Building academic success in the remediation of pre-licensure nursing students: A pilot study

Pre-licensure nursing students enrolled in remediation often experience diminished academic self-efficacy and elevated stress, increasing risk for attrition. This descriptive correlational pilot study examined the feasibility and preliminary outcomes of embedding a structured self-care and self-efficacy intervention within a 6–8-week remediation course. Guided by Bandura’s Social Cognitive Theory and principles of metacognitive regulation, the intervention integrated evidence-based learning strategies, time management instruction, stress regulation techniques, and structured reflective journaling. Six students completed pre- and post-intervention assessments using the General Self-Efficacy Scale (GSES). Mean self-efficacy scores increased from 4.28 (SD = 0.31) to 4.62 (SD = 0.38), and internal consistency reliability improved (α = .78 to α = .90). The Wilcoxon signed-rank test was not statistically significant (p = .156). Qualitative analysis identified themes of active strategy adoption, improved planning behaviors, and enhanced academic confidence. Although limited by sample size, findings provide preliminary support for the feasibility of a theory-informed remediation model and suggest potential value in strengthening academic self-efficacy and adaptive learning behaviors among pre-licensure nursing students.