Hamdan Albaqawi: College of Nursing, University of Hail, 81491, Hail, Saudi Arabia.
Majed Alamri: Nursing Department, College of Applied Medical Sciences, University of Hafr Al Batin, 39911, Hafr Al Batin, Saudi Arabia.
Reem Al-Dossary: Nursing Education Department Nursing College, Imam Abdulrahman Bin Faisal University, 34221, Dammam, Saudi Arabia.
Khaled Al Hosis: Department of Nursing Education, Nursing College, Qassim University, 51452, Buraidah, Saudi Arabia.
Jalal Alharbi: Nursing Department, College of Applied Medical Sciences, University of Hafr Al Batin, 39911, Hafr Al Batin, Saudi Arabia.
Mohammed Aljohani: Medical-Surgical Nursing Department, Nursing College, Taibah University, 42362, Al-Madinah, Saudi Arabia.
Khalid Aljohani: Community Health Nursing Department, Nursing College Taibah University, 42356, Al-Madinah, Saudi Arabia.
Noura Almadani: Community and Psychiatric Mental Health Nursing Department, Nursing College, Princess Nourah Bint Abdulrahman University, 11671, Riyadh, Saudi Arabia.
Bader Alrasheadi: Nursing Administration Department, College of Nursing, Majmaah University, 11952, Majmaah, Saudi Arabia.
Rawaih Falatah: Nursing Administration and Education Department, College of Nursing, King Saud University, 13253, Riyadh, Saudi Arabia.
Amira Khalil: Nursing Department, College of Applied Medical Sciences, University of Hafr Al Batin, 39911, Hafr Al Batin, Saudi Arabia.
Eddieson Pasay-An: Nursing Administration Department, King Khalid University, Abha, Saudi Arabia.
Romeo Mostoles: Mental Health Nursing Department, College of Nursing, University of Hail, Hail, 81491, Saudi Arabia. rpmostolesjr@gmail.com.
Student nurse progression and clinical performance (CPA) are influenced by mental health, which includes self-efficacy, social support, and learning environment. This research applied a cross-sectional design to determine the effect of these factors on CPA and examine the links between them with the aim of developing better nursing programs. Participants were 259 nursing students in the Hail Region of Saudi Arabia. Data were obtained through a self-administered online survey. Analyses revealed several significant associations between the studied constructs and study level, family income, gender, marital status, age, and program type. The study identified numerous contributors to CPA in students, including self-efficacy, social support, perception of the learning environment, and demographics. In particular, social support has emerged as a strong bulwark against CPA, with a positive learning environment that intensifies this protective impact. These results underscore the need to consider social and environmental dimensions, together with academic support systems, to promote student welfare and excellence in clinical work.
