A Study to Assess the Academic Stress, Anxiety and Coping Strategies among Freshers of B.Sc. Nursing students at PSG College of Nursing, Coimbatore

Sivaranjeni. V¹, Santhosh Priya. N², Bijilin Reeni. D³

¹Lecturer, Department of Medical and Surgical Nursing.

Bharath Institute of Higher Education and Research, Chennai, Tamil Nadu-600073.

²Assistant Professor, Department of Medical and Surgical Nursing.

Bharath Institute of Higher Education and Research, Chennai, Tamil Nadu-600073.

³Assistant Professor, Department of Medical and Surgical Nursing.

Bharath Institute of Higher Education and Research, Chennai, Tamil Nadu-600073.

*Corresponding Author E-mail: sivaranjenia@gmail.com

ABSTRACT:

Stress and anxiety affect people of all ages, with novice college students being particularly vulnerable. Adolescence is marked by rapid biological changes, personal development, evolving social interactions, heightened social expectations, and peer influence. College life can be especially stressful for many students, manifesting in various negative effects such as a sudden drop in grades, depression, general fatigue, insomnia, mood swings, temper tantrums, and aggression. According to Morris (1990), college students often face academic stress as they compete with one another for better grades. Levine (1970) noted that stress is related to specific situations, such as the learning environment in college, and can result from the inability to perform tasks perfectly or failure to achieve desired goals. At this stage, rapid physical changes and mental development may sometimes lead to a mismatch between mental development and physical changes or social environment, causing problems due to inadequate adaptation. Objectives: To determine the degree of academic stress experienced by fresher of Bachelor of Science (B.Sc.) in Nursing students, to determine how anxious fresher of Bachelor of Science (B.Sc.) in Nursing students are, to evaluate coping mechanisms fresher of Bachelor of Science (B.Sc.) in Nursing students, employ, to associate degree of academic stress with demographic characteristics. Methodology: A non-experimental, descriptive design was employed for this study, conducted among first-year B.Sc. Nursing students at PSG College of Nursing, Coimbatore. A total of 89 first-year B.Sc. Nursing students were selected using purposive sampling. The Anxiety Inventory Scale was used to measure anxiety levels, the Academic Stress Scale assessed academic stress, and the Simplified Coping Style Questionnaire evaluated coping strategies. Results: The results indicated that 61 students (69%) experienced severe anxiety, while 28 students (31%) had moderate anxiety. Regarding academic stress, 55 students (62%) experienced a moderate level, and 34 students (38%) experienced a high level. In terms of coping strategies, 62 students (70%) were superior stress copers, while 27 students (30%) were average stress copers. The demographic characteristics such as age, gender, type of school syllabus, and parents' education were significantly associated with the level of stress at P < 0.05. Conclusion: The study revealed that the majority of students were experiencing severe anxiety and high levels of academic stress. It concludes that students need counseling and stress-relief sessions, such as yoga, meditation, mindfulness training, and time management workshops.

KEYWORDS: Academic stress, Anxiety, Coping Strategies of Stress.

People of all ages experience stress and anxiety, but fresher of college students are especially susceptible. Rapid biological changes, personal growth, changing social relationships, elevated social expectations, and peer pressure are characteristics of adolescence. Many students find that college life is very stressful, which can have a variety of detrimental impacts including abrupt drops in grades, depression, general exhaustion, insomnia, mood swings, temper tantrums, and violence. Morris (1990) asserts that college students frequently experience academic stress as a result of their rivalry for higher grades. According to Levine (1970), stress can be brought on by a variety of circumstances, including the academic environment of a college, and can also be caused by the inability to do duties flawlessly or the failure to meet objectives.

Children who are enrolled in school and college are referred to as adolescents in the educational system. Students may occasionally encounter a mismatch between their mental growth and physical changes or social surroundings due to the rapid physical and mental development at this point, which can result in issues from poor adaptation. Psychological problems and even aberrant conduct may result from these concerns. Stress, according to Pinel (2003), is the body's reaction to a perceived threat. Teenagers nowadays deal with a lot of issues that parents and conventional educators may not have encountered. Teenagers are finding it difficult to deal with the many demands of the twenty-first century, and they are asking for educational programs in schools to assist them in handling these stressors (Freedenberg et al., 2004). Many students experience stress as they attempt to balance their hectic schedules, jobs, and education with time spent with friends and family. Some kids practically live under stress all the time. It is risky, though, to allow stress to become a college student's normal because excessive stress can have negative effects on students' lives and possibly lead to failure.

OBJECTIVES:

1. To determine the degree of academic stress experienced by fresher of Bachelor of Science (B.Sc.) in Nursing students.

2. To determine how anxious fresher of Bachelor of Science (B.Sc.) in Nursing students are.

3. To evaluate coping mechanisms fresher of Bachelor of Science (B.Sc.) in Nursing students, employ.

4. To associate degree of academic stress with demographic characteristics.

HYPOTHESIS (H1):

H1: There will be a significant association between the demographic characteristics and the degree of academic stress.

OPERATIONAL DEFINITIONS:

Academic Stress:

Academic stress arises from several sources, such as exam anxiety, disinterest in attending classes, challenges in comprehending the subject, meeting clinical requirements, long clinical hours, heavy homework loads, unfinished assignments, lectures delivered in a non-native language, and an unsupportive classroom atmosphere. These elements can impede students' academic performance.

Anxiety:

Anxiety involves sensations of fear or nervousness, such as freezing up over subject matter, feeling confused, and experiencing panic during tests.

Coping Strategy:

Coping strategies are deliberate efforts to manage personal, academic and interpersonal issues. These methods assist individuals in overcoming, reducing, or enduring stress or conflict, and can include talking with friends, engaging in alternative activities like listening to music, or seeking advice from elders.

METHODOLOGY:

Research Approach and Design:

This study utilized the quantitative approach with non-experimental descriptive research design.

Study Setting:

The study carried out at PSG CON in Peelamedu, Coimbatore.

Population of the Study:

The target population is fresher of Bachelor of Science (B.Sc.) in Nursing students.

Sample

The sample comprised fresher of Bachelor of Science (B.Sc.) in Nursing students from PSG College of Nursing, Coimbatore.

Sample Size and Sampling Technique

A purposive sampling technique was employed to select 86 freshers of Bachelor of Science (B.Sc.) in Nursing students.

Instruments and Tools for Data Collection:

Section A:

This section covers demographic characteristics, including age, gender, previous medium of instruction, board syllabus, parents' occupation, parents' monthly income, parents' education, and recreational activities.

Section B:

The Anxiety Inventory Scale, created by Dr. Aaron T. Beck, was used to measure anxiety levels. It comprises 20 items.

Section C

The Academic Stress Scale, developed by Bao Long, was utilized to evaluate the students' academic stress levels and includes 30 items.

Section D

The Simplified Coping Style Questionnaire, developed by Rosenstiel and Keefe, was employed to assess coping mechanisms in stressful situations and contains 20 items.

Data Collection Procedure:

The study was carried out with fresher of Bachelor of Science (B.Sc.) in Nursing students. A purposive sampling technique was used to select a total of 89 participants. The investigator established a good rapport with the students, explained the purpose of the study, and built their confidence before administering the tools. Ample time was given for the participants to complete the questionnaire, and any questions they had were promptly addressed. The participants were cooperative and attentive. Data collection was completed within a single day.

Validity of the Tool:

The tool, along with the study blueprint, was validated by five experts. Their suggestions were incorporated, leading to modifications and finalization of the tool.

Ethical Considerations:

1. Ethical clearance was granted by the Institutional Review Board.

2. Permission was secured from the Head of the Department (HOD) and the Dean of the college.

3. Data confidentiality was upheld throughout the study.

Data Analysis Plan:

Descriptive and inferential statistics were employed for data analysis. Frequency and percentage were utilized to assess demographic characteristics, levels of academic stress, anxiety, and coping strategies. Fisher's exact test was applied to determine the association between academic stress levels and demographic characteristics.

RESULTS:

Section I: Distribution of study participants based on demographic characteristics.

Table 1: Frequency (f) and percentage (%) distribution of demographic characteristics among study participants.

Section II: Distribution of study participants according to anxiety level.

Table 2: Frequency (f) and percentage (%) distribution of anxiety levels among fresher of Bachelor of Science (B.Sc.) in Nursing students.

Section III: Distribution of study participants based on academic stress level.

Figure 1: Frequency (f) and percentage (%) distribution of academic stress levels among fresher of Bachelor of Science (B.Sc.) in Nursing students.

Section IV: Distribution of study participants according to coping strategies.

Figure 2: Frequency (f) and percentage (%) distribution of coping strategies among fresher of Bachelor of Science (B.Sc.) in Nursing students.

Section V: Association between academic stress levels and selected demographic characteristics.

Table 3: Association between academic stress levels and selected demographic characteristics

SECTION I: Distribution of study participants based on demographic characteristics.

Table 1: Frequency(f) and percentage (%) distribution of demographic characteristics among study participants. n=89

Sl. No.	Demographic characteristics	Categories	Frequency (f)	Percentage (%)
	Age	17 years	32	36
	Age	18 years	57	64
	Gender	Male	10	11
	Gender	Female	79	89
	Previous Medium of Instruction	Tamil Medium	52	58
	Previous Medium of Instruction	English Medium	37	42
	Board of Studies	State Board	79	89%
		Matriculation Board	08	09%
		CBSC Board	02	02%
	Family Income	<10000	51	57%
		10000 - 20000	21	24%
		20000 - 30000	09	10%
		30000 - 40000	05	6%
		>50000	03	3%
	Parents Education	Illiterate	13	15%
		High school	45	51%
		Higher secondary	15	17%
		Graduate	12	13%
		Post Graduate	04	4%

Table 1 reveals that the frequency and percentage distribution of the demographic characteristics of the study participants. Among the 89 participants, 57 (64%) are in the 18-year age group, 79 (89%) are female, and 52 (58%) were educated in Tamil medium. Additionally, 79 (89%) were educated under the state board, 51 (57%) come from families with a monthly income of less than 10,000, and 45 (51%) of their parents have completed high school education.

Section II: Distribution of study participants according to anxiety level.

Table 2: Frequency (f) and percentage (%) distribution of anxiety levels among fresher of Bachelor of Science (B.Sc.) in Nursing students. n=89

Sl. No.	Level of anxiety	No. of students	Percentage
1.	Mild Anxiety	0	0%
2.	Moderate Anxiety	28	31%
3.	Severe Anxiety	61	69%

Table 2 reveals that 61 (69%) study participants experienced severe anxiety, while 28 (31%) had moderate anxiety.

Section III: Distribution of study participants based on academic stress level.

Figure 1: Frequency (f) and percentage (%) distribution of academic stress levels among fresher of Bachelor of Science (B.Sc.) in Nursing students.

Figure 1 shows that 34 (38%) of the study participants experienced high academic stress, while 55 (62%) had moderate academic stress.

Section IV: Distribution of study participants according to coping strategies.

Figure 2: Frequency (f) and percentage (%) distribution of coping strategies among fresher of Bachelor of Science (B.Sc.) in Nursing students.

Figure 2 shows that 62 (70%) of the study participants had high coping strategies, while 27 (30%) had moderate coping strategies.

Table 3: Association between academic stress levels and selected demographic characteristics. n=89

Sl. No.	Demographic characteristics	Categories	Frequency (f)	Percentage (%)	Chi-square value	Table Value
	Age	17 years	19	13	0.124	3.84*
	Age	18 years	36	21	0.124	3.84*
	Gender	Male	08	02	1.581	3.84*
	Gender	Female	47	32	1.581	3.84*
	Previous Medium of Instruction	Tamil Medium	25	26	8.261	3.84NS
	Previous Medium of Instruction	English Medium	30	08	8.261	3.84NS
	Board of Studies	State Board	50	29	3.312	5.99*
		Matriculation Board	03	05
		CBSC Board	02	00
	Family Income	<10000	32	19	10.290	9.49NS
		10000 - 20000	17	04
		20000 - 30000	04	05
		30000 - 40000	02	03
		>50000	00	03
	Parents Education	Illiterate	08	06	2.558	9.49*
		High school	25	19
		Higher secondary	11	04
		Graduate	09	03
		Post Graduate	02	02

NS = Statistically Not Significant ; S = Statistically Significant (< 0.05; p value)

Table 3 Shows that there was a significant association between the level of academic stress and the variables of age, gender, board of studies, and parents' education.

DISCUSSION AND CONCLUSION:

The objectives of the study are discussed below.

To determine the degree of academic stress experienced by fresher of Bachelor of Science (B.Sc.) in Nursing students.

The majority of students (55 or 62%) reported experiencing a moderate level of academic stress, while 34 students (38%) reported high levels of stress. No students indicated low levels of academic stress. These results align with a study on clinical dental students in Jeddah, which identified exam grades and fear of failure as significant sources of stress (Al-Samadani, 2013).

To determine how anxious fresher of Bachelor of Science (B.Sc.) in Nursing students are.

Based on anxiety levels, most participants (69%) experienced severe anxiety, while 31% reported moderate anxiety. This contrasts with a randomized controlled study of nursing undergraduates from a public university in Brazil, which found that pre-simulation anxiety scores ranged from 27 to 45, indicating mild anxiety, and post-simulation scores ranged from 22 to 34, also reflecting mild anxiety. In our study, however, none of the fresher of Bachelor of Science (B.Sc.) in Nursing students had mild anxiety; instead, 31% had moderate anxiety and 69% had severe anxiety.

To evaluate the coping mechanisms fresher of Bachelor of Science (B.Sc.) in Nursing students employ.

Most students (62 or 70%) were identified as superior stress copers, whereas 27 (30%) were categorized as average stress copers. This is consistent with a descriptive study conducted at the National Institute of Nursing Education, PGIMER, Chandigarh, which found that most students employed healthier coping strategies. The five most commonly used strategies included positive thinking, listening to music or radio, engaging in creative activities, talking to parents, and increased prayer.

To associate the degree of academic stress with demographic characteristics.

The study reveals that age, gender, board of studies, and parents' education are significantly associated with the level of academic stress.

NURSING IMPLICATIONS:

Nursing Practice:

1. Clinical instructors can assist students in acquiring competency in skills.

2. Clinical instructors can take necessary steps to relieve students' anxiety and help them cope with stress.

Nursing Education:

1. Nursing faculty can counsel students more effectively.

2. Nursing faculty can adopt newer instructional techniques to provide student-centered education.

Nursing Administration:

1. Nursing administrators can introduce healthy curriculum changes.

Nursing Research

1. Nursing researchers can conduct studies on nursing curriculum, teaching and learning methods, and evaluation methods of student performance.

2. Nursing researchers can bring about curriculum revisions with sound evidence.

LIMITATIONS OF THE STUDY:

1. The study is limited to nursing students.

2. The study samples are limited to one institution.

CONCLUSION:

The findings of the study revealed that the majority of the students were experiencing severe anxiety and high levels of academic stress. Therefore, the study concludes that the students need counseling and stress relaxation classes like yoga, meditation, mindfulness training, and time management workshops.

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Received on 25.07.2024 Revised on 11.01.2025

Accepted on 14.04.2025 Published on 22.05.2025

Available online from May 24, 2025

A and V Pub J. of Nursing and Medical Res. 2025;4(2):31-36.

DOI: 10.52711/jnmr.2025.09

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