Integrative Framework on Clinical Readiness of Nursing Students and Its Predictors in Safe Patient Care

Abstract

This study developed and statistically validated an evidence-based integrative framework on clinical readiness and determined its significant predictors in promoting safe patient care. A quantitative descriptive-comparative-correlational design was utilized among 329 nursing students in Biñan City, Laguna, selected through stratified random sampling. Data were collected using a researcher-developed and content-validated questionnaire (Cronbach’s α = 0.95). Descriptive and inferential statistics, and PLS-SEM using a Reflective-Formative HOC model were employed to analyze the data. The findings consistently demonstrated high levels of perceived clinical readiness across all competency domains, with Professional Accountability and Ethics obtaining the highest mean score. The measurement model confirmed that all competency domains collectively define clinical readiness, identifying Patient Safety and Quality of Care as its most influential formative construct. Furthermore, the structural model determined year level as the strongest predictor, followed by related learning experience (RLE) grade, lecture grade, age, and sex, explaining 50.3% of the variance in perceived clinical readiness. Despite limitations related to the respondents’ self-reported data, geographical scope, and institutional variations, the study provides a locally contextualized integrative framework that advances evidence-based assessment of clinical readiness and guides nursing educators, curriculum developers, and academic institutions in strengthening competency-based clinical education for nursing students.