A Descriptive Study To Assess The Educational Stress And Coping

Strategies Among Nursing Students In Select ege , Bangaluru.

1. NAME OF THE I. PARVEZ HOSSEN MONDAL
CANDIDATES & ADDRESS II. RAKI ROY
III. RAKESH SARADAGI
IV. NIHAS AHAMMED
V. PAYAL THAPA
VI. PAYEL THAKUR
VII. PEARL MARLET
VIII. OISHI PAL
IX. RAKSHITHA. S
X. ROSHNA TAMANG
XI. PRITI BANERJEE
XII. PARAMITA SARKAR
XIII. POPPI BARMAN
XIV. NANDANA B NAIR
2. NAME OF THE SB COLLEGE OF NURSING
INSTITUTION

3. COURSE OF STUDY BSC NURSING ,3RD YEAR

4. DATE OF ADMISSION TO
COURSE

5. TITLE OF THE TOPIC A Descriptive Study to asses the

educational stress and coping
strategies among nursing students in
selected colleges, Bangalore.
 6. INTRODUCTION:

Nursing students face unique academic demands that can lead to significant stress and anxiety.
The rigorous curriculum, clinical rotations, and high-stakes exams can take a toll on their mental
and emotional well-being. Chronic stress can negatively impact their academic performance,
physical health, and overall quality of life. Furthermore, the pressure to provide high-quality
patient care upon graduation can exacerbate feelings of burnout and self-doubt.

To mitigate these effects, it is essential for nursing students to develop effective stress coping
strategies. These strategies can help students manage their academic workload, build resilience,
and maintain a healthy work-life balance. By incorporating stress management techniques into
their daily routine, nursing students can improve their overall well-being, achieve academic
success, and prepare themselves for a fulfilling career in healthcare.

This discussion will explore evidence-based stress coping strategies specifically tailored for
nursing students, including time management, self-care practices, social support networks, and
mindfulness techniques. By recognizing the importance of stress management and
implementing these strategies, nursing students can thrive in their academic pursuits and set
themselves up for success in their future nursing careers.(1)

6.1. NEED FOR THE STUDY:

The need to study educational stress and coping strategies among nursing students is critical
due to the increasing prevalence of stress-related challenges within this population. Nursing
education is characterized by a demanding curriculum, long clinical hours, and high emotional
involvement, which place students at a higher risk of experiencing mental health issues such as
anxiety, burnout, and depression. These stressors, if not adequately addressed, can negatively
affect students’ academic performance, practical skills, and future professional competence.

Research on stress and coping strategies is essential to help educators, institutions, and
healthcare policymakers develop effective interventions and support systems for nursing
students. By understanding the specific stressors nursing students face and the coping
mechanisms they use, this study can contribute to improving their mental health, well-being,
and overall academic success. Furthermore, such research can help mitigate the long-term
effects of educational stress, fostering the development of resilient, well-rounded healthcare
professionals who are better equipped to manage the demands of the nursing profession.
A descriptive cross-sectional study was conducted among 680 nursing students enrolled in nine
colleges affiliated to a university in Nepal during academic year 2018. Depression anxiety stress
scale- 21 was used to assess the levels of depression, anxiety and stress. Coping was measured
using brief cope inventory .Majority of students (51%, n = 350) reported moderate to extremely
severe levels of stress, anxiety, and depression. Students mostly used problem-focused coping
strategies. A one-way MANOVA revealed statistically significant differences among the levels of
problem- focused coping (Wilks’ Lambda = .96, F (3, 676) = 8.11. p = <.001 and emotion-focused
coping (Wilk’s Lambda = .90, F (3,676) = 23.69,p = <.001 with stress, anxiety and depression .
The study concluded that the findings can be sourced to create awareness among faculty and
administrators of nursing colleges regarding high occurrence of stress, anxiety and depression
among students. Future studies can focus on the need to establish the counselling centre’s
nursing colleges that may aid in teaching students the effective coping strategies.

A descriptive study to assess the stress scale and coping strategies among first year nursing
students at ERA college of nursing ,Lucknow .To identify the level of stress and coping method
used by student nurses. Interprets the demographic details of 149 first year nursing students
out of which 88(59.1%) were GNM students and 61(40.9%) were B. Sc Nursing students. Non
probability sampling technique was used. Tool for data collection is perceived stress scale, socio
- demographic profile sheet and brief cope scale. They were having moderate level of stress.
The mean stress level among student was 18. The mean coping strategies was 68.21%. They
concluded that there was no significant association of perceived stress scale with demographic
variable and there was significant association of brief cope with demographic details.

Given the critical role nurses play in healthcare systems globally, addressing the educational
challenges they face during training is vital not only for their individual success but also for the
quality of care they provide to patients in the future. Thus, this study will provide valuable
insights into enhancing nursing education programs and ensuring students can thrive in both
their academic and professional environments.

We a group of 15 members of 3rd year B. Sc nursing of Section- A, as a purpose of our research

work we all doing descriptive study to assess the educational stress and coping strategies
among nursing students in selected nursing college, Bengaluru, because this year we
experienced many academic educational stresses including exams, assignment, viva and used
different measures to cope with it. Specifically the study aims to describe the demographic
characteristics of nursing students experiencing educational stress and assess the perceived
level of stress and it source among nursing students as well as identify the most frequently
used coping strategies employed by nursing students to manage educational stress and with
that provide baseline data for future interventions aimed as reducing educational stress and
encouraging coping strategies among nursing students

6.2.REVIEW OF LITERATURE:

▪ A descriptive cross-sectional study was conducted among 680 nursing students

enrolled in nine colleges affiliated to a university in Nepal during academic year
2018. Depression anxiety stress scale- 21 was used to assess the levels of
depression, anxiety and stress. Coping was measured using brief cope inventory
.Majority of students (51%, n = 350) reported moderate to extremely severe
levels of stress, anxiety, and depression. Students mostly used problem-focused
coping strategies. A one-way MANOVA revealed statistically significant
differences among the levels of problem- focused coping (Wilks’ Lambda = .96, F
(3, 676) = 8.11. p = <.001 and emotion-focused coping (Wilk’s Lambda = .90, F
(3,676) = 23.69,p = <.001 with stress, anxiety and depression . The study
concluded that the findings can be sourced to create awareness among faculty
and administrators of nursing colleges regarding high occurrence of stress,
anxiety and depression among students. Future studies can focus on the need to
establish the counselling centre’s in nursing colleges that may aid in teaching
students the effective coping strategies.(2)

▪ A Descriptive and cross sectional study was conducted in November and

December 2020. Participants completed the Perceived Stress Scale, Simplified
Coping Style Questionnaire and Maslach Burnout Inventory-Human Service
Survey to examine their stress levels, coping style and burnout. Intention to leave
the profession was also assessed. Approximately 36.1 % of nursing students
experienced emotional exhaustion and 85.3 % of nursing students perceived
themselves to have moderate to high stress levels. A positive coping style can
protect nursing students from depersonalization and reduced personal
accomplishment. High stress and passive coping style predicted emotional
exhaustion. Passive coping style and high stress were significant factors leading
to intention to quit nursing education before graduation. They concluded that
lowering the level of stress and using positive coping behaviours may help
 students during late internship to mitigate burnout and avoid leaving nursing
education. Therefore, nurse educators and clinical nursing mentors need to
consider developing strategies and interventions to reduce the decline in nursing
students entering nursing education and prevent burnout.(3)

▪ An exploratory descriptive qualitative research design was adopted to assess the

coping mechanisms used by first-year nursing students during transition from
basic to higher education. Data were gathered through four online focus group
discussions which were conducted using the Microsoft Teams app, with
participants purposefully selected from the two campuses where the study was
conducted. The focus group discussions were recorded and transcribed verbatim
for analysis. Data was analysed by the researcher and the co-coder using
qualitative content data analysis. Three categories emerged from the data:
experiences of transition from basic to higher education, coping with transition
from basic to higher education, and recommendations for coping with transition
from basic to higher education. Participants expressed that they use the
following six coping strategies during the transition from basic to higher
education: adaptive coping, appraisal-focused coping, emotion-focused coping,
problem-focused coping, social coping, and seeking help from mentors. And they
concluded that Transition from basic to higher education is challenging for
undergraduate first-year nursing students. The study suggests that there is a
need to standardize and contextualize the support measures for undergraduate
first-year nursing students during their transition from basic to higher education
in order to enhance their ability to cope.(4)

▪ A cross sectional study was conducted used a cross-sectional approach with a

stratified random sampling technique on 110 students from one university in
Bandung, West Java, Indonesia. The inclusion criteria include actively registered
nursing students from undergraduate and vocational programs. Religious coping
was assessed using The Psychological Measure of Islamic Religiousness (PMIR)
and the Academic Resilience Questionnaire was used to evaluate students’
academic resilience level. The data was analyzed using descriptive and inferential
analysis. The Spearman rank correlation test was used to determine the
relationship between variables .The study’s results revealed a significant
relationship (rho = 0.415; p value < 0.05) between religious coping and academic
resilience. High religious coping is related to the amount of academic resilience in
 students .They concluded that Students are expected to be able to use a
religious coping strategy to boost academic resilience and adapt to any situation.
Thus, students with good religious coping skills and high resilience will be able to
face and solve problems and adapt to current learning conditions.(5)

▪ A cross sectional study was performed to compare academic stress at the

beginning and end of nursing studies; to analyse the relationships between
academic stress, mental health, and protective factors; and to examine whether
resilience mitigates the effect of academic stress on psychological well-being.
Sample was 370 first- and fourth-year nursing students from Spain (University of
Castilla-La Mancha, University of Cantabria, and University of Sevilla) .They
assessed academic and clinical stress, coping skills, anxiety, depression,
psychological well-being, and resilience were measured . They performed a
descriptive analysis of the study sample, as well as correlation and hierarchical
regression models. Additionally, mediation models were estimated. First-year
students presented higher academic stress than fourth-year students. Clinical
stress, anxiety, depression, and emotional coping predicted academic stress,
while academic stress, depression, and coping skills predicted psychological well-
being. Mediation models showed a significant path between academic stress,
resilience, depression, and psychological well-being .They conclude Academic
stress has a detrimental effect on the mental health. Coping strategies and
resilience may be protective factors that should be encouraged in interventions
designed to improve psychological well-being.(6)

6.2. STATEMENT OF THE PROBLEM:

A Descriptive Study To Assess The Educational Stress And Coping Strategies Among Nursing
Students In Selected Colleges, Bangaluru .

6.3. OBJECTIVES OF THE STUDY:

1. To assess the level of educational stress experienced by nursing students in selected

nursing colleges.

2. To assess the coping strategies used by nursing students to manage their stress.

3. To find the association between level of stress and coping strategies with selected
demographic variables.
 6.4.OPERATIONAL DEFINITIONS:

• ASSESS: It refers to the use of data for the purpose of describing, predicting &
controlling as a mean toward better understanding the phenomenon under
consideration.it is the systematic process of knowing the educational stress and the
coping strategies to that stress by nursing students.
• EDUCATIONAL STRESS: It refers to the psychological pressure and strain experienced
by individual due to academic demands, expectation. Such as exams, assignment and
Performance expectations.
• COPING STRATEGIES: Are techniques manage and time or Methods wed to alleviate
this stress, which can include problem focused coping, emotional focused coping ,
avoidant coping.
• NURSING STUDENTS: It refers an individual currently enrolled in a nursing education
program, pursuing Knowledge and skills necessary to become a registered Nurse or
another type of healthcare professional specializing in patient care among 4th
semester nursing students.

6.5.RESEARCH HYPOTHESIS:

H1: There will be a significant association between the level of stress and coping
strategies with selected demographic variables.

6.6. ASSUMPTIONS:

1. Nursing students experience stress related to their academic environment.

2. Stress levels may vary among nursing students.
3. Coping strategies used by nursing students may differ.
4. There is a correlation between stress levels and coping strategies.
5. Demographic factors (e.g., age, gender, year of study) may influence stress levels
and coping strategies.
6. Nursing students may be willing to participate and provide honest responses.

6.7. DELIMITATIONS OF THE STUDY:

▪ The study will only include nursing students from a selected nursing college.

▪ The study will have a limited sample size, which may not be representative of the entire
population of nursing students..
 ▪ The study will only collect data at a single point in time, and not capture changes in
stress and coping strategies over time.

▪ The study only include students from Second year(4th semester).

.

6.8.VARIABLES:

It is defined as anything that has a quantity or quality that varying.

• Dependent Variable
➢ Educational stress among nursing students
➢ Coping strategies among nursing students

• Demographic variables
➢ Age
➢ Gender
➢ Education
➢ Religion
➢ Area of residence
➢ Family status
➢ Marital status

6.9.MATERIALS & METHODS:

This Study is designed to assess the educational stress and coping strategies among nursing
students in selected colleges , Bangaluru.

7.SOURCES OF DATA COLLECTION:

The data will be collected from nursing students in the selected nursing colleges of
Bengaluru .

7.1. RESEARCH APPROACH:

A quantitative approach is considered appropriate for the study.

7.1.1.RESEARCH DESIGN:
 A Descriptive study / survey.

7.1.2. RESEARCH SETTING:

The setting for the study is selected nursing college of Bengaluru.

7.1.3.ACCESSIBLE POPULATION:

The population of the study comprises of nursing students in the selected nursing
college of Bengaluru.

7.2. SAMPLING CRITERIA:

Students who are present in nursing colleges in Bangaluru.

7.2.1.SAMPLEING SIZE:

The total study sample consists of 100 Students in the Colleges of Bengaluru.

7.2.1.A. INCLUSION CRITERIA:

1. Participants must be currently enrolled in a nursing program .

2. Participants must be aged 18 years or older

3. Participants must be willing to provide informed consent

4. Participants must be able to read and understand the English language .

5. Participants must be willing to share their personal experiences and perceptions

about educational stress and coping strategies

6. Participants must have completed at least 3 semester of their nursing program.

7.2.1.B.EXCLUSION CRITERIA:

1. Students who are not willing to participate in the study.

2. Students who are absent at the time of study.

7.3. METHODS OF COLLECTION OF DATA:

 7.3.1. SAMPLING TECHNIQUE:

Simple Random Sampling Technique will be used to select the samples.

7.3.2. SETTING OF THE STUDY:

Study will be conducted in Selected nursing colleges of Bengaluru.

7.3.3. TOOLS FOR DATA COLLECTION:

7.3.4.DATA ANALYSIS PLAN:

The data will be analysed by using appropriate statistical method and the findings will be
presented in the form of figures & tables.

1. *Descriptive Statistics:*

- Frequency and percentage to summarize demographic variables

- Calculate means and standard deviations to summarize educational stress and coping
scores.

- Chi Square test to find out association between stress scores and coping scores with
selected demographic variables .

7.3.5.DOES YOUR STUDY REQUIRE ANY INTERVENTIONS OR INVESTIGATIONS TO

CONDUCT ON CHILDREN OF OTHER HUMANS OR ANIMALS? IF SO DESCRIBE
BRIEFLY.

- NO

7.4.HAS ETHICAL CLEARANCE BEING OBTAINED FROM YOUR INSTITUTION.

- YES

8. LIST OF REFERENCES
1. Edward et al. (2017). The effects of mindfulness training on stress and anxiety in
nursing students: A systematic review. Journal of Nursing Education, 56(12), 721–
726.
2. Samson P. Role of Coping in Stress, Anxiety, Depression among Nursing Students of
Purbanchal University in Kathmandu. J Nepal Health Res Counc. 2019 Nov
13;17(3):325-330. Doi: 10.33314/jnhrc.v17i3.1843. PMID: 31735926.
3. Ma H, Zou JM, Zhong Y, Li J, He JQ. Perceived stress, coping style and burnout of
Chinese nursing students in late-stage clinical practice: A cross-sectional study.
Nurse Educ Pract. 2022 Jul;62:103385. Doi: 10.1016/j.nepr.2022.103385. Epub 2022
Jun 22. PMID: 35780686.
4. Gause G, Sehularo LA, Matsipane MJ. Coping strategies used by undergraduate first-
year nursing students during transition from basic to higher education: a qualitative
study. BMC Nurs. 2024 Apr 24;23(1):276. Doi: 10.1186/s12912-024-01938-5. PMID:
38658995; PMCID: PMC11044288.
5. Sajodin, Wilandika A, Atikah A. The Relationship Between Religious Coping and
Academic Resilience in Nursing Students. Med J Malaysia. 2023 Jul;78(4):500-502.
PMID: 37518920.
6. Visier-Alfonso ME, Sarabia-Cobo C, Cobo-Cuenca AI, Nieto-López M, López-Honrubia
R, Bartolomé-Gutiérrez R, Alconero-Camarero AR, González-López JR. Stress, mental
health, and protective factors in nursing students: An observational study. Nurse
Educ Today.