Effectiveness of an educational strategy on the self-esteem and academic performance of Nursing students

Abstract

Introduction: nursing education requires the development of technical skills and personal resources such as self-esteem, which influences motivation and academic performance, especially in complex subjects like Clinical-Surgical Nursing. Studies highlight the relationship between low self-esteem, stress, and poor performance, with limited educational interventions in Ecuadorian contexts.

Objective: to evaluate the effect of an educational strategy on the self-esteem and academic performance of nursing students in the Clinical-Surgical Nursing course.

Methods: a quasi-experimental pretest-posttest study was conducted with a single group of 207 students from the Instituto Tecnológico Bolivariano (Guayaquil, Ecuador, January-June 2025). The educational strategy included psychoeducational workshops validated by the Delphi method. Self-esteem was measured using the Coopersmith Self-Esteem Inventory (categorized into five levels), and academic performance was assessed using grades (low, medium, high). Data analysis was performed using descriptive and inferential statistics (Wilcoxon, p<0.05).

Results: self-esteem showed a reduction in very low/low levels (from 31.39 % to 12.55 %) and an increase in normal/high levels (from 52.64 % to 72.45 %; Z=-7.321; p=0.000). Academic performance improved, with a decrease in low performance (from 21.73 % to 8.69 %) and an increase in high performance (from 23.67 % to 48.30 %; Z=-7.881; p=0.000).

Conclusion: the educational strategy is effective in improving self-esteem and academic performance, and it promoted self-care and professional identity in nursing.