The effects of Slavin model-based time management training on procrastination in nursing students: a quasi-experimental study

TL;DR

This study shows that a time management training program based on Slavin's model helps nursing students reduce academic procrastination and improve time management skills.

Contribution

The study introduces a theory-based time management training program specifically tailored for nursing students.

Findings

Students showed significant improvement in effective use of time after the training.

Academic procrastination levels decreased significantly following the program.

General procrastination tendencies remained unchanged, suggesting trait-like patterns are more stable.

Abstract

Nursing students frequently experience time management difficulties as they attempt to balance intensive theoretical coursework with demanding clinical responsibilities. When time is not managed effectively, procrastination often develops, leading to academic strain, heightened stress, and reduced readiness for professional practice. This study aimed to examine the effectiveness of a theory-based time management training program grounded in Slavin’s Effective Teaching Model in reducing procrastination and improving time management skills among nursing students.

A quasi-experimental pretest–posttest design was used with 62 undergraduate nursing students enrolled at a single university. The intervention consisted of a structured 10-hour time management training program delivered over multiple sessions. The program emphasized practical, evidence-based strategies such as planning, prioritizing tasks, creating personalized schedules, and applying time-blocking techniques in daily academic life. Data were collected using the General Procrastination Tendency Scale and the Academic Procrastination Scale, with a particular focus on the Effective Use of Time subdimension. Because the data were not normally distributed, nonparametric statistical analyses were conducted.

Following the training program, students demonstrated a significant improvement in Effective Use of Time scores and a significant decrease in academic procrastination levels. These changes suggest that participants became more organized, managed their academic tasks more effectively, and engaged more consistently with their coursework. However, no significant change was observed in overall general procrastination tendencies.

The findings indicate that structured, theory-based time management training can effectively improve functional time management behaviors and reduce context-specific academic procrastination among nursing students. The absence of change in general procrastination suggests that more stable, trait-like procrastination patterns may require longer-term or more intensive interventions. Incorporating theoretically grounded time management training into nursing education may support academic self-regulation, enhance academic preparedness, and contribute to stronger clinical performance in demanding learning environments.

NCT06675838 (2024-11-04).

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