Purpose: It is essential to ensure the readiness for practice among undergraduate nursing students since
the purpose of such education is to cultivate competent nurses who deliver high-quality and safe
nursing. Astin's theory of student involvement suggests that this is affected by their personal factors and
learning environment.
Methods: We conducted a cross-sectional study between November 16, 2020 and December 21, 2020
which examined personal factors and aspects of the clinical learning environment among senior nursing
students (n ¼ 838) enrolled across 54 nursing schools in Korea. The participants were asked to fill out a
self-administered online survey, which assessed demographic characteristics, self-esteem, depression,
work-life balance, clinical learning environment, anxiety during clinical practicum, and readiness for
practice. Readiness for practice was measured using the Casey-Fink Readiness for practice survey. We
used structural equational modeling to test our hypothetical model.
Results: The nursing students' readiness for practice was significantly affected by their self-esteem,
work-life balance satisfaction, and clinical learning environment. Anxiety during clinical practicum
directly influenced their readiness for practice.
Conclusion: Increasing self-esteem and work-life balance satisfaction, and improving their clinical
learning environment by providing sufficient educational and clinical support, could help facilitate the
transition from nursing schools to real-world practice for nursing students