Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | E26-E31 |
| Journal | Nursing Education Perspectives |
| Volume | 43 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2022 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being -
SDG 4 Quality Education -
SDG 6 Clean Water and Sanitation -
SDG 11 Sustainable Cities and Communities -
SDG 13 Climate Action
Keywords
- Holistic Education
- Nursing Education in Saudi Arabia
- Nursing Students
- Whole-Person Development
ASJC Scopus subject areas
- General Nursing
- Education
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