Examining the Influence of Clinical Instructors’ Competency and Feedback Quality on Nursing Students’ Clinical Performance:A Mixed Method Study

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.