Analysis of the status of perceived professional benefits among nursing students and their relationship with teaching behaviors among nursing teachers

BackgroundClinical internship is a critical stage for shaping nursing students’ professional attitudes and identity. Perceived professional benefit during internship is associated with career satisfaction and retention; however, its relationship with clinical instructors’ teaching behaviors remains insufficiently described.MethodsA cross-sectional survey was conducted among undergraduate nursing interns in two tertiary hospitals in China. The Nurses’ Perceived Professional Benefit Questionnaire and the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) were administered. A total of 387 valid questionnaires were analyzed. Descriptive analyses, Pearson/Spearman correlations, and multiple linear regression were performed.ResultsNursing students reported moderate-to-high perceived professional benefit, with the highest scores in self-growth and team belongingness. All NCTEI dimensions were positively associated with perceived professional benefit (p < 0.001), with stronger associations observed for instructors’ personal traits and interpersonal relationships. In the regression model, perceived professional benefit was lower among only-child students (β = −2.522, p = 0.002) and higher among students who voluntarily selected nursing as a major (β = 3.374, p < 0.001) and those reporting higher ratings of teachers’ personal traits (β = 4.782, p < 0.001).ConclusionIn this cross-sectional sample, clinical teaching behaviors—particularly instructors’ personal traits—were associated with nursing interns’ perceived professional benefit. These findings support strengthening clinical teacher development (especially interpersonal/mentoring competencies) and enhancing career guidance to foster positive professional experiences during internship.