Determinants of Learning Outcomes in Nursing Education: An Institutional Analysis at the College of Nursing Sciences, Calabar, Nigeria

Academic success in nursing education depends not only on knowledge but also on study habits, class attendance, and access to learning resources that shape students’ learning experiences. This study explored these key factors among 204 National Diploma nursing students at the College of Nursing Sciences, Calabar. Using a descriptive cross-sectional design, data on study habits, class attendance, access to learning resources, and academic outcomes were collected via questionnaires and academic records. Analysis revealed that students with good study habits had significantly higher CGPAs (3.45 ± 0.35) than those with poor habits (2.89 ± 0.42), with a moderate positive correlation (r = 0.46, p < 0.001). Similarly, students attending at least 80% of classes scored higher (3.52 ± 0.37) than those with lower attendance (2.95 ± 0.40, p < 0.001). Access to adequate learning resources was also linked to better clinical competence scores (78.4% ± 7.5 versus 68.7% ± 9.2, p < 0.001). Multiple regression identified study habits (β = 0.38), class attendance (β = 0.34), and access to resources (β = 0.28) as significant predictors of academic success. These findings highlight that both personal behaviors and institutional support critically shape nursing students’ learning outcomes. The study recommends targeted interventions to enhance study skills, encourage attendance, and improve resource availability to foster academic excellence (Word count: 213).