Study Habits and Time Management Skills as Predictors of Related Learning Experience (Rle) Performance among Nursing Students

Abstract

Existing research in nursing education predominantly focuses on broad academic outcomes and theoretical knowledge acquisition, leaving a critical gap regarding how self-regulatory behaviors directly impact practical clinical competence, specifically in Related Learning Experiences (RLE). To address this gap, a descriptive-correlational research design was conducted using total enumeration among second-, third-, and fourth-year Bachelor of Science in Nursing students at faith-based college. Data were gathered via a content-validated, pilot-tested instrument and analyzed using descriptive statistics and multiple regression analysis to assess the predictive capacity of study habits and time management on RLE performance. Results indicated that students generally demonstrate high levels of study habits and time management, showing strong competence in clinical-related study routines, clinical task scheduling, and goal setting. Their overall clinical performance was interpreted as good, although an evident performance gap highlights the need for further clinical enhancement. Crucially, while the combined model of study habits and time management significantly predicted clinical performance, study habits emerged as the sole significant individual predictor, whereas time management alone did not significantly drive outcomes. This underscores that structured learning routines and active study strategies are far more vital for practical clinical execution than time allocation alone. Future researchers are strongly recommended to conduct longitudinal or experimental studies across multiple institutions to investigate mediating variables—such as clinical stress, faculty mentorship, or self-efficacy—that may clarify how specific study habits translate into applied clinical mastery.