Purpose: This study aimed to investigate the impact of nursing students’ observations of workplace bullying among nurses during clinical practicum on their emotional state and career identity. Methods: A concurrent mixed-methods design was employed. Quantitative data were collected from 131 third- and fourth-year nursing students who had observed workplace bullying during their clinical practicum. The data were analyzed using hierarchical multiple regression. Qualitative data were obtained through open-ended responses and analyzed using thematic content analysis. Results: The mean scores for observed workplace bullying and career identity were 2.62±0.67 and 2.18±0.70, respectively. Hierarchical regression analysis revealed that observed workplace bullying was not a statistically significant predictor of career identity. However, qualitative findings revealed that students experienced emotional withdrawal, loss of career confidence, critical recognition of negative organizational culture, and strategic career reconsideration. These findings suggest complex psychosocial impacts despite the absence of statistical significance in the quantitative analysis. Conclusion: Although observations of workplace bullying did not have a direct impact on career identity in statistical terms, qualitative findings highlight that such experiences can significantly affect nursing students’ emotional responses and career-related perspectives. This underscores the need for integrated educational interventions that support nursing students in coping with organizational stressors during clinical training.