The sensitivity and complexity of healthcare sector mandate having competent leaders within nursing graduates worldwide and in Jordan as well. This study used a quantitative method to investigate the degree of leadership competencies availability among nursing graduates of Jordanian nursing colleges from clinical nursing leaders’ (CNL) perspective. The researcher developed a 40 items leadership competency questionnaire for this study that included three dimensions: “Effective communication”, “Interpersonal and team collaboration”, and “Decision-making and problem-solving”. The study sample consisted of 268 CNLs working in governmental and private hospitals in Jordan. Data were collected then analyzed through SPSS by calculating frequencies, percentages, means and standard deviation. The overall leadership competencies availability level was moderate (Mean = 3.64). However, some variation among leadership competency dimensions availability was reported. Leadership communication competency dimension received a mean score of 3.69 (SD = 0.76) indicating a high availability, and “interpersonal and team collaboration competency” dimension scored also high (Mean = 3.7 SD = 0.8). However, the decision- making and problem-solving competency availability level was moderate and had the lowest availability degree (Mean = 3.55 SD = 0.86). It was highly recommended to incorporate nursing leadership within teaching curriculum over different academic years in an incremental leadership learning goals from fundamental, then to moderate and advance levels. More connections for students with the nursing professional body outside the university may start at early academic stages, connecting them with national nursing councils, Committees, and health organizations to improve their leadership competence and make them ready for workplace when graduating.

Background: Nursing graduates are expected to hit the ground and be ready to lead their way when joining their first workplace. Although, many literatures have highlighted graduated nursing students’ readiness for practice, this hasn’t been explored in Jordan up to the researcher knowledge. The purpose of this study was to investigate the degree of Jordanian nursing colleges graduate’s readiness for practice from clinical nursing leaders’ (CNL) perspective. Methods: This study used a quantitative descriptive method. The researcher utilized the 22 items Casey- Fink survey to explore the degree of new graduates’ readiness for practice. The validity of the Casey- Fink Readiness for Practice Survey has been reported in previous international studies. The study sample consisted of 268 CNLs and data was analyzed through SPSS by calculating frequencies, percentages, means and standard deviations. Results: The overall results showed a moderate degree of readiness to practice among nursing graduates from CNLs perspectives. Conclusion: It was highly recommended to enhance simulation-based learning within undergraduate nursing education, as it mimics the future workplace, especially in developing and enhancing critical thinking, problem solving, and decision-making abilities. More connections for students with the nursing professional body outside the university may start at early academic stages, connecting them with national nursing councils, Committees, and health organizations to improve their leadership competence and make them ready for workplace when graduating.