Professionalism is a fundamental component of nursing education, encompassing not only technical proficiency but also the development of values, ethics, and professional attitudes. Nevertheless, previous studies have reported inconsistencies in students’ understanding and application of professionalism within nursing curricula. This raises concerns regarding the adequacy of current teaching and learning approaches in fostering strong professional competencies. This study seeks to examine the relationships between teaching, learning, and professionalism in predicting competency practice among nursing students, and to develop an integrated model that reflects these relationships. A quantitative survey design was employed, involving 277 third-year, second-semester students from the Ministry of Health Training Institute (ILKKM). Data validity and reliability were established through a pilot test and Cronbach’s Alpha. Descriptive statistics, Structural Equation Modelling (SEM), and Confirmatory Factor Analysis (CFA) were conducted to assess the measurement and structural models. Teaching and learning demonstrated a significant positive effect on competency practice (? = 0.565, t = 14.378, p < 0.001), while professionalism also contributed positively (? = 0.394, t = 9.259, p < 0.001). Together, these predictors accounted for 63.2% of the variance in competency practice. The study confirms teaching and learning as dominant predictors, with professionalism functioning as a complementary factor. It contributes to the literature by presenting an integrated model and offers practical implications for educators and curriculum developers to strengthen professionalism and competency in nursing education.
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