Aim: This study examines how nursing students in Saudi Arabia view their holistic development during university study and the association between their perceptions and academic performance.
Background: Holistic nursing education fosters broad development and emphasizes students' cognitive, emotional, social, physical, and spiritual potentials.
Method: This descriptive and correlational study utilizes the Whole Person Development Inventory to collect data from 998 student nurses enrolled in six governmental universities in Saudi Arabia.
Results: The professional dimension recorded the highest mean, followed by the intellectual, spiritual, physical, and psychological dimensions. The social dimension received the lowest overall mean. Intellectual, psychological, social, and spiritual development has an association with high academic performance.
Conclusion: This study encourages policymakers and various stakeholders concerned with nursing education in the country and worldwide to be intentional and systematic in adapting the whole-person development approach in nursing education.
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