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Abstract

Procrastination is widely observed in academic and professional settings, yet its meaning and implications are not always clearly understood. In nursing and education, procrastination can hinder learning, affect time management, and negatively influence professional development. The purpose of this concept analysis was to clarify the meaning of procrastination, identify its attributes, antecedents, and consequences, and highlight its relevance for nursing students and educators. Published literature was reviewed to examine how procrastination is defined and applied in academic and professional contexts. Walker and Avant’s approach to concept analysis guided the identification of defining attributes, antecedents, and outcomes. Procrastination was identified as a voluntary delay in planned tasks despite potential negative outcomes. Key attributes include avoidance, indecision, and task delay. Antecedents involve lack of motivation, ineffective time management, fear of failure, and emotional stressors. Consequences include decreased academic performance, higher stress levels, poor self-esteem, and limited professional growth. The following sections were structured to move logically from definitions to nursing, teaching, and student contexts, followed by attributes, antecedents, consequences, and illustrative cases, ensuring smoother transitions across topics. This analysis provides clarity on procrastination by distinguishing its essential features and practical implications. Understanding the concept can support the development of strategies to reduce procrastination among nursing students, enhance their learning experiences, and strengthen their professional identity.