The concept of completion rate simply denotes the proportion of students who effectively finish the nursing program in accordance with the conventional time parameters. However, there are multiple potential explanations for why some nursing students fail to achieve the required academic standards during the academic phase of their training. Hence, the current study aims to investigate the variables which impact upon completion levels amongst both male and female students attending nursing programs at Najran University. All data contained within this research is obtained through Najran University’s faculty of nursing and can be divided into two core elements according to the instrument or method utilized.
The first research method is employed to gather two types of data. Specifically, first, the data pertaining to the demographic characteristics of the nursing students who comprise the research sample in this study and, secondly, the data obtained from students’ self-identified determinants of their completion levels. The second research instrument is a WHOQOL-BREF questionnaire that is adopted in the current study to accrue information concerning the physical, social, psychological and environmental quality of life (QOL) of nursing students.
Results and conclusions
The study’s findings reveal that less than fifty percent of nursing students were aged twenty to twenty-four. In addition, the study shows that QOL for male and female students was statistically significant at >0.05, such that almost half the students demonstrated satisfactory QOL. Moreover, there is a statistically significant correlation between completion rates and the QOL of nursing students as exhibited in variables such as family circumstances, academic achievement, geographical domain, and other specific personal factors. By analyzing these results, it becomes possible to draw certain conclusions. Hence, it is concluded that the most prevalent influences on completion rates amongst nursing students are identified as insufficient motivation, academic issues, family stress, a background of domestic violence, and the age of students’ mothers. In addition, a significant impact was made by personal issues, including poor time management, poor standards of working English, the need to take on private work, lack of opportunity to benefit from office hours of work, and scores in the frail scale at the commencement of the nursing program.
There are several recommendations that transpire from the current research. These include the need to acknowledge the benefits of multiple-level interventions for students whose performances fall below the required standards. Thus, for example, the elimination of pointless obstacles to success is crucial, as is the provision of consistent academic advice and tutorial support. Heed must also be given to the need to preserve and protect student motivation throughout the duration of the course. In this respect, extra-curricular provision must certainly have a role to play. Furthermore, information and communication technologies ought also to be harnessed for the benefit of nursing students, and evidence-based teaching employed as an effective pedagogical strategy. In addition, this study suggests that by raising the entry requirements of nursing courses, the need for the following support could even be obviated altogether.