Title

PSYCHOSOCIAL WELL-BEING AND ACADEMIC PERFORMANCE OF FIRST YEAR NURSING STUDENTS

Author(s)

CABANDO, ALIEN JOY C.

CANTINA, IVY GIFT C.

GALOPE, LIANCEN P.

TINAPAY, BEVIANYL J.

VILLADAR, VHIA C.

Affiliation

Misamis University

Degree Program

Bachelor of Science in Nursing

Contributor

Pepito, Leah T.

Duyag, Merasol O.

Santos, Susan N.

Robles, Chona J.

Year

2024

Abstract

This study investigated the relationship between psychosocial well-being and academic performance. In recent years, a variety of obstacles, including financial, professional, psychosocial, and educational ones, beset nursing students as they pursue their college degrees. This study aims to focus on 1st year nursing students as it is the adjustment period from secondary to tertiary education, where potential stressors may affect their psychosocial well-being and academic performance. Using a quantitative descriptive correlational research design that was conducted in one of the Higher Education Institutions in Ozamiz City, 160 respondents were selected through simple random sampling who took part in the study using a researcher-made questionnaire assessing their psychosocial well-being and academic performance. The result of the survey was statistically examined using multiple statistical techniques. The study showed that psychosocial well-being and the joy of learning obtained a mean score of 3.3244, followed by school connectedness with a mean score of 3.0219. These findings indicate that the psychosocial well-being of first-year nursing students, as well as the joy of learning and school connectedness, had no significance on the student's academic performance. The overall interpretation of student academic performance was fair, indicating that the majority of the students had passing marks on their academic grades in NCM 100. Therefore, the respondent's psychosocial well-being is not correlated with their academic performance. The study found that students' psychosocial well-being, including the joy of learning and school connectedness, was good, indicating motivation and interest in learning and strong social connections and supportive relationships. Academic performance was exemplary for most students, but some were categorized as fair. For further improvement, the researchers recommend investigating factors affecting respondents' psychosocial well-
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being and academic performance, expanding the sample size and focusing on a larger sample, implementing targeted interventions, exploring teacher-student interactions, and examining stressors like pressure, social challenges, and personal problems.

Keywords

academic performance, psychosocial well-being, nursing students