Evaluating the Impact of Clinical Supervision on the Development of Core Clinical Competencies in Undergraduate Nursing Students: A Mixed-Methods Study

Abstract

Background:
Integrating theoretical education and applied nursing skills relies fundamentally on clinical supervision during education programs. Adequate supervision produces qualitative assessments that help students develop core competencies, including communication and critical thinking skills and practical abilities for delivering safe patient care. However, the development of competencies faces barriers due to minimal available resources, large class sizes, and inconsistent supervisory methods, specifically in the under-resourced environments of Pakistan.
Aim: This study examined how clinical supervision methods affect the development of core clinical competencies for medical nursing students in Swat.
Methodology: A convergent parallel mixed-methods design integrated quantitative data sets with qualitative measurements to conduct the research. One hundred eighty undergraduate nursing students participated in the study as part of the stratified random sampling process from years 2 to 4. Survey data were collected through the Clinical Competency Self-Assessment Scale (CCSAS) and Clinical Supervision Evaluation Tool (CSET), and interviews were conducted with twelve students. Descriptive statistics, Pearson correlation, Chi-square tests, and thematic analysis methods were utilized for data analysis.
Results: The research data showed that clinical supervision positively affects competency development (r = 0.61, p < 0.001). Fourth-year students achieved the highest scores in competency tests (mean = 3.8) as their academic level increased. Educational staff highlighted the significance of supervisor assistance and meaningful feedback within a positive learning context yet faced challenges from inadequate staffing and insufficient allocated time.
Conclusion: Proper clinical supervision effectively improves nursing students' clinical competencies. Supervisors should receive training as an essential part of their job, while sufficient resources and periodic evaluations of teaching quality will enhance nursing education results.