In light of the World Health Organization's acknowledgment of new graduate nurses as a significant group influencing the health of future populations, it is essential for these professionals, particularly those specializing in pediatric care, to acquire the necessary competencies during their student years. This study evaluates the effect of nursing students' therapeutic communication skills and stress-coping behaviors on their competencies in pediatric nursing. A descriptive and cross-sectional study was conducted with data collected from 400 nursing students using the Therapeutic Communication Skills Scale for Nursing Students (TCS), specifically TCS-1 and TCS-2 subdimensions, Coping Behaviors of Stress Scales for Nursing Students (CBSS), and Pediatric Nursing Competency Scale for Nursing Students (PNCS). A positive correlation was found between PNCS and TCS-2 scores, while a weak negative relationship was observed between PNCS scores and certain CBSS subdimensions. Problem-solving behaviors, gender, average TCS-2 scores, and avoidance behaviors significantly predicted the total PNCS score. The grand point average, knowledge of therapeutic/non-therapeutic communication concepts, frequency of using therapeutic communication methods, and PNCS score significantly predicted the TCS-2 total score. The frequency of using therapeutic communication methods, knowledge of therapeutic/non-therapeutic communication concepts, and desire to take related courses significantly predicted the TCS-1 score. The study demonstrates that higher utilization of therapeutic communication skills positively influences nursing students' competency in pediatric nursing. Additionally, lesser use of problem-solving and avoidance coping strategies is associated with increased competency in pediatric nursing.