Clinical Instructors’ Feedback Style and Supervisory Competence in Relation to Student Nurses’ Self-Efficacy and Clinical Performance

A strong clinical education program is essential for developing effective nursing practitioners. The current study was to examine the relationship between the clinical instructor's feedback style and supervision skills and the student nurse's self-efficacy and clinical performance during the Related Learning Experience (RLE). The descriptive-correlational approach was used in the study, which included 145 fourth-year BS in Nursing students from a private higher education school in Ozamiz City, Philippines, selected using stratified random selection. Data on feedback style, supervisory abilities, and self-efficacy were collected using researcher-developed tools, whereas clinical performance was determined using official RLE scores.The results showed that the clinical instructor's feedback style was highly valued for its promptness, clarity, constructiveness, and helpful character, whereas supervisory competency was highly regarded, particularly in professional behavior. The student nurses had very high self-efficacy, and their clinical performance was satisfactory. There were no significant relationships found between feedback style and supervisory competence, which covers all four qualities mentioned in this paper, as well as students' self-efficacy and clinical performance. There was, however, a link between professionalism and coping behavior among pupils.Although feedback and supervision are seen positively, other factors may influence self-efficacy and clinical performance. The findings suggest that more research is needed into characteristics that influence clinical competence and improve teaching approaches that have a direct impact on student performance.