Academic Stress and Its Contributing Factors among Faculty Nursing Students in Alexandria

  • Amina Ali
  • Hanan El Sherbini
Keywords: Student nurses; Academic stress.

Abstract

Academic stress is a particularly important issue in education because it has the potential to decline learning and performance. Nursing education is challenging and places heavy demands on the students creating high level of stress affecting their health and wellbeing as well as their academic performance. Objective: Assess faculty nursing students' academic stress level and identify its contributing factors. Setting: The study was carried out at Faculty of Nursing, Alexandria University. Subjects: Subjects of the study were 600 baccalaureate nursing students. Tools: Two tools were used for data collection. The first tool was nursing students’ basic data structured interview schedule to identify data related to students’ personal and socio-demographic characteristics in addition to their academic performance data. The second tool was Perceived Stress Scale (PSS) to assess the nurse students' academic stress levels. Results: Findings of the present study revealed that more than three quarters (79.7%) of the students had high academic stress which is mainly related to patients' care, assignments and work load. The academic stress was significantly correlated with the students’ sociodemographic characteristics such as age, sex, residence, social level as well as academic performance and regular attendance. Conclusion: The study concluded that baccalaureate nursing students experience high levels of academic stress during their nursing education which reflected on their performance. Recommendations: Stress management and healthy coping skills as well as life style modifications are required to empower nursing students to control their academic stress and stressors.

Published
2018-07-31
How to Cite
Ali, A., & El Sherbini, H. (2018). Academic Stress and Its Contributing Factors among Faculty Nursing Students in Alexandria. Alexandria Scientific Nursing Journal, 20(1), 163-181. Retrieved from http://asnj.alexu.edu.eg/index.php/ASNJ/article/view/169
Section
Articles