Learning strategies and academic performance in nursing students

Introduction: The relationship between learning strategies and academic performance in nursing students underscores the importance of developing motivational and cognitive skills to complete the educational process. Objective: To analyze how learning strategies influence the academic performance of nursing students. The research focuses on identifying the motivational, cognitive, and contextual skills that impact the learning process. Methods: A quantitative approach was employed, with a non-experimental, cross-sectional design using surveys as the main technique. The University Students’ Learning Strategies Assessment Questionnaire (CEVEAPEU), consisting of 49 dichotomic type questions, was administered to a sample of 110 students. The reliability of the instrument was high, with a Cronbach's alpha of 0.91. Results: It was revealed that 89% of students feel capable of selecting relevant information for their studies, although 22% face challenges in using bibliographic resources. However, only 11% are able to recognize essential documents in online searches, indicating a problem in managing digital information overload. Conclusion: Although most students exhibit confidence in their learning ability, there is an urgent need to improve their skills in identifying reliable online sources. This suggests that training programs should be implemented to strengthen these competencies, fostering more autonomous and well-founded learning in an increasingly digital academic environment.