Date of Completion

2024

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Clinical Performance

Abstract

Purpose Statement: The study was conducted to find out the existing interpersonal dynamics between clinical instructors and nursing students and how these may affect clinical performance. The study specifically aimed to: 1. Identify what are the existing interpersonal dynamics between clinical instructor and nursing students 2. Examine how various interpersonal dynamics between clinical instructor and nursing student affect clinical performance of nursing students 3. Determine which interpersonal dynamics positively affects nursing student’s clinical performance.

Methodology: Utilizing a scoping review, 10 databases were used to search for citations. These were evaluated and scrutinized using the PRISMA review process for scoping review. The researchers conducted a process consisting of three steps: Abstract Screening, Full-text Review, and Data extraction to filter and include eligible articles based on the inclusion and exclusion criteria.

Major Findings: Several articles were obtained from the literature extracted, specifically from 2008 to 2014. The major findings from the study are that clinical instructors play an important role in molding performance and shaping the professional growth of nursing students. Positivity behavior, including effective communication, feedback, support, and respect, is crucial for students’ success journey for their learning and development as they become competent professionals. Instructors serve as role models, inspiring excellence towards inspiring nurses to execute patient care. Understanding these dynamics is essential for creating a supportive learning environment towards innovation. Research Question 1 examined the interpersonal dynamics between clinical instructors and nursing students, focusing on communication styles, feedback methods, emotional support, and mutual respect. The study highlighted the importance of effective communication, constructive feedback, and evaluation methods. Educational support and role modeling were also emphasized as critical factors. Research Question 2 aimed to identify which interpersonal dynamics most positively impact clinical performance. Effective communication, constructive feedback, emotional support, and mutual respect were identified as key influences. Research Question 3 investigated how these dynamics affected nursing students’ clinical performance. The findings showed that effective communication, feedback, and support particularly improve clinical performance. Mutual respect and role modeling also play significant roles in student success, whereas infective behaviors hinder progress.

Conclusion: This research highlights the critical role of positive interpersonal dynamics between clinical instructors and nursing students in shaping clinical performance toward patients. Effective communication, feedback, and support are essential for fostering a conducive learning environment. Clinical instructors, as role models, significantly influence student motivation and competence. Recommendations suggest enhancing nursing education through improved instructor-student relationships, incorporating training programs for instructors, and increasing awareness among practicing nurses. Additionally, there's a call for further research to explore diverse interpersonal dynamics in nursing education across various healthcare settings.

First Advisor

Alely S. Reyes, RN, MAN, PhD

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