Background and Objective: Clinical education is a ways that helps nurses achieve clinical competence. The role of competence in education has significantly grown, which determines the gap between theoretical and clinical education. Since no qualitative study has been conducted in this regard in Iran, this study aimed to investigate graduates’ perceptions of factors which affect clinical competence of the course.

Materials and Methods: This qualitative study was conducted using Graneheim & Lundman conventional content analysis (2004). Participants were selected through purposive sampling; seven critical care nursing graduates participated in the study. Data was collected through a semi-structured interview. Peer-check and member-check were used to assess credibility and trustworthiness of the findings. Data collection and analysis were performed concurrently using content analysis.

• The participants stated factors affecting clinical competence in three main themes: factors related to education including " professional skills", "unclear objectives of the course," "employing inexperienced educators for teaching this course", motivational factors including "empowering students in education and research", " appropriate professional position after graduation", "changing  perspective and insight after graduation", and individual factors including "communication skills", "inadequate self- confidence"," lack of attention to students’ interests at the beginning of the course", "clinical experience", "ability of decision-making and critical thinking" and "considering practical and humanistic ethics”.

• : With regard to participants’ viewpoints and novelty of this course in Iran, it is essential to consider factors affecting students’ clinical competence in order to promote this postgraduate course. Thus, authorities can plan necessary changes to improve the course outcome, and graduate students can acquire essential and sufficient competence in patients care.