Clinical Learning Environment's Relationship to Readiness for Practice among Graduating Student Nurses in a Private College in Iloilo City

Abstract

Introduction: Graduating student nurses must adapt to the clinical learning environment while preparing for professional practice. Their readiness is influenced by academic and experiential factors. This study aimed to determine the relationship between the clinical learning environment and readiness for practice among graduating student nurses in a private college in Iloilo City, Philippines, during Academic Year 2025–2026. Methods: A quantitative descriptive–correlational research design was employed. The study included 222 Level IV Bachelor of Science in Nursing students, selected through simple random sampling from a population of 518 students. Data were collected using two adopted instruments: the Abbreviated Clinical Learning Environment Inventory (CLEI-19) and the Casey-Fink Readiness for Practice Survey. Descriptive statistics (mean, standard deviation) were computed to assess the levels of clinical learning environment and readiness for practice. Normality was evaluated using the Shapiro–Wilk test, and Spearman’s rho correlation was applied at a 0.05 significance level due to non-normal data distribution. Results: The clinical learning environment was generally positive (M = 3.83), and students’ readiness for practice reflected a moderately high level of perceived preparedness (M = 3.22). Spearman’s rho analysis indicated a statistically significant but weak positive relationship between the clinical learning environment and readiness for practice (r = .159, p = .018). Clinical facilitator support and satisfaction with clinical placements were associated with higher engagement in learning activities, while higher-level clinical reasoning and overall practice readiness were less strongly influenced. Discussion and Recommendations: A supportive clinical learning environment promotes engagement in learning activities and moderately enhances readiness for professional practice. To further improve preparedness, it is recommended that clinical instructors strengthen mentorship, provide consistent feedback, and encourage student-centered learning. Students are encouraged to actively communicate their learning needs and engage in reflective practice. Institutional support for faculty development and simulation-based training may further optimize clinical learning experiences and facilitate the transition from student to professional nurse.