Learning Approaches and Academic Performance among Undergraduate Nursing Students

Academic performance is a key indicator of nursing students' preparedness for the demanding healthcare environment. This study aimed to assess learning approaches and their impact on academic performance among undergraduate nursing students. Methods: A descriptive correlational study was conducted among 390 B.Sc. nursing students from a selected college in Tamil Nadu using consecutive sampling. Data were collected through self-administered online tools, including a Background Variables Proforma, an Academic Variables Proforma, and the Approaches and Study Skills Inventory for Students (ASSIST). Statistical analysis was performed using descriptive statistics (frequency distribution, mean, SD) and inferential statistics (one-way ANOVA, t-test) in SPSS 24. Results: There was a statistically significant difference in academic performance across academic years: First year (73.15±5.452), Second year (73.17±5.911), Third year (76.26±7.322), and Final year (84.46 ±4.588) (p < 0.001). Mean scores for learning approaches were: Deep learning (56.25±10.52), Surface learning (54.75±10.37), and Strategic learning (70.28±13.08), with the highest mean in deep learning approaches. Conclusion: Strategic learning approaches are beneficial for enhancing academic performance and meeting educational demands. Educators and stakeholders should promote effective learning strategies to support students’ academic success and professional development.