Abstract : Nursing students must apply their knowledge and abilities in clinical settings in order to obtain the necessary qualifications to care for patients, and their success is dependent in large part on effective clinical training. The aim of this systematic review was to summarize learning experiences in clinical learning environments, identify which tools are most frequently used to measure clinical learning environments and report on outcomes of learning experiences of nursing students in clinical learning environments. In the present study searched for articles indexed in PubMed, Psyc INFO, Web of science, and CINAHL database using a combination of expressions including “learning experiences” and “nursing students” or “clinical learning environments”. Five empirical studies were identified as relevant to our research. Several types of tools are used to learning experiences of nursing students in clinical learning environments. We found that clinical learning environment and their satisfaction has been positively related to clinical learning environment constructs such pedagogical atmosphere, the leadership style of the ward manager, premises of nursing on the ward, the content of the supervisory relationship and the role of the nursing teacher at p < 0.001. This review underlines that the majority of nursing students are satisfied with their clinical learning environment, which was statistically significant with the frequency of meetings and use of e-communication tools with nursing teachers. It is important to assess the level of satisfaction among nursing students as it plays an important role in the educational process. Therefore, the clinical learning environment should be assessed by nursing students in a timely manner so that the desired outcome can be achieved. Thus, satisfaction could be used as a significant contributing variable to improve clinical learning situations in order to meet the requirements and wishes of nursing students.