Fear of Reporting and Sanction: Its Influence to Clinical Performance

Abstract

This study examined the relationship between fear of reporting clinical error and sanction and the perceived clinical performance of nursing students during clinical practice in a selected private college in Iloilo City for the academic year 2025–2026. A descriptive–correlational quantitative research design was employed, involving 305 second- to fourth-year nursing students selected through stratified random sampling. Data were collected using a validated researcher-made questionnaire utilizing a five-point Likert scale and analyzed using descriptive statistics and Spearman’s rho correlation coefficient following a normality test. Ethical clearance and informed consent were secured prior to data collection. Findings revealed that students exhibited low levels of fear of reporting (M = 2.17) and moderate levels of fear of sanctions (M = 2.59), while perceived clinical performance was generally high (M = 3.96), indicating favorable self-assessed competence. Emotional responses such as guilt and concern about negative reactions from instructors and peers were notable contributors to fear; however, most students remained willing to report errors rather than conceal them, reflecting a generally responsible attitude toward patient safety in this context overall. A significant inverse relationship (rs = -0.272, p < 0.001) was found between fear and perceived clinical performance, indicating that increased fear is associated with decreased perceived competence. Anchored on Self-Efficacy Theory, the findings suggest that fear related to sanctions and negative evaluation may undermine students’ confidence and clinical performance.The study is limited to a single institution, selected year levels, self-reported data, two dimensions of fear, and perceived rather than actual clinical performance.