Empowering future nurses - exploring the relationship between higher education-related stress, academic self-efficacy and clinical education experience satisfaction among nursing students in Saudi Arabia: a cross-sectional study.

Abstract

Background Nursing education is crucial for preparing students to navigate the complexities of healthcare. Aim The current study aims to investigate the relationships among higher education-related stress, academic self-efficacy (ASE) and satisfaction with clinical education experiences among nursing students to inform current policy and practice in nurse education and support in Saudi Arabia. Methods A descriptive, cross-sectional study was done with undergraduate nursing students at the College of Nursing at Qassim University, in Saudi Arabia. Data were collected by a socio-demographic questionnaire, the student nurse stress index (SNSI) scale, the academic nurse self-efficacy (ANSE) scale and the 'Assessment of Nursing Student Satisfaction with First Clinical Practical Education Questionnaire'. Results Nursing students exhibited moderate levels of SNSI (M = 70.53, SD = 17.35), ASNE (M = 52.91, SD = 8.96) and satisfaction with clinical education (M = 142.29, SD = 25.09). Furthermore, Interface Worries (includes students' worries and stress when interfacing with educators, clinical personnel, colleagues or the academic environment; 95% CI: -0.407 to -0.120) and Personal Problems (95% CI: -0.205 to -0.019) were statistically significant negative predictors of nursing students' ANSE. Conclusion The study underscores the significant relationship between higher education-related stress, ASE and satisfaction with clinical education.