Academic procrastination can occur in students from various scientific fields, including nursing students. One of the factors that can be related to academic procrastination is self-efficacy. College students who do not believe in their abilities tend to have difficulty initiating assignments. This study aims to determine the relationship between self-efficacy and academic procrastination in the Nursing Bachelor Program of Udayana University. This research was descriptive correlative research with a cross-sectional approach. The sample consisted of 164 respondents obtained using a probability sampling technique with the type of proportionate stratified random sampling. Data was collected using the Tuckman’s Procrastination Scale (TPS) and Academic Nurse Self-Efficacy Scale (ANSES) questionnaires. Data collection was carried out by online surveys using google form sent via Whatsapp broadcast messages. The results of this study indicated that there was a significant negative relationship between self-efficacy and academic procrastination with moderate strength (p < 0,05; r = -0,401) which means the lower the self-efficacy, the higher the academic procrastination experienced. Most of the nursing students experienced moderate academic procrastination (48,8%) and low self-efficacy (50,6%). The results of this study concluded that self-efficacy is related to academic procrastination in nursing students, so that intervention targeting increasing self-efficacy may be helpful in reducing academic procrastination.