The relationship between clinical preparedness and self-efficacy in undergraduate nursing students: cross sectional study
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Date
2026
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Publisher
Saudi Digital Library
Abstract
Clinical preparedness and self-efficacy are crucial in nursing education, influencing students'
ability to apply theoretical knowledge effectively in clinical settings. While these concepts are
well-studied globally, there is a notable gap in Australian-specific research, particularly regarding
how self-efficacy directly impacts clinical preparedness. This study aims to assess the levels of
clinical preparedness and self-efficacy among undergraduate nursing students at Monash
University and investigate the relationship between these two variables. Employing a quantitative
descriptive cross-sectional design, the study will use validated tools such as the Casey-Fink
Readiness for Practice Survey (CFRPS) and the General Self-Efficacy Scale (GSES) to assess
clinical preparedness and self-efficacy. Data will be collected from undergraduate nursing students
across the first to third years using an online survey platform, with analysis conducted using the
Statistical Package for the Social Sciences (SPSS) to explore correlations between clinical
preparedness and self-efficacy, and to perform regression analyses.
Description
Clinical preparedness and self-efficacy are two interconnected concepts in nursing education
that significantly impact nursing students' ability to transition successfully from academic
environments to real-world clinical settings (Haririan et al., 2021). The concept of clinical
preparedness refers to a student's readiness and ability to effectively apply their theoretical
knowledge and skills in real-world clinical settings (Marriott et al., 2024); this readiness
encompasses the development of critical skills, the integration of theory with practice, problem-
solving abilities, and interpersonal communication with patients and healthcare professionals.
Many factors affect clinical preparedness for undergraduate nursing students, including cognitive
factors, personal characteristics, and education related factors (Almekkawi & ElKhalil, 2020; Lee
et al., 2023; Woods et al., 2015). Notably, cognitive factors such as self-efficacy play a crucial role
in shaping clinical experiences and contribute significantly to student success (Marriott et al.,
2024). According to Bandura (1977, as cited in Thomas & Koch, 2024) the concept of self-efficacy is
described as students’ belief in their ability to successfully perform clinical tasks. This includes
managing their motivation, behaviours, and interactions within their social environment (Zivlak &
Stojanac, 2019).
Understanding the relationship between clinical preparedness and self-efficacy will provide
critical insights into the effectiveness of current nursing education programs. This could lead to
significant improvements in curriculum design and teaching methods, ultimately enhancing the
practical skills and confidence of nursing students. The findings are expected to contribute to safer
patient care and better prepare graduates to manage real-world healthcare challenges efficiently,
supporting broader healthcare improvements and advancing educational factors within the nursing
discipline.
Keywords
self-efficacy, Clinical preparedness, nursing students