The Relationship Between the Clinical Learning Environment and Attitudes Toward Practice in First-Year Nursing Students

Background/Purpose: Clinical learning settings constitute a foundational element of nursing education by shaping students’ professional identity and enhancing their preparedness for clinical practice. This study aimed to explore how first-year nursing students perceive the clinical learning environment and how these perceptions relate to their attitudes toward clinical practice. Methods: A descriptive, cross-sectional, and correlational research design was adopted. The study included 138 first-year nursing students enrolled in the Faculty of Health Sciences at a public university in Türkiye during the 2024–2025 academic year. Data were gathered through an online survey using the Descriptive Information Form, the Clinical Learning Environment Scale, and the Attitudes Toward Clinical Practice Scale for Nursing Students. Statistical analysis included descriptive tests, group comparisons, and simple linear regression methods. Results: The average score for the Attitudes Toward Clinical Practice Scale was 75.73 ± 8.72, while the mean score for the Clinical Learning Environment Scale was 101.84 ± 11.33. International student status was found to have a statistically significant effect on both scale scores (p < 0.05). Choosing nursing as a career willingly also had a significant association with scale outcomes (p < 0.05). According to the results of regression analysis, students’ perceptions of the clinical learning environment significantly predicted their attitudes toward clinical practice, explaining 37% of the total variance (F = 80.791, p < 0.001). Conclusion: Favorable perceptions of the clinical learning environment were found to positively impact students’ clinical practice attitudes. Well-structured and supportive clinical settings play an important role in improving students’ learning experiences and professional growth.