Asian Journal of Research in Nursing and Health

Background: Financial distress is a growing concern among student nurses due to the high costs of education and limited financial resources. These financial challenges may negatively affect students’ motivation, concentration, and participation in academic activities, thereby influencing their overall academic engagement and performance.

Aims: This study aimed to determine the relationship between financial distress and academic engagement among student nurses.

Place and Duration of Study: Private college of nursing in Iloilo City, Philippines, second semester, AY 2025 to 2026.

Methodology: A descriptive-correlational design was utilized involving 324 first- to fourth-year student nurses selected through stratified random sampling. The data were collected using validated questionnaires administered through an online survey. Ethical clearance was granted

Results: Findings revealed that student nurses experienced a moderate level of financial distress, particularly in terms of anxiety, physiological responses, and work-related strain. Despite these challenges, respondents demonstrated a generally high level of academic engagement, especially in cognitive engagement and liking for learning, although effort and persistence showed comparatively lower consistency. Statistical analysis indicated weak but significant relationships between selected domains of financial distress and academic engagement, while most domains showed no significant association. The study concludes that financial distress has limited but domain-specific influence on academic engagement, reflecting students’ resilience amid financial challenges.

Conclusion: The respondents were mostly female students in lower year levels with limited financial support. They experienced financial distress across domains, with physiological symptoms as the most evident. Financial strain showed effects on both physical and emotional well being.Despite these conditions, students maintained high academic engagement. They showed strong interest in learning, positive attitudes toward school, and active cognitive involvement. Some variation appeared in sustained effort, yet overall engagement remained stable. Financial distress showed weak and domain specific links with academic outcomes. It affected selected areas but did not broadly reduce engagement. Students sustained motivation and learning despite financial strain.