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.
TL;DR
The study underscores the significant relationship between higher education-related stress, ASE and satisfaction with clinical education and satisfaction with clinical education.
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.