The establishment of a professional nursing identity among nursing students is a necessary foundation for the cultivation of proficient nursing skills and abilities. Aim: To assess the relationship between professional identity formation and nursing students' readiness for inter-professional learning and collaboration in healthcare. Design: A descriptive correlational research design. Setting: The study conducted at Faculty of nursing, Modern University for Technology and Information MTI. Sample: A convenient sample from nursing students in their third-year, fourth-year students and internship students (n=181). Tools: Readiness for inter-professional learning scale (RIPLS), professional identity scale for nursing students (PISNS), and Chiba inter-professional competency scale (CICS 29) which measure inter-professional collaboration. Results: A significant correlation between inter-professional competency (CICS) and readiness for inter-professional learning (RIPLS). A significant correlation between nursing students' professional identity (PISNS) and readiness for inter-professional learning. A highly significant correlation between nursing students' professional identity and inter-professional competency. Readiness for inter-professional learning and Inter-professional Competency dimensions predict nursing students' professional identity formation. Conclusion: The nursing students exhibited readiness for inter-professional learning and satisfactory inter-professional collaboration skills. There was a strong correlation between their overall inter-professional competency and readiness for inter-professional learning, as well as between their professional identity and inter-professional readiness. Recommendations: Integrate professional identity into nursing curriculum to boost self-esteem and recognition. Promote continuous learning among faculty for enhanced healthcare team knowledge sharing.