Comparative Study of Clinical Learning Evaluation, Self-Efficacy, and Practice Readiness Among Nursing Students in a Selected School in Quezon City

This study examined the clinical learning evaluation, self-efficacy, and practice readiness of nursing students in a selected school in Quezon City and determined the relationships among these variables. Anchored on Benner’s Novice to Expert Theory, Roy’s Adaptation Model, and Bandura’s Social Learning Theory, the study viewed nursing readiness as a product of clinical exposure, adaptation to learning demands, and confidence in one’s capabilities. A quantitative descriptive-comparative design was used. The respondents were 293 second-, third-, and fourth-year nursing students officially enrolled during the second semester of academic year 2024–2025. Data were gathered through a self-administered questionnaire covering profile characteristics, clinical learning evaluation, competency self-efficacy, and practice readiness, and were analyzed using frequency, percentage, weighted mean, standard deviation, t-test, one-way ANOVA, and Pearson r. The findings showed that the respondents had highly positive evaluations of their clinical learning environment, particularly in learning experiences, availability of learning objectives, and effectiveness of clinical learning. Self-efficacy in the clinical learning environment was rated high, with strongest confidence observed in respect, patient advocacy, safety principles, and teamwork. Practice readiness was rated positively in clinical problem-solving, learning techniques, and professional identity, while trials and tribulations yielded an undecided result, indicating continuing difficulties in areas such as electronic documentation, ethical concerns, prioritization, and recognition of patient changes. The study further revealed strong to very strong statistically significant relationships between practice readiness and clinical learning evaluation, and between practice readiness and self-efficacy. The study concludes that a supportive, structured, and feedback-rich clinical learning environment strengthens nursing students’ confidence and readiness for professional practice. It recommends enhancing simulation and skills-based training, reflective practice, digital health competencies, mentorship, and curriculum review to better align academic preparation with clinical realities. The study supports SDG 3, SDG 4, and SDG 8 by promoting safe healthcare practice, quality nursing education, and readiness for professional work. Its sustainability impact lies in strengthening educational quality, institutional responsiveness, and the long-term preparedness of the nursing workforce.