Building Academic Success in the Remediation of Pre-Licensure Nursing Students: A Pilot Study

Abstract

Pre-licensure nursing students requiring remediation often experience reduced academic confidence and disruption. This descriptive correlational pilot study examined the feasibility and preliminary outcomes of integrating structured self-care and self-efficacy strategies into a 6–8-week remediation course. Six students completed weekly modules addressing self-care, time management, evidence-based study strategies, and reflective journaling. Academic self-efficacy was measured pre- and post-intervention using a validated scale. Scores demonstrated upward trends, with improved internal reliability across measurement points. Although statistical significance was not achieved, findings suggest perceived improvements in academic confidence and support the feasibility and potential value of holistic, theory-driven remediation design.