Correlation between Feedback in Clinical Education and Professional Self-Concept in Nursing Students

 Considering the role of interpersonal interactions in the clinical environment in the formation of professional self-concept, this study was conducted to investigate the correlation between feedback in clinical education and professional self-concept among nursing students.

 This descriptive correlational study was performed on 167 nursing students in the 7th and 8th semesters in the School of Nursing and Midwifery of Karaj Islamic Azad University in Iran in the academic years 2020-2021. Sampling was done through the census sample method. Data collection tools were demographic information form, the Cowin's 36-item Nursing Professional Self-Concept questionnaire, and feedback in clinical education questionnaire, completed by the self-report method. Data were analyzed through descriptive tests of mean, standard deviation, frequency, and percentage, inferential tests such as Spearman correlation coefficient and Chi-square.

 The mean and standard deviation of the total score of the nursing professional self-concept was 176.65±23.53 and 82% had a high professional self-concept. The mean score of feedback in clinical education was 82.76±10.15 and 77.8% had received moderate feedback in clinical education. The Spearman correlation coefficient test showed a weak and significant positive correlation between the total score of feedback in clinical education and the total score of the nursing professional self-concept (r = 0.222 p = 0.004).

 There was a weak correlation between feedback in clinical education and the professional self-concept of nursing students.