BackgroundNursing education is characterized by intense academic pressure, which may impact students’ well-being and academic success. The mechanisms through which academic pressure influences dropout intention in nursing students remain unknown. AimThis study investigated the serial mediating effects of life satisfaction and stress in the relationship between academic pressure and dropout intention among nursing students. MethodsA cross-sectional study was used in this study. A total of 977 prelicensure nursing students from three nursing schools in the Philippines participated in the study. ResultsAcademic pressure was moderately prevalent among nursing students, with senior-year students reporting lower pressure compared to first and second year students. Academic pressure was positively associated with dropout intention and stress, and negatively associated with life satisfaction. Serial multiple mediation analysis revealed significant indirect effects of academic pressure on dropout intention through life satisfaction and stress. ConclusionIncreased academic pressure was associated with reduced life satisfaction, which in turn was linked to high stress levels, ultimately leading to an increased intention to drop out among nursing students.
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