Exploring the Perceived Stress Levels and its Primary Determinants among Final Year BSc Nursing Students: A Cross-Sectional Analysis

Abstract

 

Background: The transitional nature of collegiate education, paired with the rigorous demands of healthcare training, makes nursing students highly susceptible to elevated stress levels. Academic overload and clinical anxieties frequently compromise both student well-being and professional preparation.

Objective: This study aims to evaluate the academic, clinical and interpersonal factors contributing to stress among final year Bachelor of Science (BSc) Nursing students, utilizing the Transactional Model of Stress and Coping as a theoretical framework. Also, the study intents to find out the association between stress and demographic variables among nursing students.

Methods: A descriptive cross-sectional design was employed. Data was collected from 40 final year BSc. nursing students using the perceived stress scale and a 26-item structured rating scale. Data analysis was carried out using SPSS 25, involved descriptive statistics, Fisher’s Exact, and Chi-square (χ²) inferential modeling to assess demographic associations with stress.

Results: Academic pressures overwhelmingly dominated the stress profile. The primary stressors identified were disappointment over underperforming despite effort (Mean = 4.28), difficulty correlating theoretical knowledge with clinical practice (Mean = 3.95), and the overwhelming volume of assignments (Mean = 3.75). Inferential analysis indicated a statistically significant association between stress and demographic variables such as religion (χ² = 4.18, p=0.026*), domicile (5.76, p=009**), family type (χ²=3.47, p=0.032*), parental education (mother’s: χ²=17.78, p<0.001**, father’s: χ²=8.62, p<0.002**), father’s occupation (χ² = 4.13, p = 0.026*), financial status (χ² =5.76, p<0.009**) and hobbies (χ² = 4.85, p<0.013*).

Conclusion: The findings highlight that while the nursing curriculum is inherently demanding, much of the student distress originates from academic performance anxieties and the theory practice gap. Integrating structured time management training and effective clinical mentorship is essential for mitigating burnout in future healthcare professionals.