Empowering future nurses: enhancing self-efficacy, satisfaction, and academic achievement through talent management educational intervention.

Background: Nursing education plays a pivotal role in shaping the competence and confidence of future healthcare professionals. As the demands and complexities of healthcare delivery continue to evolve, there is an increasing need to explore innovative approaches to empower nursing students and enhance their self-efficacy, job satisfaction, and academic achievement.

Objectives: To enhance self-efficacy, satisfaction, and academic achievement among future nurses through talent management educational intervention.

Methods: A quasi-experimental design was employed, utilizing a pre-test and post-test identified through a systematic random sampling method. Nursing students were equally distributed between the study and control groups (N = 93, each). The time of data collection was between August and November 2023. Five tools were used to measure the following areas: Talent Management Knowledge Questionnaire (TMKQ), Talent Management Competency Scale, Students' Self-Efficacy Questionnaire, Students' Satisfaction Questionnaire, Students' Academic Achievement Questionnaire. The study used SPSS for statistical analyses, assessing data normality using a one-sample Kolmogorov-Smirnov test. Data was expressed as mean and standard deviation, with categorical data as numbers and percentages. Chi-square tests were used for comparison. Independent and paired t-tests were used for comparison. A correlation coefficient test was used to assess correlations.

Results: The findings of this study demonstrate that the talent management educational intervention significantly enhanced nursing students' outcomes across multiple domains. Post-intervention results revealed substantial improvements in students' knowledge, talent management competencies (including attraction, development, and retention), self-efficacy, satisfaction, and academic achievement compared to the control group. The intervention led to marked increases in mean scores, with knowledge rising from 38.7 to 81.7, and self-efficacy from 13.9 ± 2.0 to 19.1 ± 1.7. Additionally, high levels of satisfaction (82.8%) and academic achievement (74.2%) were reported. A highly significant positive correlation was observed between students' knowledge, talent management competency, self-efficacy, satisfaction, and academic performance (P ≤ 0.0001), indicating the effectiveness of the intervention in empowering future nurses.

Conclusions: The talent management educational intervention proved to be a highly effective strategy for enhancing nursing students' outcomes across a spectrum of critical domains. The substantial gains observed in knowledge, talent management competencies, self-efficacy, satisfaction, and academic achievement, coupled with the highly significant positive correlations between these factors, underscore the intervention's success in empowering future nurses with essential skills and fostering a positive learning experience. These findings strongly advocate for the integration of talent management principles into nursing education to cultivate well-prepared and confident nursing professionals.

Clinical trial number: Not applicable.