Motives for Caffeine Consumption and Study Skills Inventory among Student Nurses in a Private School

Abstract

Aims: This study aims to assess the relationship between the motives for caffeine consumption and the level of study skills among student nurses enrolled at a selected private college in Iloilo, Philippines. Study Design: Descriptive-Correlational. Place and Duration of Study: College of nursing of a private institution in Iloilo, Philippines, between 2025-2026. Methodology: A total population of 2,081 Bachelor of Science in Nursing students from first year to fourth year of the academic year 2025-2026 was considered, excluding 30 respondents used for pilot testing. The sample size of 325 students was determined through the Raosoft sample size calculator. Data were collected using Motives for Caffeine Consumption Questionnaire and Study Skills Inventory and were administered through online surveys. Ethical clearance was secured prior to data collection. Results: Findings revealed that student nurses demonstrated moderate levels of caffeine consumption motives and generally satisfactory study skills. This suggests that respondents consume caffeine for various reasons while maintaining acceptable study habits. In terms of caffeine motives, the results indicated that student nurses commonly consumed caffeinated beverages as a means of enhancing alertness, coping with academic demands, and sustaining energy during study activities. Meanwhile, in terms of study skills, higher levels were observed in areas such as note-taking, memory, and concentration, whereas relatively lower levels were noted in textbook reading practices. The correlation analysis indicated a statistically significant relationship between caffeine consumption and study skills at the predetermined level of significance. Conclusion: Caffeine consumption motives were found to be significantly associated with the study skills of student nurses, suggesting that caffeine use may serve as a coping mechanism in managing academic demands. Understanding these patterns may help improve students’ study behaviors and academic performance while promoting responsible caffeine consumption. However, further studies are recommended to validate these findings and explore additional factors influencing both caffeine intake and study skills.