Readiness for Practice Among Nursing College Graduates: A Cross-Sectional Correlation Study

Nursing college education aims to provide students with professional competence in nursing care practices (e.g., critical thinking, problem-solving, and clinical evaluation knowledge). The practice readiness of nursing college graduates is crucial for new nurses' successful role transition.

To determine the practice readiness of nursing college graduates in Korea and explore related factors.

A cross-sectional descriptive study was conducted using convenience sampling. Participants were newly licensed nurses who graduated from 10 nursing colleges in South Korea in 2023 and had not yet begun clinical practice. Inclusion criteria were: age 20-30 years, possession of a nursing license, and informed consent to participate. Individuals with psychiatric histories or clinical work experience were excluded. The required sample size was calculated as 172; 178 participants were included. Study instruments included the Tromsø Social Intelligence Scale, the Korean Undergraduate Clinical Education Environment Measure, and the Korean version of the Readiness for Practice Survey.

The overall mean score for practice readiness was 2.81 ± 0.37. Among subfactors, professional identity scored highest (2.96 ± 0.47), while trials and tribulations scored lowest (2.61 ± 0.45). Social intelligence (r = .61, p < .001) and clinical education environment (r = .53, p < .001) were positively correlated with practice readiness. In the final regression model, satisfaction with simulation practice (β = .20, P = .001), satisfaction with overall university education (β = .15, p = .041), social intelligence (β = .49, p < .001), and clinical education environment (β = .28, p < .001) were significant factors.

Enhancing social intelligence and satisfaction with simulation and overall educational experiences are key to improving graduates' readiness for clinical practice. Investing in high-quality clinical environments and simulation programs may foster smoother transitions to professional nursing roles. These findings highlight the need for curriculum and policy initiatives that support individual development and systemic improvements in nursing education.