Introduction: Improving learning quality and academic achievement among nursing students requires attention to individual, educational, and environmental factors. In this study, academic success was defined by GPA, average scores in specialized courses, and satisfaction with the learning process. The aim was to identify dimensions and components influencing nursing students’ success at Tehran University of Medical Sciences.
Methods: This exploratory mixed-method study was conducted in two phases. In the qualitative phase, thematic analysis with MAXQDA version 24 and document review were used to extract dimensions, components, and indicators. The study population included experts in nursing, educational sciences, educational management, medical education, and psychology. Data saturation was achieved after 13 interviews, leading to identification of open, organizing, and central themes. In the quantitative phase, a researcher-designed questionnaire was developed from qualitative findings. Its content and construct validity were confirmed by experts, while reliability was established with Cronbach’s alpha (0.819) and composite reliability (0.852). The questionnaire was distributed among 281 nursing students, and data were analyzed using structural equation modeling in SmartPLS.
Results: Ten dimensions, 35 components, and 73 indicators were identified. Quantitative analysis showed “learning skills” (0.955) ranked highest, followed by “physical and mental health” (0.896), “social and academic support” (0.891), “academic and professional outcomes” (0.887), and “self-regulation” (0.881). Other dimensions included infrastructural, individual, and environmental factors, as well as motivation and self-efficacy. Model fit indices (GOF = 0.667, R² = 0.607) confirmed appropriate validity.
Conclusion: Learning skills play the most significant role in academic success, with physical–mental health and social support also essential. Thus, improving success requires strengthening educational processes, empowering learners, and fostering a dynamic, supportive, and health-oriented environment in nursing education to promote sustainable growth in learning skills, self-efficacy, and motivation.