Background
Clinical practicum quality is shaped by the learning environment, supervision, and student–patient relationship. Although clinical placements provide valuable learning opportunities, barriers remain. While accreditation programs improve healthcare processes and outcomes, research on nursing students' experiences is limited.

Aims
To compare the quality of clinical practicum for nursing students among Magnet hospitals, Magnet-aspiring hospitals, and non-Magnet hospitals, and to identify the background characteristics associated with the quality of clinical practicum in these hospitals.

Methods
A comparative cross-sectional study design was used. The data were collected in 2024 from 2455 nursing students at the conclusion of their clinical practicum period in 16 medical centers within one Finnish university hospital district. These centers represent Magnet® hospitals, Magnet-aspiring hospitals, and non-Magnet hospitals. The data were gathered using a self-administered questionnaire that included three scales. Data analysis included descriptive statistics and regression modeling.

Results
When all variables were considered simultaneously in the model, no statistically significant differences were found in the overall scale scores between Magnet hospitals, Magnet-aspiring hospitals, and non-Magnet hospitals. At the subdimension level, however, significant differences emerged for pedagogical atmosphere and learning relationship. Several background characteristics were significantly associated with each scale and their subdimensions in the full model.

Conclusion
The impact of Magnet hospitals should also extend to the pedagogical atmosphere, including appropriate and adequate support resources for supervising staff and students. The culture of Magnet hospitals could enhance students' clinical learning by encouraging patients to actively participate not only in their own care but also in students' educational processes. Further research is needed.

Implications for practice
Integrating Magnet model components into clinical practicum development can enhance students' skills, learning experiences, and interest in the unit. Hospital administration should reinforce structures that support student practicums.