Factors Affecting Academic Performance of Undergraduate Nursing Students at Pak Swiss Nursing College and Hassan College of Nursing Swat
DOI:
https://doi.org/10.63163/jpehss.v3i2.267Keywords:
academic performance, nursing students, study habits, clinical stressAbstract
Background: The educational outcomes of nursing undergraduate students stem from individual characteristics, institutional practices, and external environmental elements. Knowledge of these determinants is essential for achieving better educational results and lowering nursing program attrition.
Aim: This study examined which elements impact academic achievement rates for BSN nursing students enrolled at Pak-Swiss Nursing College and Hassan College of Nursing Swat in Pakistan.
Methods: Between July and November 2024, researchers conducted a quantitative cross-sectional survey that selected 185 nursing students randomly. Subjects responded to self-administered structured questionnaires that examined demographic information, study habits, financial constraints, clinical stress, and institutional support. SPSS software version 26.0 was used to run statistical analyses that included descriptive statistics, independent t-tests, and Pearson correlation methods.
Results: Research participants mainly consisted of male subjects (95.1%) within the age range of 20–24 years (95.1%) who reported being unmarried (95.1%). Key findings included the following: Students who studied with their peers ranked highest as those who significantly benefited from positive influences (75.1%), followed by peer collaboration (73.5%). Students' performance suffered due to clinical stress (67.5%) and financial limitations (45.9%). Test results showed that individual study time contributed significantly more to GPA scoring (r = 0.42, p < 0.001) than working together with fellow peers.
Conclusion: The attainment of academic success among nursing students depends on their study routines, their institution's backing, and their ability to manage stress. To boost student performance, specific interventions should be combined with study skills workshops, financial assistance programs, and faculty training efforts.
