Influence of Clinical Supervision and Ethical Sensitivity on the Compassion Competence of Nursing Students
Balay-Odao E.M. Almazan J. Mesde J. Bajet J.B. Alquwez N. Danglipen C.C. Cruz J.P.
2025Association of Medical Education of the Eastern-Mediterranean Region
Health Professions Education
2025#11Issue 3438 - 449 pp.
Introduction: Clinical supervision is an essential component of nursing education. Ethical sensitivity and compassion competence are critical components to develop among nursing students to ensure patient-centered nursing care. Aim: This study aimed to determine clinical supervision, ethical sensitivity, and compassion competence among student nurses and its influencing factors. Also, it determined the influence of clinical supervision and ethical sensitivity on compassion competence. Method: This study utilized a descriptive quantitative cross-sectional correlation design. Data were collected from 452 nursing students from August 2022 to January 2023 using convenient sampling. The “Clinical Supervision Evaluation Questionnaire,” the “Ethical Sensitivity Questionnaire for Nursing Students,” and the “Compassion Competence Scale Arabic version” were used. The study employed multiple regression analysis to examine the influence of clinical supervision and ethical sensitivity on compassion competence. Results: The students’ overall mean on “Clinical supervision,” “Ethical sensitivity,” and “Compassion competence” was 4.06 (SD = 0.77), 3.66 (SD = 0.50), and 4.21 (SD = 0.72), respectively. The analysis revealed a weak and positive correlation between the students’ age and clinical supervision perception (r = 0.20, p < 0.001). A unit increase in the mean scores of “Process” and “Impact” was associated with 0.17 (p = 0.001, 95 % CI = 0.07, 0.26) and 0.20 (p < 0.001, 95 % CI = 0.14, 0.27) unit increase in the “Ethical sensitivity” mean scores. Female students had higher levels of compassion competence than men (b = 0.15, p < 0.001, 95 % CI = 0.08, 0.22). A unit increase in the mean scores in “Process,” “Impact,” “and Ethical sensitivity” were linked to 0.42 (p < 0.001, 95 % CI = 0.33, 0.51), 0.12 (p < 0.001, 95 % CI = 0.06, 0.18), and 0.38 (p < 0.001, 95 % CI = 0.30, 0.47) unit increase in the compassion competence mean score. Conclusion: Student nurses’ perceptions of clinical supervision, ethical sensitivity, and compassionate competence vary. Factors that affect the student nurses’ perception of ethical sensitivity are gender, academic level, and clinical supervision. The connection between compassion competence among nursing students and the ethical sensitivity of the healthcare profession is inherent. Nursing students who comprehend ethical considerations are more likely to demonstrate compassion.
Clinical supervision , Compassion , Ethical sensitivity , Student nurses
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Department of Medicine, School of Medicine, Nazarbayev University, Kerey and Zhanibek Khans St 5/1, Astana, 010000, Kazakhstan
School of Advanced Studies, Saint Louis University, Baguio, Philippines
Department of Nursing Administration and Education, College of Nursing, Shaqra University, Dawadmi, Saudi Arabia
Department of Maternal and Child Nursing, College of Nursing, Shaqra University, Dawadmi, Saudi Arabia
School of Nursing, Allied Health, and Biological Sciences, Saint Louis University, Baguio, Philippines
Department of Medicine
School of Advanced Studies
Department of Nursing Administration and Education
Department of Maternal and Child Nursing
School of Nursing
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