clinical confidence, perceived limitations, examination-related stressors, coping strategies, and perspectives on grading. Participants considered OSCE and OSPE effective for promoting active learning, improving psychomotor skills, and enhancing clinical confidence. However, they reported challenges related to examination organization, limited resources, scheduling delays, examiner behavior, perceived grading inequities, and psychological stress. Students managed these challenges through preparation, self-confidence, and prior clinical exposure.
Conclusion: Undergraduate nursing students generally perceived OSCE and OSPE as valuable educational and assessment strategies that facilitate competency development and clinical preparedness. Nevertheless, concerns regarding examination logistics, transparency of grading, and examination-related stress require institutional attention.
Keywords: Clinical Competence, Nursing Education, Objective Structured Clinical Examination, Objective Structured Practical Examination, Pakistan, Qualitative Research, Undergraduate Nursing Students.
Iqdar Ali, Zabih Ullah, Afaq Riaz et al.· Journal of Saidu Medical Col...· 0 citations
The transition from clinical nursing practice to academic teaching presents significant professional and personal challenges for novice clinical instructors. This study explored the lived experiences of novice clinical instructors transitioning to academic teaching in a selected private nursing school in Tagum City. A qualitative descriptive phenomenological design was employed involving nine novice clinical instructors with less than three years of teaching experience who were purposively selected. Data were collected through semi-structured, in-depth interviews and analyzed using Colaizzi's phenomenological method. Four major themes emerged: (1) Challenges in Transitioning from Clinical Practice to Academia, (2) Adjusting to New Responsibilities and Developing Teaching Competence, (3) Development of Professional Identity and Fulfillment, and (4) Evolving Perception of Being a Clinical Instructor. Participants initially struggled with role transition, teaching responsibilities, communication, technology use, and student supervision but gradually developed competence through mentoring, continuous learning, and reflective practice. As the study was conducted at a single private nursing school, the findings may not be generalizable to other settings. The study highlights the importance of structured orientation, mentoring, and continuous faculty development programs to support novice clinical instructors and strengthen nursing education.
Mariel Gementiza, J. J. Dela Merced· International Journal of Nur...· 0 citations
The purpose of this study was to investigate the efficacy of return demonstration in improving associated learning experience skills and clinical performance among nursing students at Dr. Carlos S Lanting College. It specifically evaluated students' self-confidence and clinical competence in performing nursing procedures, applying theoretical knowledge, making clinical decisions, communicating, and managing clinical duties.
A quantitative study design was used, with a structured questionnaire as the major data collection tool. The respondents were nursing students, and the statistical methods used were the frequency and percentage, weighted mean average (WAM) and Cronbach's Alpha to analyze the data and verify instrument reliability.
The study found that the return demonstration greatly increased students' relevant learning experience skills and clinical performance. Respondents reported excellent levels of self-confidence and clinical performance, indicating that the technique adequately prepares individuals for real-world clinical situations.
The study concludes that return demonstration is an effective teaching method in nursing education. It is advised that educators continue to strengthen their implementation and that institutions allocate enough resources to facilitate student learning and skill development.
Abenaza Jeremy Charles T, Liwag Erika Lyka C, Llagas Cyril Ann U et al.· International Journal of Adv...· 0 citations
Clinical competence is a crucial outcome of nursing education. Many factors bind the education and the clinical environment, and still more factors develop nursing students’ clinical skills. These factors include the student’s personal readiness.
The aim of this study was to describe the phenomenon of personal readiness on the development of nursing students’ clinical skills in the private sector in the Philippines. Specifically, the study viewed personal readiness as self-efficacy, motivation, coping, and emotional resilience.
In this study, a quantitative descriptive correlational design was used on a sample of nursing students from private sector nursing schools in Iligan City. A battery of researcher developed, and some published, self-report questionnaires, were used to measure the above factors. Descriptive statistics, Pearson correlation, multiple regression, and structural equation modeling were used to describe and analyze the data.
Of the factors studied, self-efficacy was the strongest predictor of the development of clinical skills, followed by the emotional resilience, motivation, and coping. Personal readiness showed a positive, significant relationship to clinical competence, confidence, and the accurate execution of procedures and critical thinking. Structural equation modeling showed that personal readiness had a significant influence on the development of clinical skills.
Personal readiness had a significant effect on nursing students’ development of clinical skills. Formal education activities that enhance students’ self-efficacy, motivation, coping, and emotional resilience are likely to develop students’ personal readiness for practice and avail the society of competent nurses.
I. C. Enriquez, C. Dm, Nenita I. Prado, Ph.D· International journal of res...· 0 citations