Sleep Quality and Its Association with Academic Performance Among Female Nursing Students in Saudi Arabia: A Cross-Sectional Study

Abstract

Sleep is essential for cognitive function, memory consolidation, and academic performance. Nursing students are particularly vulnerable to sleep disturbances due to demanding academic schedules, clinical rotations, and examination stress. In Saudi Arabia, limited research has examined this relationship among female nursing students, particularly in the northern region. Aim: To assess sleep quality and its association with academic performance among female nursing students in Saudi Arabia. Methods: A quantitative, cross-sectional design was employed at Jouf University in northern Saudi Arabia. A convenience sample of 200 female nursing students completed a self-administered online questionnaire comprising: (I) socio-demographic data, (II) the Pittsburgh Sleep Quality Index (PSQI), and (III) a researcher-developed Perceived Impact on Academic Performance scale. Results: The mean global PSQI score was 6.53 ± 2.94, with 57.0% classified as poor sleepers (PSQI > 5). The overall regression model was significant, F (8, 191) = 42.18, p < .001, R² = .638. Students with higher GPAs demonstrated significantly better sleep quality (B = −0.722, p < .001). Additionally, 27.5% reported that lack of sleep “always” negatively affected their academic performance. Significant predictors included age, academic level, residence type, BMI, physical activity, daily nap habits, and sleep duration (all p < .001). Conclusion: Poor sleep quality is highly prevalent (57.0%) among female nursing students in Saudi Arabia and is significantly associated with lower academic performance. Multiple contributing factors significantly predict sleep quality. Integrating sleep hygiene education into nursing curricula may improve academic outcomes and student well-being.