“When Academic Pressure Rises” Stress Levels, Sources of Stress and Coping Strategies Among Undergraduate Nursing Students in Ghana: A Cross-sectional Study
Aug 2026· Nursing & Midwifery Research Journal· 0 citations· 25 references
TL;DR
Regression analysis showed that age and academic level significantly predicted stress, with younger and Level 200 students reporting higher stress, with younger students and those in Level 200 are particularly vulnerable.
Abstract
Stress has become a major concern among students, particularly those in health-related programs such as nursing. The demanding academic workload, clinical responsibilities, and limited sup-port systems place nursing students at high risk of psychological distress.
To determine the prevalence, major sources, coping mechanisms, and predictors of stress among undergraduate nursing students of Nursing and midwifery school of a public University in Ghana.
The study was a descriptive cross-sectional analytical study among 150 undergraduate nursing students in levels 100–400 selected through stratified random sampling. Data were collected using a structured questionnaire incorporating the Students’ Stress Inventory. Descriptive statistics,
t
-tests, analysis of variance, Pearson correlation, and multiple linear regression were used for analysis.
Most participants (58.67%) experienced moderate stress, while 26.67% reported high stress. The major stressors identified were lack of social support (87.33%), examination fears (85.33%), financial constraints (81.33%), and heavy workload (79.33%). Common coping mechanisms included prayer/meditation, watching movies, religious support, and listening to music. Regression analysis showed that age and academic level significantly predicted stress, with younger and Level 200 students reporting higher stress. Being in a dating relationship also significantly increased stress levels.
Stress is highly prevalent among undergraduate nursing students, driven largely by academic pressures, financial challenges, and inadequate social support. Coping strategies are primarily religious and socially oriented. Younger students and those in Level 200 are particularly vulnerable.
Nursing students are particularly vulnerable to academic stress due to the combined demands of academic coursework and clinical training. This study aimed to describe the academic stress profile of nursing students in Padang, Indonesia, by examining four symptom dimensions: cognitive (thought), behavioral, physical, and emotional (feeling) symptoms. A quantitative descriptive cross-sectional design was employed, involving 104 nursing students selected through total sampling. Data were collected using a self-developed 35-item Academic Stress Questionnaire based on a five-point Likert scale, which demonstrated excellent internal consistency (Cronbach's α = .954). Descriptive statistical analysis showed that most students experienced moderate (34.6%) or high (30.8%) levels of academic stress, with 35.6% classified in the high-to-very-high categories. Among the four symptom dimensions, cognitive (thought) symptoms were the most dominant, followed by emotional (feeling), behavioral, and physical symptoms. These findings indicate that academic stress among nursing students is characterized primarily by cognitive and emotional manifestations rather than physical symptoms. The results provide an empirical basis for developing targeted guidance and counseling interventions, particularly those emphasizing cognitive restructuring and emotional regulation, to better support nursing students' psychological well-being and academic adjustment.
Nur Kholiza Fitri, Netrawati Netrawati, Z. Ardi et al.· Grief and Trauma· 0 citations
Background and Aim: Stress is a critical factor influencing students’ mental health, academic performance, and professional development, particularly among interns who must balance academic responsibilities with workplace demands. Despite the growing body of literature on student stress, limited studies have focused on provincial and faith-based institutions. This study aimed to identify the stress factors experienced by student interns, examine their coping mechanisms, and determine the relationship between these variables and selected socio-economic characteristics.
Materials and Methods: This study employed a quantitative descriptive-correlational research design involving 40 student interns (n = 40) from Christ the King College de Maranding during the first semester of the 2025–2026 academic year. Data were collected using a validated three-part questionnaire covering socio-economic profile, stress factors, and coping mechanisms. Descriptive statistics, including frequency, percentage, and weighted mean, were utilized, while Chi-square and Pearson correlation tests were applied to determine significant relationships among variables.
Results: Findings revealed that student interns experienced moderate to high levels of stress, particularly regarding parental pressure, academic workload, financial difficulties, and fear of failure. Commonly employed coping mechanisms included goal setting, accountability, acceptance of failure, and effective time management. Statistical analysis further indicated that socio-economic variables, stress factors, and coping mechanisms did not demonstrate significant relationships (p > 0.05).
Conclusion: Student interns experience considerable stress regardless of socio-economic background; however, they demonstrate adaptive coping strategies that support resilience and academic functioning. The findings highlight the importance of institutional support programs aimed at strengthening emotional resilience, stress management, and professional preparedness among interns. Moreover, the study contributes to the limited body of literature concerning student stress and coping within provincial and faith-based educational settings.
Clyde Alvia· Journal of Education and Lea...· 0 citations
Comparing stress levels and coping strategies between first-year and final-year medical students enrolled in public and private medical colleges in District Swat, Khyber Pakhtunkhwa, Pakistan shows medical students experience substantial stress, with final-year students carrying a greater burden.
Mohammad Idrees, Anfal Khan, Ameer Afzal Khan et al.· Journal of Saidu Medical Col...· 0 citations
Stress is a common problem frequently experienced by nursing students during clinical practice. Factors such as academic workload, adaptation to a new environment, and high academic expectations may increase the risk of stress. Self-efficacy is assumed to play an important role in reducing stress levels. This study aimed to investigate the relationship between self-efficacy and stress levels among students undertaking their first clinical practice at the Health Department of Subang State Polytechnic. This quantitative study employed a descriptive correlational design with a cross-sectional. The sample consisted of 120 third-semester students who were about to undertake clinical practice, selected using total sampling. The instruments used were the General Self-Efficacy Scale (GSES) and the Depression Anxiety Stress Scale (DASS-21). Data were analyzed using the Spearman Rank test. The results showed that 86% of students had high self-efficacy. The result showed that, 43.3% experienced moderate stress, 31.8% severe stress, 13.3% mild stress, and 11.6% were within the normal category. There was a significant negative relationship between self-efficacy and stress levels (r = -0.210; p = 0.040). Higher self-efficacy was associated with lower stress levels. Programs to enhance self-efficacy should be integrated with psychomotor skills training in nursing laboratories to better prepare students for clinical challenges and develop effective stress-management skills. This can be achieved by incorporating stress-management content into the curriculum, particularly in early programs and during students first clinical experiences.
Achmad Vindo Galaresa, Firmansyah, H. Agustina et al.· Citra Delima Scientific jour...· 0 citations
Higher levels of self-compassion were associated with lower perceived stress among nursing students, suggesting that self-compassion may serve as a potentially influential psychological factor in the perception of stress among nursing students.
Raoofeh Karimi, Esmaeil Mohammadnezhad, A. Manookian et al.· Discover Mental Health· 0 citations
Abstract
Background: The transition to higher education requires students to adapt to new academic demands, social environments, and responsibilities. These changes may increase stress and potentially affect students' ability to adapt academically.
Purpose: This study aimed to determine the association between stress level and academic adaptability among students at STIKES Guna Bangsa Yogyakarta.
Methods: This study employed a quantitative research design with a cross-sectional approach. The population consisted of 340 first-year students at STIKES Guna Bangsa Yogyakarta aged 18–21 years. A total of 93 respondents were selected using random sampling. Data were collected using questionnaires and analyzed using the Pearson Product-Moment correlation test.
Results: The findings showed that 53 respondents (56.99%) experienced severe stress, 33 respondents (35.48%) experienced moderate stress, and 7 respondents (7.53%) experienced mild stress. Regarding academic adaptability, 60 respondents (64.52%) demonstrated high adaptability, while 33 respondents (35.48%) demonstrated moderate adaptability. The Pearson Product-Moment analysis showed a statistically significant negative association between stress level and academic adaptability (p = 0.002; r = −0.315).
Conclusions: There was a statistically significant negative association between stress level and academic adaptability among students at STIKES Guna Bangsa Yogyakarta. The low-strength negative correlation indicates that students with higher stress levels tended to have lower academic adaptability.
Eltanina Ulfameytalia Dewi, Aan Devianto, Angelique Haliwela et al.· Holistic Nursing Plus· 0 citations
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