Akademik Veri Yönetim Sistemi
Nurse Education Today, cilt.164, 2026 (SCI-Expanded, SSCI, Scopus)
Aim: To investigate the effects of the clinical learning environment and nurse preceptor competencies on the clinical performance self-efficacy of nursing students. Methods: 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. Results: 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. Conclusion: 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.