Surgical patients’ perceptions of the care provided by nursing students: a convergent parallel mixed methods study

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Abstract
Aims: To examine surgical patients’ perceptions of the care provided by nursing students.Methods: This study employed a convergent parallel mixed methods design and was conducted in the surgical units of a public hospital in Turkiye between March and May 2026. The quantitative phase included 118 patients, while the qualitative phase involved 19 patients selected through purposive sampling. Data were collected using the Patient Perception of Nursing Student Care Scale and semi-structured individual interviews. Analysis included descriptive statistics, independent samples t-tests, one-way analysis of variance, Pearson’s correlation analysis, and inductive content analysis. Quantitative and qualitative findings were integrated using a joint display. Findings were reported in accordance with the STROBE, COREQ, and GRAMMS guidelines.Results: Surgical patients rated the care provided by nursing students positively overall (Patient Perception of Nursing Student Care Scale score: 4.05±0.37). Among the subscales, professionalism received the highest mean score (4.11±0.42), whereas knowledge and skills received the lowest (3.94±0.60). Qualitative analysis generated four themes. Patients valued students’ attitudes, communication, and approach, but closer clinical supervision was suggested for invasive procedures, patient education, and discharge planning. Patients perceived nursing students as future nurses and expressed willingness to contribute to their learning. The qualitative findings complemented and expanded the quantitative results by explaining the comparatively lower knowledge and skills ratings through patients’ concerns about invasive procedures and their preference for clinical supervision, and by highlighting patient education and discharge counseling as areas requiring improvement.Conclusion: Surgical patients generally perceived the care provided by nursing students positively. Professional attitudes and communication skills emerged as key strengths, whereas closer clinical supervision and additional support were particularly needed during invasive procedures, patient education, and discharge planning. These findings highlight the value of patient feedback in informing nursing students’ clinical education and supporting the delivery of person-centered care.

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