Exploring The Relationship between Learning Approaches, Reflective Thinking and Academic Performance among Nursing Students

Abstract

Abstract Background: Academic performanceis one of the most important indicators in evaluating education. Various factors are known to affect the academic performanceof students. Purpose: This study aimed to exploring relationship between learning approaches, reflective thinking, and academic performance among nursing students. Methods: descriptive correlational study. 168 students of both genders were selected from different levels of the nursing department. Data were collected from students using Revised Study Process Questionnaire, Reflective Thinking Questionnaire, and the final scores of students (GPA). Results: The majority of students were single (84.5%), more than two thirds with age group 21: >25 years of age, male are less than female, 84.5% of students have no children, one third of them was in the third level. Also, illustrates that 77.4% of the total students have high academic achievement, while only 22.6% have low academic achievement. There was a significant association between students’ learning approaches, reflective thinking, BMI, free from chronic disease was the only statistically significant independent positive predictors for higher student’s academic achievement. Conclusions: Based on the findings of the study, there was highly statistically significance between academic achievement of students with both real estate students learning approaches and reflective thinking.