10.1177/1056789514562152

Vollständiger Abstract

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<h4>Background</h4>Nursing education is crucial for preparing students to navigate the complexities of healthcare.<h4>Aim</h4>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.<h4>Methods</h4>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'.<h4>Results</h4>Nursing students exhibited moderate levels of SNSI (<i>M</i> = 70.53, SD = 17.35), ASNE (<i>M</i> = 52.91, SD = 8.96) and satisfaction with clinical education (<i>M</i> = 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.<h4>Conclusion</h4>The study underscores the significant relationship between higher education-related stress, ASE and satisfaction with clinical education.

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