The Effects of Slavin Model-Based Time Management Training on Procrastination in Nursing Students: A Quasi-Experimental Study

Seda Tugba Baykara Mat^*

• Beykent University, Büyükçekmece, Türkiye

Time management difficulties are common among nursing students, who are expected to manage intensive theoretical coursework alongside demanding clinical responsibilities. When time is not managed effectively, procrastination often emerges, leading to academic challenges, increased stress, and reduced preparedness for professional practice. In response to these challenges, this study aimed to evaluate the effectiveness of a theory-based time-management training program developed using Slavin's Effective Teaching Model. Specifically, the program sought to reduce procrastination behaviors and strengthen time-management skills among nursing students. A quasi-experimental pretest–posttest design was conducted with 62 undergraduate nursing students enrolled at a single university. The intervention consisted of a structured 10-hour training program delivered across multiple sessions and focused on practical, evidence-based strategies, including planning, prioritizing tasks, developing personalized schedules, and applying time-blocking techniques within daily academic routines. Data were collected using the General Procrastination Tendency Scale and the Academic Procrastination Scale, with particular attention given to the Effective Use of Time subdimension as a functional indicator of time-management behavior. Because the difference scores were not normally distributed, nonparametric statistical analyses were performed. The results showed a significant improvement on the Effective Use of Time subscale and a significant reduction in academic procrastination scores following the training program. These findings suggest that students became more organized, planned their tasks more effectively, and demonstrated greater consistency in engaging with academic responsibilities. In contrast, no significant change was observed in overall general procrastination tendencies, indicating that broader, trait-like procrastination patterns may require longer-term or more comprehensive interventions to shift. Overall, the findings highlight the value of structured, theory-driven instructional approaches in supporting academic self-regulation among nursing students. The training program appears particularly effective in addressing context-specific academic procrastination, which may contribute to improved academic readiness and, potentially, stronger clinical performance. Incorporating such theoretically grounded time-management training into nursing curricula may therefore play an important role in fostering effective learning habits, reducing maladaptive procrastination, and supporting professional development in demanding educational environments. Trial registration: NCT06675838 (2024-11-04).