Development of Academic Procrastination Model for Nursing Students at Institute of National Importance: Expanding Horizons in Nursing Education
TL;DR
An “Academic Procrastination Model for Nursing Students” was developed to emphasize healthy behaviors, time management, and stress reduction, as conventional strategies may be insufficient.
Abstract
Aim: This study statistically assessed the predictive as well as outcome variables of academic procrastination among nursing students to develop an “Academic Procrastination Model for Nursing Students.” Methods: A descriptive cross-sectional research design was used to collect data from 436 college nursing students of an institute of national importance in Northern India through total enumeration sampling from 4th April to 20th April 2025. Procrastination assessment scale, perceived stress scale, academic anxiety scale, and academic performance assessment, etc. tools were used to collect data. Informed consent was taken and confidentiality was maintained. Descriptive (mean ± SD, frequency/percentage) and inferential statistics (independent t-test, one-way analysis of variance test, chi-square/Fisher’s Exact test, Pearson’s correlation coefficient, multiple linear regression, and generalized linear regression model) were used for analysis. Results: A total of 436 participants were included in the study, with a mean age of 22.19 ± 3.33 years. The majority were female (97%), 76.1% were enrolled in Basic B.Sc. Nursing, and 67.8% belonged to the middle class. The mean PASS score was 51.64 ± 12.52, indicating a moderate level of academic procrastination. High procrastination was observed in writing term papers (47.7%) and studying for examinations (46.8%). No significant association was found between socio-demographic variables and procrastination (p > .05). Multiple linear regression analysis revealed that yoga/meditation, morning self-study, screen time, peer pressure, and lack of motivation were significant predictors of academic procrastination (p < .05). Higher procrastination was significantly associated with increased perceived stress and academic anxiety (p < .05), and decreased academic performance and self-efficacy (p < .05). Participants suggested several strategies to reduce procrastination, including interdisciplinary research opportunities (88.1%), mental and physical health education (86.9%), individualized counselling and coaching (85.6%), and digital wellbeing strategies (83.5%). Conclusion: Based on study findings, an “Academic Procrastination Model for Nursing Students” was developed to emphasize healthy behaviors, time management, and stress reduction, as conventional strategies may be insufficient.