The effects of stressors on readiness for clinical practice in novice nursing students: a path analysis

Abstract

Background: Stressors critically influence nursing students’ well-being, academic performance, readiness for clinical practices, and professional development. This study tests a hypothesized model examining the effect of stressors on first-year students’ readiness for clinical practice. Methods: A descriptive cross-sectional study was conducted with 553 first-year nursing students from three public universities in Türkiye between April 15 and May 15, 2024. Institutional permissions and ethics approval were obtained (March 29, 2024; no. 621). Data were analyzed using descriptive statistics, Pearson correlation, and path analysis. Results: It was determined that nursing students’ readiness for clinical practice increased as their stress related to education, relationships, confidence, and uncertainty, as well as their overall stress levels, decreased (p < 0.001). All stressors negatively impacted readiness for clinical practice of first-year nursing students, supporting all study hypotheses and explaining 73.5% of the variance in students’ readiness for clinical practice. Conclusions: The findings of this study strengthen the importance of psychological support for students to prepare them for clinical practices. Novice nursing students need a well-organized educational process that helps them manage stress and connect theory with clinical practice.