Related Clinical Learning Experiences and Level of Competencies of Fourth Year Student Nurses Affiliates
DOI:
https://doi.org/10.65339/ijsair.V2.I2.336Keywords:
Clinical learning experience; Clinical competency; Student nurses; Experiential learning; Primary hospital settingAbstract
Related clinical learning experience is a fundamental component of nursing education, enabling students to apply theoretical knowledge, develop clinical skills, and cultivate professional values through direct patient care. A supportive clinical learning environment plays a crucial role in shaping students’ competence, particularly in the context of evolving educational modalities and varying levels of clinical exposure.
This study is anchored on Patricia Benner’s Novice to Expert Theory and Kolb’s Experiential Learning Theory, which explain how nursing students progressively acquire competence through experiential learning and repeated clinical exposure. The study aimed to assess the related learning experiences and level of clinical competency of fourth-year student nurses affiliating in a primary hospital in Legazpi City. Specifically, it examined the related clinical learning experience in terms of the role of the nurse teacher, learning atmosphere, and nursing care in clinical areas, as well as the level of competency in safe and quality nursing care, health education, and research. It also determined the significant relationship between RLE and clinical competency.
A descriptive correlational research design was employed. A total of 105 Level IV nursing students from six colleges of nursing in Albay were selected using convenience sampling. Data were collected from December 4, 2025 to January 13, 2026 through a structured questionnaire using a five-point Likert scale. Descriptive statistics and Pearson’s Product–Moment Correlation Coefficient were utilized for data analysis.
Findings revealed that the related clinical learning experience was generally perceived as supportive (mean = 4.16), with the role of the nurse teacher receiving the highest rating. Students demonstrated a high level of clinical competency, particularly in safe and quality nursing care (mean = 4.54), while health education and research were rated as competent. A moderate and statistically significant positive relationship was found between RLE and clinical competency (r = 0.511–0.655, p < 0.05).
The study concludes that clinical competence is significantly influenced by the quality of RLE. Strengthening clinical instruction, enhancing learning environments, and improving competencies in health education and research are essential in developing competent and practice-ready nursing graduates.
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