Asian Journal of Research in Nursing and Health

Aims: To assess the level of patients’ participation and clinical confidence among nursing students in a private college in Iloilo and to determine whether a significant relationship exists between these two variables.

Study Design: Descriptive-correlational research design.

Place and Duration of Study: The study was conducted at a private college institution in Iloilo City, Philippines, among second-year, third-year, and fourth-year nursing students during the Academic Year 2025–2026, between September 2025 and February 2026.

Methodology: The study included 305 nursing students selected through stratified random sampling. Data were collected using a three-part instrumentation process: a demographic profile, a 15-item researcher-made Patients Participation Scale, and a 12-item adapted Clinical Confidence Scale. Descriptive statistics, including the mean and standard deviation, were used to analyze levels of participation and confidence, while the Spearman’s rho correlation coefficient was utilized to determine the relationship between variables due to the non-normal distribution of data.

Results: Findings indicated that respondents perceived a high level of patient participation, with an overall mean of 3.28 out of 4.0. Students felt most competent when patient participation occurred during care (mean=3.53), while shared decision-making was the lowest-rated indicator (mean=2.94). Overall clinical confidence was high (mean=10.61/12), with knowledge-based confidence (mean=5.22/6) and clinical area confidence (mean=5.39/6) both reflecting positive levels. Confidence in demonstrating clinical judgment was identified as the lowest individual indicator (mean=0.74). A significant positive correlation was established between patients' participation and clinical confidence (r_s = .234, p= .000), confirming that as patient involvement increases, student confidence also rises.

Conclusion: Active patient involvement is a vital element in the development of student nurses' clinical confidence, as meaningful interactions provide mastery experiences that enhance self-efficacy. The study recommends the integration of patient-centered teaching strategies, such as simulations and enhanced pre-clinical orientations, alongside well-supervised clinical exposures to promote professional competence and growth.