<![CDATA[Clinical learning is a crucial phase in healthcare education, as it bridges academic knowledge with real-world hospital practice. However, for Generation Z students, psychosocial stressors may negatively affect their learning satisfaction and their likelihood of remaining in the healthcare profession. The purpose of this study is to evaluate the relationship between the clinical learning environment and academic stress, and how these factors influence the satisfaction and retention of Generation Z healthcare students. This research adopted a quantitative, cross-sectional design. A total of 211 students from healthcare programs having completed clinical placements in various hospitals were selected through simple random sampling. Data collection was carried out using the Academic Stress Scale and the Clinical Learning Environment Inventory. The study results indicated that the majority of respondents—62.1%—experienced low satisfaction and retention, and 99.1% rated the CLEI as unsupportive. Bivariate analysis revealed no significant relationship between CLEI and satisfaction or retention (p = 1.000; odds ratio = 1.646). In contrast, higher levels of maladaptive academic stress, as measured by the ASS, were significantly associated with lower satisfaction and retention (p = 0.005). The odds ratio (OR) of 19.050 (95% CI: 6.383–56.852) suggests that students with maladaptive academic stress were 19 times more likely to report low satisfaction and retention compared to those with adaptive stress. The study concludes that psychosocial factors significantly influence the satisfaction and retention of Generation Z health students. As a result, improving clinical mentorship and providing robust psychosocial support are crucial for preparing future healthcare professionals.]]>
