Factors Affecting the Academic Performance of Nursing Students: A Narrative Review

Abstract

Background: Academic performance reflects a student’s ability to achieve learning and professional competencies and is influenced by study habits, motivation, and learning approaches. In nursing education, these behaviours are shaped by classroom and clinical experiences and significantly affect academic outcomes. This narrative review synthesises existing literature on factors influencing academic performance among nursing students.

Methods: A narrative literature review using a documentary analysis approach was conducted. Relevant studies were identified through systematic searches of PubMed and Google Scholar, supplemented by manual searches of journals and reference lists. Findings were synthesised narratively, focusing on student-, lecturer-, and institutional-related factors.

Results: Multiple factors influence nursing students’ academic performance. Student-related factors such as psychological stress,
burnout, poor study habits, inadequate time management, low motivation, and financial constraints hinder achievement, while self-motivation, effective study strategies, and family or peer support enhance learning. Lecturer-related factors, including poor teaching methods, limited availability, and inadequate clinical supervision, reduce performance, whereas competent lecturers, participatory
teaching strategies, and supportive interactions improve outcomes. Institutionalrelated barriers include overcrowded curricula, insufficient resources, and a lack of mentorship, while structured orientation programs, accessible facilities, supportive policies, affordable courses, and conducive learning environments promote better performance.

Conclusion: Nursing students’ academic performance is shaped by personal, instructional, and institutional factors. Addressing barriers and strengthening supportive elements is essential for improving academic achievement and professional preparedness.