Date of Award

11-4-2024

Degree Type

Thesis

Degree Name

Master of Science in Nursing (MScN)

First Advisor

Dr. Khairulnissa Ajani

Second Advisor

Ms. Zohra Jetha

Third Advisor

Sir, Hussain Maqbool

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: Undergraduate nursing students’ satisfaction with their academic experiences is immensely significant in the ever-evolving higher education system. It is an important measure of the quality and efficacy of nursing education programs. In nursing education, student satisfaction directly influences students' academic performance, overall well-being, and, ultimately, their potential to emerge as proficient and empathetic nursing professionals. Therefore, assessing the academic satisfaction levels among undergraduate nursing students provides valuable insights into the strengths and areas for enhancement of the nursing educational program, teaching methodologies, clinical placements, student support services, and the overall learning environment.
Purpose: This study aimed to determine the level of academic satisfaction among undergraduate nursing students and the factors that influence their academic experiences in a private university in Karachi, Pakistan.
Methodology: A comparative analytical cross-sectional study design with a quantitative approach was used. Out of 588 undergraduate nursing students across all four years at Aga Khan University School of Nursing and Midwifery, 412 participated in the study. Data was collected using the Undergraduate Nursing Students Academic Satisfaction Scale through online Google survey forms. Satisfaction levels were evaluated by year of study to compare mean satisfaction scores and explore significant associations of satisfaction with gender, living arrangements, and participation in extracurricular activities.
Findings: The overall response rate for the study was 70.11%. The study findings revealed that the students' overall mean satisfaction score was 185.53, with a significant (p< .001) variation in the satisfaction levels between the academic years. Year I students reported the highest mean satisfaction score of 198.05, and Year III students had the lowest mean satisfaction score of 172.99. The findings indicated that increasingly demanding coursework and clinical tasks were a key factor contributing to lower satisfaction in later years of the study. The study revealed that living arrangements (p = 0.009) had a substantial impact on satisfaction, with off-campus residents reporting the highest scores while gender had no effect on satisfaction levels. Conclusion The study identifies crucial areas for improvement in nursing education, notably clinical supervision, curriculum alignment, and student support and resources. As satisfaction declines in later years of the nursing program, addressing the challenges of clinical teaching, program structure, and support services is important for improving nursing programs, student satisfaction, and student retention.>< 0.001) variation in the satisfaction levels between the academic years. Year I students reported the highest mean satisfaction score of 198.05, and Year III students had the lowest mean satisfaction score of 172.99. The findings indicated that increasingly demanding coursework and clinical tasks were a key factor contributing to lower satisfaction in later years of the study. The study revealed that living arrangements (p = 0.009) had a substantial impact on satisfaction, with off-campus residents reporting the highest scores while gender had no effect on satisfaction levels.
Conclusion: The study identifies crucial areas for improvement in nursing education, notably clinical supervision, curriculum alignment, and student support and resources. As satisfaction declines in later years of the nursing program, addressing the challenges of clinical teaching, program structure, and support services is important for improving nursing programs, student satisfaction, and student retention.

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