The relationship between nursing students’ perceived self-efficacy in physical examination and their attitudes toward clinical practice: a cross-sectional study

BACKGROUND: Physical examination is a core component of nursing practice; however, many nursing students experience limited confidence in performing these skills, which may negatively affect their engagement and performance in clinical settings. Understanding how students’ perceived self-efficacy in physical examination relates to their attitudes toward clinical practice is essential for identifying gaps in nursing education. This study aimed to determine the relationship between nursing students’ perceived self-efficacy in physical examination and their attitudes toward clinical practice. METHODS: A descriptive and cross-sectional study was conducted at X University, Türkiye, between September 2023 and January 2024. A total of 287 undergraduate nursing students participated. Data were collected via an online survey using the Perceived Self-Efficacy in Physical Examination Scale (PSE-PE) and the Attitude Toward Clinical Practice Scale (ATCPS). Descriptive statistics, correlation analysis, and multiple linear regression analysis were performed using SPSS 23.0. RESULTS: The mean PSE-PE score was 2.38 ± 0.56, indicating a moderate level of self-efficacy. A low but positive correlation was found between PSE-PE and ATCPS scores (r = 0.317, p < 0.001). Regression analysis showed that higher self-efficacy scores were associated with more positive attitudes toward clinical practice (B = 8.196, p < 0.001). Additionally, second-year students demonstrated higher self-efficacy and more positive attitudes compared to other years. CONCLUSION: The study highlights that nursing students with stronger self-efficacy in physical examination demonstrate more positive attitudes toward clinical practice. These findings emphasize the need for nursing programs to strengthen physical examination training through simulation, structured feedback, and ongoing mentorship. Implementing these strategies may improve students’ clinical readiness and contribute to the development of more competent and confident future nurses. CLINICAL TRIAL NUMBER: Not applicable.