Objective <p>This study explores the flow of care by examining the relationship between nursing students’ self-perceived competence and patients’ perceptions of received care within a clinical setting.</p> Methods <p>Using a quantitative, cross-sectional design, data were collected from 167 nursing students and 167 patients at a public city hospital. The Nursing Students’ Competence Scale (NSCS) and the Patients’ Perceptions of Nursing Students’ Care Scale (PPNSCS) were employed to assess students’ competence across six subscales (Clinical Biomedical Knowledge, General Clinical Skills, Critical Thinking and Reasoning, Patient Care, Ethics and Professional Responsibility, Lifelong Learning) and patients’ care perceptions across four subscales (Professionalism, Assurance, Interpersonal Relationships, Knowledge and Skills), respectively.</p> Results <p>Students rated their overall competence slightly below the theoretical midpoint, while patients perceived the care they received well below the theoretical midpoint, suggesting a potential perceptual gap. Correlation analyses revealed strong associations between students’ Patient Care and General Clinical Skills with patients’ Assurance (<i>r</i> = 0.646 and 0.520, respectively) and Interpersonal Relationships (<i>r</i> = 0.639 and 0.533, respectively), while technical competencies like Clinical Biomedical Knowledge (<i>r</i> = 0.221–0.262) and Critical Thinking and Reasoning (<i>r</i> = 0.255–0.353) showed weaker links.</p> Conclusions <p>These findings suggest that patients may prioritize relational and emotional dimensions over technical expertise, highlighting a potential misalignment between what students believe they provide and what patients believe they gain. The study underscores the importance of integrating relational skills into nursing education to better align provider intentions with patient experiences, offering insights for enhancing patient-centered care.</p>