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Whole-Person Development of Undergraduate Nursing Students: A Multi-University Study
Jonas Preposi Cruz1, Nahed Alquwez, Farhan Alshammari
1About the Authors Jonas Preposi Cruz, PhD, RN, is an assistant professor, Department of Medicine, College of Medicine, Nazarbayev University, Nur-Sultan, Kazakhstan. Nahed Alquwez, PhD, RN, is an associate professor, Nursing Department, College of Applied Medical Sciences, Shaqra University, Al Dawadmi, Saudi Arabia. Farhan Alshammari, PhD, RN, is an associate professor, College of Nursing, University of Hail, Hail, Saudi Arabia. Hawa Alabdulaziz, PhD, RN, is an associate professor, Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia. Abdalkarem F. Alsharari, PhD, RN, is an associate professor, College of Nursing, Jouf University, Sakakah, Saudi Arabia. Friyal Mubarak Alqahtani, PhD, RN, is an assistant professor, College of Nursing, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia. Hanan M. M. Tork, PhD, RN, is an associate professor, College of Nursing, Qassim University, Qassim, Saudi Arabia. Joseph U. Almazan, DNS, RN, is an assistant professor, Department of Medicine, College of Medicine, Nazarbayev University, Nur-Sultan, Kazakhstan. For more information, contact Dr. Cruz at jonas.cruz@nu.edu.kz .
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.
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