Background: This cross-sectional survey aimed to explore the influence of clinical practice stress, stress coping, and empathy on the clinical competence of nursing students. Additionally, it aimed to compare the effectiveness of multiple regression analysis and quantile regression analysis in identifying the factors influencing clinical competence. Methods: Data was collected from 201 nursing students between June 15th and August 1st, 2016, and analyzed using several statistical methods, including descriptive statistics, t-tests, ANOVA, Pearson correlation, multiple linear regression, and quantile regression, using SPSS 21.0 and STATA 14.0 software. Results: The results demonstrated positive correlations among clinical competence and stress coping (r= .52, p<.001) and empathy (r= .39, p<.001). Variables like clinical learning environment (β= -.18, p=.007), practice workload (β= .22, p<.001), and active stress coping (β= .57, p<.001) were found to explain 50% of the variance in clinical competence. After quantile regression, affecting factors for clinical competence were active stress coping for all quantiles, clinical learning environment from 15% to 60% quantile, practice workload for 15~75% quantile, and nursing major satisfaction for 15% quantile. Conclusion: This study highlights the importance of stress coping abilities, empathetic skills, and a supportive clinical environment in fostering the clinical competence of nursing students. These findings can serve as a foundation for designing targeted strategies and educational programs to enhance nursing students' clinical competence effectively, considering various levels of clinical competency. The study results offer valuable insights into developing interventions to improve nursing education and enhance the overall quality of patient care delivered by future nursing professionals.
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