Asian Journal of Research in Nursing and Health

This study aimed to determine the relationship between the clinical learning environment and empathy among student nurses in a private college. A descriptive-correlational research design was employed, with data collected from January to February 2026. A total of 314 second-, third-, and fourth-year student nurses were selected using a stratified random sampling technique to ensure proportional representation across year levels. Data were collected using two standardized instruments: the Clinical Learning Environment Comparison Survey 3.0 (CLES 3.0) to assess students’ perceptions of their clinical learning environment, and the Jefferson Scale of Empathy – Health Professions Student Version (JSE-HPS) to measure empathy levels. To ensure content validity, both instruments were reviewed by experts in nursing education and research for relevance, clarity, and appropriateness within the local context. Minor modifications were made based on their recommendations. Reliability testing was conducted through a pilot study involving a subset of respondents who were not included in the final sample. The instruments demonstrated high internal consistency, with Cronbach’s alpha coefficients of 0.95 for the CLES 3.0 and 0.90 for the JSE-HPS, indicating excellent reliability. Ethical clearance was obtained to ensure the protection of participants’ rights, confidentiality, and welfare.

The findings indicated that student nurses generally perceived their clinical learning environment as supportive and reported high levels of empathy. Statistical analysis using Spearman’s rho revealed a significant positive relationship between the clinical learning environment and empathy, with a moderate strength of association. Key factors contributing to the development of empathy included effective supervision, meaningful patient interactions, and opportunities for individualized patient care.

The study concludes that the clinical learning environment plays a significant role in shaping both the technical competence and empathy of student nurses. These findings highlight the importance of enhancing clinical teaching practices and institutional strategies to foster not only professional skills but also compassionate, patient-centered care. The selected keywords were also refined to improve the indexing and discoverability of the article.