Aim:The purpose of this study was to determine the relationship between nursing education stress levels and senior year nursing students' perception level of professional values. Introduction: In addition to the difficulties of university education, nursing students experience intense stress during theoretical and clinical practice due to encounters related to patients, patient relatives, educators, and the hospital environment. In addition, stress may negatively affect academic functioning, reduce educational efficiency, and negatively impact learning, performance, and professional identity acquisition. Method: This research is relational and descriptive. A total of 300 a nursing faculty senior year students were recruited for the study. A sampling method was not used in the study; instead, it aimed to reach participants worldwide. The research was completed with 255 students who agreed to participate in the research. The research data were collected using the Personal Information Form, Nursing Education Stress Scale, and the Nurses' Professional Values Scale.
Results:The study found that nursing students in their senior year had high stress levels, and their perception of professional values were positive. It was determined that there was a significant positive correlation between the total and sub-dimensions mean scores of the Nursing Education Stress Scale, the Nurses' Professional Values Scale total, and factors' mean scores (p<0.05). It was observed that, as stress increased, their perception of professional values also increased. Conclusions: In line with the results of this research, it is recommended to determine the factors that cause stress in the academic and clinical application areas of the students and to reorganise nursing education programs to create programs to help nursing students cope with these stress factors.