Interplay Between Nursing Students Academic Satisfaction and Academic Performance in the Faculty of Nursing: Basis of Strategic Academic Planning

Abstract

Most Libyan students perceived Nursing as a low quality education. Therefore, the researchers conducted this study to find out whether it's only their perception or is there evidence in reality which concerns the academic performance and the academic satisfaction. Coherent with this principle, the purpose of this study was to explore student nurses' academic satisfaction and its relationship with their academic performance. Academic satisfaction such as in-class teaching, clinical teaching, program support and delivery; and support and services were studied as potential determinants of academic performance (major lecture subjects and related learning experience). The 242 student nurses enrolled in semesters 2 to 8 at Bachelor of Science in Nursing (BSN) University of Tripoli during the academic 2017-2018 Fall semester were the participants of the study. Descriptive statistics, dependent and independent T-tests, Pearson-r correlation coefficient were used. The study found that in contrast to in-class teaching, program support and delivery and support and services, the clinical teaching domains are not significantly related with their academic performance. The findings also suggested that student satisfaction must be given attention specific on support and services domain. The Program design and delivery was significantly given the highest rate than other domains of the participants' academic satisfaction. Moreover, student's academic