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Abstract

Background: Clinical satisfaction among nursing students was essential for enhancing clinical learning, developing professional competence and fostering a commitment to the nursing profession. A positive clinical learning environment helps bridge theoretical knowledge with real-life patient care. However, factors such as lack of instructor support, limited practical exposure and stressful environments can negatively impact students’ clinical experiences. Aim: To evaluate the level of clinical satisfaction among undergraduate nursing students at people nursing school, LUMHS Jamshoro, and to identify key factors that influence their clinical learning experiences. Objectives: To measure overall clinical satisfaction among nursing students. To identify factors influencing clinical satisfaction (instructor support, learning environment). To compare satisfaction across different academic years and clinical areas. To provide recommendation for enhancing clinical learning environments. Methodology: A descriptive cross-sectional study was conducted with a sample of 148 undergraduate nursing students from 2nd to 4th year. Data were collected using a validated Nursing Clinical Facilitator Questionnaire (NCFQ) based on 5 point Likert scale. SPSS version 23 was used for descriptive and inferential statistics. Results: Descriptive statistics were used to calculate mean age (23.16 ) SD (+2.00) years. Overall satisfaction mean score (4.18 + 0.87). Highest satisfaction were found in Instructor explain procedure clearly (Mean = 4.00), safe clinical environment (Mean = 4.07). Lowest satisfaction were found in participation in patient care decision (Mean = 3.37). Inferential statistics were used to check the association between gender and satisfaction. Male students (n = 77) showed higher satisfaction compared to female (n = 71); p<0.04. Association between academic year and satisfaction showed that final year students reported the highest satisfaction; p = 0.001. Association between clinical area and satisfaction showed that students were highest satisfaction in medical ward among different departments; p<0.005. Discussion: findings were indicate moderate to high satisfaction level, especially with instructor support and learning environment. However, limited involvement in decision-making and emotional support indicate areas needing improvement. Students in higher academic years displayed greater satisfaction, likely due to increased confidence and clinical exposure. These results align with existing literature and emphasize the importance of structured guidance, mentorship and active participation. Conclusion: The study concludes that instructor support, effective placement management and positive learning environment significantly influence clinical satisfaction. Enhancing these areas through mentorship, feedback and emotional support can lead to improved clinical learning and readiness for practice. Nursing educators and administrators should focus on tailoring clinical experiences to students’ academic level and equitable opportunities across departments.