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.