Background and Aim: Final-year nursing students are in a critical developmental and role transition period as they move from student to professional nurse. Nursing practice readiness is an essential outcome reflecting successful transition and adaptation to clinical practice. Based on Meleis’ Transition Theory, this study aimed to identify the factors influencing nursing practice readiness among final-year nursing students.Methods A descriptive cross-sectional study was conducted with 139 final-year nursing students from two universities in South Korea. Data were collected using structured questionnaires measuring clinical practice satisfaction, self-efficacy, communication competence, problem-solving ability, and nursing practice readiness. Data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson’s correlation coefficients, and multiple regression analysis with SPSS/WIN 25.0.Results The mean score for nursing practice readiness was 2.96 ± 0.34 (range 1–4). Nursing practice readiness showed significant positive correlations with clinical practice satisfaction (r=.501, p<.001), self-efficacy (r=.618, p<.001), communication competence (r=.500, p<.001), and problem-solving ability (r=.543, p<.001). Multiple regression analysis revealed that self-efficacy (β = .353, p=.004) and clinical practice satisfaction (β = .192, p=.018) were significant predictors of nursing practice readiness. The model explained 41.7% of the variance (F = 17.433, p<.001).Conclusion Self-efficacy and clinical practice satisfaction significantly influence nursing practice readiness among final-year nursing students. Educational strategies that enhance reflective learning, structured debriefing, simulation-based blended learning, and mentoring programs may strengthen transition conditions and improve readiness for professional nursing practice.