This study focused on the level of instructions and competency of clinical instructors and students in core competency of eleven key areas of nursing responsibilities and its relationship on students instruction based that were classified according to the eleven key areas of nursing responsibilities and six cognitive domains and Related Learning Experience (RLE) performance of the students. The study utilized descriptive-evaluative correlational research design. To answer the research questions the researcher utilized the descriptive and inferential statistics. In problems 1, 2 and 3, frequency counts, percentage and mean were utilized. Pearson product moment correlation coefficient measures the relationships between the students’ instruction based test performance and the RLE grade between the clinical instructors and students’ self-assessed competency level based on core competency standards of eleven key areas and a) theory based test performance and b) related learning experience grade. Majority of the students got low performance in instruction based test, while majority of the students got moderately high performance in related learning experience. The selfassessed performance of both the CI and students in core competencies of 11 key areas of nursing responsibilities were very high except for research where the CI rated themselves high only compared to the students self-assessment which was very high. In reference to the six cognitive domains of objectives, students showed poor performance in synthesis which was less than 50 percent students got the correct responses, while only 18 percent got correct responses in communication among the 11 key areas of nursing responsibilities. The instruction based test in Health Education, legal responsibility, Ethics moral responsibility, Personal and Professional Development and Quality Improvement showed positive correlation in Related Learning Experience (RLE). The self-assessed core competency in 11 key areas of nursing responsibility of the CI showed no significant correlation on the classroom instruction test performance of the students, on the other hand students RLE performance exhibited significant correlation except Safe and Quality nursing care, management of resources and environment, personal and professional development and records management that exhibited no significant correlation to RLE performance of the students. The self-assessed core competency in eleven key areas of nursing responsibilities of the students showed significant correlation in the classroom instruction based test performance in Health Education, Legal Responsibility, Personal and Professional Development and Quality Improvement, while in RLE performance showed no significant relation on the self-assessed competency in eleven key areas except Records Management.