The pursuit of knowledge within the nursing profession has always been a multifaceted endeavor, significantly influenced by various determinants that shape students’ academic journeys. A recent study conducted by Alqalah, Alkubati, and Alrubaiee introduces groundbreaking insights into the academic and non-academic psychological determinants affecting nursing students’ achievements. This research employs structural equation modeling (SEM) as a robust analytical framework to delve into the complexities surrounding nursing education and the factors that drive student success.
At the heart of the study lies an inquiry into how psychological factors intersect with academic environments to influence educational outcomes. The emotional and cognitive dimensions of students’ experiences are often overlooked, yet they play a crucial role in shaping their motivation, engagement, and ultimately, their academic performance. By focusing on both academic and non-academic psychological determinants, this research offers a holistic view of the elements essential for the success of nursing students.
The findings reveal that intrinsic motivation, a key academic determinant, significantly correlates with students’ achievements. Students who foster an intrinsic interest in nursing, coupled with a desire to make a meaningful impact on patient care, exhibit higher performance levels. This emotional connection to their profession serves not only as a driving force but also as a stabilizing anchor during challenging periods of their educational journey. Such results underscore the importance of nurturing passion and purpose within nursing curricula.
Conversely, the study highlights various non-academic psychological factors that affect students’ success. These include stress management, resilience, and emotional intelligence, essential attributes that help students navigate the rigors of nursing programs. High levels of stress can lead to burnout and disengagement, ultimately jeopardizing academic success. Therefore, integrating stress-relief methodologies and resilience training into the curriculum can foster a more supportive educational environment for nursing students.
Moreover, the research indicates a significant interplay between social support systems and academic performance. Students who enjoy robust support networks—whether from family, peers, or mentors—are more likely to excel academically. This finding emphasizes the collaborative nature of learning and the importance of creating an inclusive community for nursing students, where they can share their experiences, challenges, and triumphs.
The structural equation modeling employed in this study offers a sophisticated approach to analyzing the relationships between various psychological factors and academic outcomes. By leveraging SEM, the researchers provide compelling evidence of how these determinants interact, revealing pathways to enhance educational strategies. This method allows for a nuanced understanding of the dynamic interplay of multiple variables, guiding educators in developing tailored interventions aimed at improving student performance.
In addition to individual psychological factors, the study also explores institutional influences on nursing students’ achievement. The role of educational policies, faculty support, and resource accessibility cannot be overstated. Institutions that prioritize mental health resources and supportive faculty relationships create environments conducive to student success. These institutional determinants are as crucial as personal psychological factors, suggesting that both cannot be treated in isolation.
Critically, the research raises questions about the traditional metrics of academic success in nursing programs. While grades and exam scores remain fundamental indicators, they may not fully capture the intricate reality of a student’s academic experience. Educational stakeholders might need to rethink evaluation methods, incorporating qualitative measures that reflect students’ emotional and psychological well-being alongside conventional academic assessments.
The implication of these findings extends beyond individual classrooms; they resonate throughout nursing education as a whole. By prioritizing both academic and psychological support, nursing programs can improve student outcomes, thereby enhancing the quality of future healthcare professionals. As the need for compassionate and capable nurses continues to grow, it becomes increasingly imperative to equip students with both the technical skills and the psychological resilience necessary for success in their careers.
In pursuing further research in this domain, future studies should aim to replicate this investigation in diverse educational contexts. Understanding how cultural variations influence psychological determinants can yield invaluable insights, fostering an even deeper comprehension of the multinational nursing education landscape. By expanding the scope, researchers can identify universal challenges and tailor interventions to address context-specific needs.
Ultimately, the results of Alqalah, Alkubati, and Alrubaiee’s comprehensive study provide a clarion call for nursing educators, policymakers, and student support services. A greater awareness of the psychological determinants affecting nursing students can lead to proactive strategies that mitigate risk factors while enhancing their academic journey. Nursing education is evolving, and it is time for educational frameworks to reflect the intricate tapestry of experiences that shape the professional lives of nursing students.
As the healthcare industry continues to grapple with systemic challenges, nurturing the next generation of nurses must be a priority. By addressing the multifaceted psychological needs of nursing students, we can ensure they emerge not only as skilled professionals but also as compassionate caregivers ready to address the complex needs of their patients. In doing so, we lay the groundwork for a brighter future for healthcare, marked by resilience, empathy, and excellence.
In conclusion, the landmark research conducted by Alqalah, Alkubati, and Alrubaiee serves as a vital contribution to the ongoing conversation about the psychological dimensions of nursing education. As we digest these findings, we are reminded of the profound influence that emotional intelligence and individual motivation have on academic achievements, ultimately shaping the quality of care provided in our healthcare systems.
Subject of Research: Academic and non-academic psychological determinants of nursing students’ achievement.
Article Title: Academic and non-academic psychological determinants of nursing students’ achievement: structural equation modelling.
Article References:
Alqalah, T.A.H., Alkubati, S.A., Alrubaiee, G.G. et al. Academic and non-academic psychological determinants of nursing students’ achievement: structural equation modelling.
BMC Nurs 24, 1371 (2025). https://doi.org/10.1186/s12912-025-04015-7
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s12912-025-04015-7
Keywords: Nursing education, psychological determinants, academic success, structural equation modeling, intrinsic motivation, social support, resilience, stress management.
