How do clinical learning environments and nurse preceptor competencies affect nursing students' clinical performance...

To investigate the effects of the clinical learning environment and nurse preceptor competencies on the clinical performance self-efficacy of nursing students.

This study was conducted using an explanatory sequential mixed-methods design. The quantitative part of the study was conducted with 411 students; qualitative part was conducted with 14 students. The data collection tools used were Information Form, Clinical Learning Environment (CLE) Scale, Clinical Nurse Preceptor Competencies Scale (CNPCS), Clinical Performance Self-Efficacy Scale (SECP), and Semi-Structured Focus Group Interview Form. Quantitative variables were tested using descriptive statistical analyses, Pearson's correlation coefficient, and multiple regression analysis. Qualitative data were analyzed using content analysis.

The participants had a mean total CLE score of 76.46 ± 9.45, a mean total CNPCS score of 66.14 ± 12.1, and a mean total SECP score of 77.8 ± 11.2. The CLE and CNPCS scores of the participants had positive, linear, and statistically significant correlations with their clinical performance self-efficacy scores. Findings from the focus group discussions were grouped under two main themes and four sub-themes. Students highlighted the positive impact of a supportive learning environment on their professional development, while noting that inadequate physical conditions, a demanding work environment, excessive workload for nurses, and clinical settings that were not aligned with theoretical knowledge negatively affected the learning process.

The clinical learning environment and the competence level of nurse preceptors affect students' clinical performance self-efficacy. For students to acquire sufficient knowledge, skills and attitudes, positive learning environments should be created; the development of nurse preceptors' competence should be supported.