Extracted Factors in EFA (n = 210).

The preparedness of the nursing workforce is a critical determinant of patient safety and healthcare quality, with academic performance serving as a key contributor to this preparedness. Self-efficacy plays a significant role in shaping the motivation and success of nursing students, necessitating the availability of valid and reliable instruments for its assessment. This study aimed to translate a multidimensional learning self-efficacy instrument for nursing students into Persian and evaluate its psychometric properties within the Iranian context. Employing a methodological design, the study recruited 450 nursing students through convenience sampling between September and December 2024. The instrument underwent translation/back-translation, with face validity (Impact Score > 1.5), content validity ratio (CVR = 0.8–1), and content validity index (CVI = 80–100%) established. Psychometric evaluation included construct, convergent, and discriminant validity, internal consistency, and test-retest reliability. Students from all academic years participated in construct validity testing through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) using SPSS 24.0 and AMOS 24.0. EFA identified a five-factor structure explaining 73.43% of variance, supported by strong sampling adequacy (Kaiser-Meyer-Olkin = 0.87) and significant Bartlett’s test (p