Purpose: This study examined the levels of critical thinking disposition, nursing information literacy competency, and problem-solving processes among nursing students; identified the relationships among these variables; and explored the factors influencing the problem-solving process. Methods: A descriptive correlational design was used with 195 third- and fourth-year nursing students with clinical practicum experience from a university in D-metropolitan city. Data were collected from March 11 to April 5, 2024, using self-report questionnaires. Descriptive statistics, t-tests, ANOVA, Scheffé tests, Pearson’s correlation coefficients, and multiple regression analyses were performed using SPSS/Win 22.0. Results: The mean scores were 4.07±0.55 for critical thinking disposition, 3.87±0.50 for nursing information literacy competency, and 4.03±0.60 for the problem-solving process. The problem-solving process exhibited significant positive correlations with critical thinking disposition (r=.79, p<.001) and nursing information literacy competency (r=.74, p<.001). Factors significantly influencing the problem-solving process were critical thinking disposition (β=.53, p<.001), nursing information literacy competency (β=.34, p<.001), and major satisfaction (β=-.10, p<.001), explaining 69.8% of the variance (F=146.85, p<.001). Conclusion: The findings indicate that strengthening critical thinking disposition and nursing information literacy competency is essential for nursing students to effectively address clinical problems in a rapidly evolving digital healthcare environment. As these competencies form the key foundations of clinical competence, integrated educational strategies that incorporate both critical thinking and information literacy are needed.