Enhancing Clinical Competence through Structured Laboratory Experiences: A Comparative Study among Baccalaureate Nursing Students

ABSTRACT The nursing skills laboratory serves as a bridge between classroom instruction and clinical practice, yet the most effective ways to optimize learning in this setting remain underexplored. This study examined the impact of structured laboratory experiences on nursing students’ clinical preparedness and perceptions of competence, confidence, and integration of theory into practice. Eighty-four third-year nursing students at Western Mindanao State University participated in either a structured laboratory group, which included guided demonstrations, competency checklists, and reflective debriefing, or a standard practice group reflecting conventional formats. Results showed that students in the structured group demonstrated higher clinical performance scores and more positive perceptions of the learning environment. Qualitative findings revealed that structured repetition promotes mastery, feedback bridges theory and practice, and increased confidence enhances readiness for patient care. Overall, the study highlights the value of structured laboratory design as an effective pedagogical approach to strengthen competence and clinical readiness among nursing students. Keywords: nursing education, skills laboratory, clinical competence, experiential learning, simulation-based teaching