Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence

AIM

To assess the mediating role of emotion regulation and emotional intelligence in the relationship between stress and academic engagement among Saudi undergraduate nursing students.

DESIGN

This study employed a quantitative cross-sectional research design.

METHODS

The study recruited 367 Saudi undergraduate nursing students at a major Saudi university. Structural equation modelling was used to explore the mediational model.

RESULTS

The results of the ANOVA and Welch F-test demonstrated that the emotional intelligence, emotional regulation and academic engagement scores were statistically significantly different according to stress levels (p-values <0.01). Perceived stress has a statistically significant moderate negative correlation with academic engagement and emotional intelligence and a strong negative correlation with emotional regulation. The results also showed that academic engagement had a statistically significant moderate positive association with emotional intelligence and emotional regulation. Results indicate that stress and academic engagement are negatively correlated among Saudi undergraduate nursing students. It focuses on the balancing functions of emotional regulation and emotional intelligence, highlighting their ability to lower stress levels and improve academic engagement. No Patient or Public Contribution.

The mediating role of learning motivation in the relationship among perceived stress and emotional regulation among Saudi nursing students in clinical practice

BACKGROUND

Nursing students often face high levels of stress due to demanding responsibilities during clinical placement. Emotional regulation, the ability to manage and regulate one's emotions effectively, is crucial for nursing students in dealing with stress and maintaining their overall well-being. Additionally, learning motivation plays a vital role in students' engagement and academic success. The current investigation aimed at studying the link that exists among stress, learning motivation, and emotional regulation among Saudi undergraduate nursing students. The study also aimed at investigating the sequential mediating effects that motivation might perform in this association.

METHODS

A quantitative cross-sectional methodology was used in the present research, which recruited 367 Saudi undergraduate nursing students.

RESULTS

The results of the ANOVA showed that the level of perceived stress was linearly and negatively correlated with emotional regulation and motivation. Upon conducting structural equation modeling, significant direct and indirect effect pathways were identified between perceived stress, emotional regulation, and motivation, while only indirect pathways were identified between perceived stress and emotional regulation.

CONCLUSIONS

This study provides evidence of the mediating role of learning motivation in the relationship between perceived stress and emotional regulation among Saudi nursing students. The results highlight the negative impact of stress on emotional regulation and learning motivation and emphasize the importance of addressing motivational factors in interventions aimed at enhancing emotional regulation among nursing students.

Lebanese and Saudi Nursing Students' Self-Confidence, Satisfaction, and Clinical Judgment in a High-Fidelity Simulation

Objectives:

This study aims at evaluating Lebanese and Saudi nursing students' self-confidence, satisfaction, and clinical judgment in a high-fidelity simulation.

Background:

High fidelity simulation is an increasingly popular academic application gaining more corroboration in nursing curricula over the years. To prepare highly qualified nurses with refined clinical judgement skills, high fidelity simulation presents a promising academic technique.

Methods:

A quantitative cross-sectional research methodology was used to recruit 673 Lebanese and Saudi nursing students from various academic levels for this investigation. Three questionnaires were used, namely, a sociodemographic survey, the student satisfaction and self-confidence in learning questionnaire (13 items) and the Lasater clinical judgment rubric (11 items in 4 components). A convenience sample of 673 nursing students from all academic levels, genders and ages at two universities, one in Lebanon and one in Saudi Arabia which both offer a similar 4 year nursing curriculum and include high fidelity simulation into their courses, was recruited. The sample was calculated based on a population of 891 nursing students, thus yielding a need for 269 students for a confidence interval of 95%, which makes the 673 students in the sample sufficient.

Results:

Students who participated in simulation-based learning reported fairly high levels of learning satisfaction (P=0.00), self-confidence (P=0.00), and clinical judgment (P=0.03), with Lebanese students scoring better overall. In the case of satisfaction (P=0.00) and self-confidence (P=0.00) as predictors of clinical judgment, there was a strong connection between the variables.

Conclusion:

Nursing students from Lebanon and Saudi Arabia who participated in simulation-based learning activities showed high levels of satisfaction, self-confidence, and clinical judgment.