TY - JOUR
T1 - Whole-Person Development of Undergraduate Nursing Students
T2 - A Multi-University Study
AU - Cruz, Jonas Preposi
AU - Alquwez, Nahed
AU - Alshammari, Farhan
AU - Alabdulaziz, Hawa
AU - Alsharari, Abdalkarem F.
AU - Alqahtani, Friyal Mubarak
AU - Tork, Hanan M.M.
AU - Almazan, Joseph U.
N1 - Publisher Copyright:
© 2022 Lippincott Williams & Wilkins.
PY - 2022
Y1 - 2022
N2 - AIM This study examines how nursing students in Saudi Arabia view their holistic development during university study and the association between their perceptions and academic performance. BACKGROUND Holistic nursing education fosters broad development and emphasizes students' cognitive, emotional, social, physical, and spiritual potentials. METHOD This descriptive and correlational study utilizes the Whole Person Development Inventory to collect data from 998 student nurses enrolled in six governmental universities in Saudi Arabia. RESULTS The professional dimension recorded the highest mean, followed by the intellectual, spiritual, physical, and psychological dimensions. The social dimension received the lowest overall mean. Intellectual, psychological, social, and spiritual development has an association with high academic performance. CONCLUSION This study encourages policymakers and various stakeholders concerned with nursing education in the country and worldwide to be intentional and systematic in adapting the whole-person development approach in nursing education.
AB - AIM This study examines how nursing students in Saudi Arabia view their holistic development during university study and the association between their perceptions and academic performance. BACKGROUND Holistic nursing education fosters broad development and emphasizes students' cognitive, emotional, social, physical, and spiritual potentials. METHOD This descriptive and correlational study utilizes the Whole Person Development Inventory to collect data from 998 student nurses enrolled in six governmental universities in Saudi Arabia. RESULTS The professional dimension recorded the highest mean, followed by the intellectual, spiritual, physical, and psychological dimensions. The social dimension received the lowest overall mean. Intellectual, psychological, social, and spiritual development has an association with high academic performance. CONCLUSION This study encourages policymakers and various stakeholders concerned with nursing education in the country and worldwide to be intentional and systematic in adapting the whole-person development approach in nursing education.
KW - Holistic Education
KW - Nursing Education in Saudi Arabia
KW - Nursing Students
KW - Whole-Person Development
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UR - http://www.scopus.com/inward/citedby.url?scp=85133102438&partnerID=8YFLogxK
U2 - 10.1097/01.NEP.0000000000000938
DO - 10.1097/01.NEP.0000000000000938
M3 - Article
C2 - 35234215
AN - SCOPUS:85133102438
SN - 1536-5026
VL - 43
SP - E26-E31
JO - Nursing Education Perspectives
JF - Nursing Education Perspectives
IS - 4
ER -
