Clinical Learning to Leadership Development: Exploring Educational Leadership Competencies Among Undergraduate Nursing Students

Contemporary nursing education must cultivate leadership competencies alongside clinical skills to meet evolving healthcare demands. A cross-sectional methodological study of 469 nursing students was conducted. Data were collected via Clinical Learning Environment, Supervision, and Nurse Teacher (CLES +T) Evaluation Scale and the Educational Leadership Scale. More than 92% of participants reported positive perceptions of their clinical learning environment, with the highest satisfaction related to supervision and ward leadership. Factor analysis validated the three-factor structure of leadership development: visionary, instructional, and scientific leadership, explaining 64% of the total variance. The overall CLES +T score was strongly and positively correlated with overall leadership development (r = 0.718, p < 0.001). Supervisor relationship (r = 0.777), pedagogical atmosphere (r = 0.764), and the role of the nurse teacher (r = 0.770) demonstrated strong positive correlations. Additionally, significant positive correlations were observed among all leadership dimensions, with the strongest association between visionary and instructional leadership (r = 0.694, p < 0.01). Supportive clinical learning environments are strongly associated with leadership development in nursing students, emphasizing the need for curriculum designs that integrate mentorship and structured leadership training.