University life quality and academic self-efficacy of nursing students

Students' having a qualified university life is closely related to their academic self-efficacy levels. This research was conducted as a cross-sectional study in order to determine the universty life quality and academic self-efficacy of nursing students. The universe of your research consisted of 920 nursing students studying in Gaziantep University School of Health Sciences, Nursing Department in 2016-2017 Academic Year. The number of sample was calculated as 416 students which was the minimum sample size determined for p = 0.5, q = 0,5 with ± 0,03 sample error (d) for α 0,05 sample size of the universe consisting of 1000 people. For the sampling, after each layer was accepted by stratification sampling method, the number of the sample and the students were determined in proportion to the size of each layer. 144 students from the first year, 172 students from the second grade, 131 students from the third grade and 66 students from the fourth grade participated in the research. The research was completed with a total of 513 students. Data were collected by using Descriptive Characteristics Form, Academic Self-Efficacy Scale and the Quality of University Life Scale. The data were evaluated in the SPSS 20.0 program. It was determined that the academic self-efficacy score of the students was 18.6 ± 3.5, score of lecturer - student communication subscale of the Quality of University Life Scale was 14.0 ± 4.2, score of identity subscale was 14.6 ± 3.0, social facilities subscale score was 14.6 ± 3.0, participation in decision making subscale score was 16.5 ± 4.5, student-student communication subscale score was 12.6 ± 3.5 for, future subscale score was 9.3 ± 3.1, classroom environment subscale was 13.1 ± 2.6. There is positive, significant and a poor relation between students' academic self-efficacy level and sub-dimensions of Quality of University Life Scale such as student-instructor communication (r = .018, p = 0.000), social facilities (r = .261, p = 0.000), future (r = .244, p = 0.000), classroom environment (r = .203, p = 0.000) and total score averages (r = .262, p = 0.000). As a result; it was found that the students' academic self-efficacy level and Quality of University Life level were higher than average and they were correlated positively with each other.