| Sumario: | Purpose: The aim is to examine self‐regulated learning and self‐efficacy levels of nursing students, the relationship between them, and to reveal the variables that make a significant difference. Design and Methods: This descriptive, cross‐sectional study was conducted with a total of 417 nursing students. The data were collected using the Self‐Regulated Learning Scale in Clinical Nursing Practice and Self‐Efficacy Scale. Findings: Nursing students have high self‐regulated learning (60.28 ± 11.47) and moderate self‐efficacy (62.72 ± 11.04) scores, and there is a weak positive and significant relationship between them (r = 0.349, p < 0.001). Students' gender, grade, and self‐confidence in practice made a significant difference in the scores (p < 0.05). Practical Implications: Developing the self‐regulated learning levels of nursing students can help increase the clinical practice performance of students by affecting their self‐efficacy levels.
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