The academic performance of the student nurses is by the assessment of competence, defined by a student’s ability to demonstrate the performance of professional skills or behaviors. Despite its predictabilities, there is no study has been undertaken to determine the factors affecting the academic performance of student nurses in the Kingdom of Saudi Arabia. This study employed a quantitative-correlational design. There were 201 student nurses from the College of Nursing at University of Hail selected using convenience sampling. A modified survey questionnaire was utilized to gather data. The said questionnaire was subjected to pilot testing. Content validation and reliability test were conducted using a Cronbach Alpha which revealed a value of 0.940. Four types of factors such teacher-related with a mean 4.16, student-related (3.85), school-related (3.85), and home-related factors (3.54) were observed to have varying extent of effect on the academic performance of student nurses. Likewise age, gender, year level, marital status, socio-economic status and previous school attended by the student nurses showed varying extent of influence on their academic performance. A significant difference in the extent of effect gender has on the academic performance of student nurses as indicated by a t-value of 3.591 been revealed. Whereas, no significant difference was observed on the extent of effect type of school attended had on the academic performance of the student nurses as indicated by a t-value of 0.846; p-value: .398, age (t-value: 1.768; p-value: .155); year level (t-value: 0.530; p-value: .589); marital status (t-value: 1.813; p-value: .166), and socio-economic status (t-value: 0.031; p-value: .970). The identified factors significantly impact on the academic performance of student nurses. This finding is significant as it can be used by school administrators and teachers alike as basis in designing and implementing an intervention program geared towards an improved academic performance among student nurses.
|Journal||Journal of Nursing Education and Practice|
|Publication status||Published - 10 Sep 2017|