Family, Peer and Faculty Support and Academic Performance among Nursing Students at Our Lady of Lourdes Mutomo School of Nursing, Kitui County, Kenya
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Abstract
Academic performance among nursing students is shaped by psychosocial factors, including social support that students receive from family, peers, and faculty. At Our Lady of Lourdes Mutomo School of Nursing (OLLMSN), a rural, faith-based institution in Kitui County, Kenya, institutional records showed that psychosocial-related cases among students rose from 5% in 2022 to 17% in 2024, yet little was known about how social support specifically shaped academic outcomes in this setting. This study assessed the social factors influencing the academic performance of nursing students at OLLMSN, focusing on family support, peer support, and faculty support. A multiple methods design was used, combining a self-administered questionnaire with semi-structured key informant interviews. A sample of 108 second- and third-year students was selected through stratified random sampling, and five key informants were purposively sampled. Data were analyzed using SPSS version 26, applying descriptive statistics, Pearson correlation, and multiple linear regression; qualitative data were analyzed thematically. A response rate of 99.07% (n = 107) was achieved. Family support recorded the highest mean score (M = 4.178, SD = 0.750), followed by peer support (M = 3.841, SD = 0.814). The composite social support variable was significantly and positively correlated with academic performance (r = 0.208, p = 0.032); in a multiple regression model that also controlled for psychological and stress factors, social support remained a significant positive predictor of academic performance (B = 0.202, Beta = 0.194, p = 0.042). Qualitative findings showed that family support, positive peer relationships, and faculty mentorship strengthened students' ability to concentrate and remain engaged in their studies. The study concludes that social support is a significant protective factor for academic performance among nursing students in resource-constrained rural settings. It recommends that nursing schools formalize mentorship programmes, strengthen family engagement, and encourage structured peer-learning activities to support student performance.
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