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PERCEPTION OF STRESSORS AND ACADEMIC RESILIENCE AMONG NURSING STUDENTS IN OGUN STATE COLLEGE OF NURSING SCIENCES
Abstract
The study focused on examining the perception of stressors and academic resilience among nursing students in Ogun State College of Nursing Sciences, utilizing a quantitative survey research design. A structured questionnaire was developed to collect data from a sample of 120 respondents. The data collected were presented and analyzed using SPSS27. Hypotheses were tested using a t-test. Findings revealed that nursing students perceived academic stressors as significant challenges in their educational journey, with a majority agreeing or strongly agreeing on this aspect. Additionally, effective time management skills were found to play a crucial role in contributing to academic resilience among nursing students. Moreover, maintaining a positive mindset and optimistic outlook was identified as essential for overcoming academic stressors in nursing education. In conclusion, the study underscored the importance of addressing stressors in nursing education and promoting resilience among students. It highlighted the need for support programs and interventions tailored to the specific needs of nursing students. Based on the findings, recommendations include implementing stress management workshops, enhancing social support networks, and integrating resilience-building strategies into the nursing curriculum. Overall, the study contributes to the understanding of stress perception and academic resilience among nursing students, providing insights that can inform educational practices and interventions aimed at supporting student well-being and academic success.
Top of Form
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Nursing education is an intensive and demanding process that exposes students to various stressors (Mathad et al., 2017). From the rigorous coursework to demanding clinical placements, nursing students face numerous challenges throughout their education journey (Labrague & Ballad, 2021). These stressors can have a profound impact on students’ academic performance, psychological well-being, and overall resilience (Mcdermott et al., 2020). Academic stressors, such as heavy workloads and tight deadlines, can contribute to feelings of burnout and exhaustion among nursing students (Labrague et al., 2021). Additionally, the pressure to excel in both academic and clinical settings adds to the complexity of the nursing education experience (Kotera et al., 2021).
Stressors in academic settings can significantly impact students’ academic performance, psychological well-being, and overall resilience (Phillips et al., 2019). High levels of stress have been associated with decreased cognitive functioning and impaired decision-making skills among nursing students (Mohammadi et al., 2022). Moreover, persistent stress can lead to negative outcomes such as anxiety, depression, and emotional exhaustion (Luberto et al., 2020). Therefore, it is essential to recognize the detrimental effects of stress on nursing students and implement strategies to mitigate its impact (Ozsaban et al., 2019).
Understanding the perception of stressors among nursing students is crucial for developing effective interventions to support their academic success and mental health (Luberto et al., 2020). Perception plays a significant role in how individuals experience and respond to stressors (Mott, 2022). For nursing students, factors such as workload, clinical demands, and personal life challenges can influence their perception of stress (Liang et al., 2019). By identifying the specific stressors that nursing students perceive as most challenging, educators and healthcare institutions can tailor interventions to address these areas effectively (Lee & Kim, 2021).
Moreover, gaining insights into nursing students’ perception of stressors can help educators design resilience-building programs that target the specific needs of this population (Labrague & Ballad, 2021). Resilience refers to the ability to bounce back from adversity and thrive in the face of challenges (Li et al., 2022). By enhancing nursing students’ resilience, educators can empower them to navigate the complexities of their academic and professional journey with greater ease (Labrague et al., 2021). Resilience-building interventions may include training in stress management techniques, fostering social support networks, and promoting self-care practices (Lopez et al., 2018).
In essence, understanding the perception of stressors among nursing students is essential for developing targeted interventions to support their academic success and mental health. Stressors in academic settings can significantly impact students’ academic performance, psychological well-being, and overall resilience. By identifying the specific stressors that nursing students perceive as most challenging, educators and healthcare institutions can tailor interventions to address these areas effectively. Moreover, gaining insights into nursing students’ perception of stressors can help educators design resilience-building programs that target the specific needs of this population. Ultimately, by enhancing nursing students’ resilience, educators can empower them to thrive in their academic and professional endeavors despite the challenges they may face.
1.2 Statement of Problem
The nursing education process is undoubtedly rigorous, encompassing both academic coursework and demanding clinical placements (Mathad et al., 2017). However, despite the recognition of the challenges inherent in nursing education, there remains a gap in understanding the nuanced perception of stressors among nursing students and how these perceptions impact their academic success and mental well-being. While numerous studies have highlighted the detrimental effects of stress on nursing students’ academic performance and psychological health (Labrague & Ballad, 2021; Mcdermott et al., 2020), there is limited research exploring how individual differences in the perception of stressors contribute to these outcomes.
Furthermore, while some studies have examined the general perception of stressors among nursing students, there is a lack of research specifically focusing on the unique stressors experienced by students in different stages of their nursing education (Kotera et al., 2021). Nursing students’ experiences and stressors may vary depending on factors such as academic year, clinical rotation, and personal circumstances. Understanding these variations is crucial for developing targeted interventions that address the specific needs of students at different stages of their education.
Additionally, while resilience-building interventions have shown promise in mitigating the negative effects of stress among nursing students (Luberto et al., 2020), there is limited research on the effectiveness of these interventions within the context of nursing education in Ogun State College of Nursing Sciences. It is essential to explore the factors that contribute to nursing students’ resilience and how these factors interact with their perception of stressors to influence academic outcomes and psychological well-being.
Moreover, existing research has primarily focused on identifying stressors and developing interventions to alleviate their impact, rather than examining the underlying mechanisms that contribute to resilience among nursing students (Lee & Kim, 2021). By gaining a deeper understanding of the factors that promote resilience in the face of stressors, educators and healthcare institutions can develop more targeted and effective interventions to support nursing students’ well-being.
Therefore, addressing these gaps in the literature is crucial for developing evidence-based strategies to support nursing students’ academic success and mental health. By understanding the nuanced perception of stressors among nursing students, identifying variations across different stages of their education, and exploring the underlying mechanisms of resilience, researchers and educators can develop comprehensive interventions that address the specific needs of this population. Ultimately, this research aims to empower nursing students to navigate the challenges of their education and emerge as resilient and successful healthcare professionals.
1.3 Objectives of the Study
- Investigate the perception of stressors among nursing students in Ogun State College of Nursing Sciences.
- Explore the factors contributing to academic resilience among nursing students in the face of stressors.
- Examine the relationship between perception of stressors and academic resilience among nursing students in Ogun State College of Nursing Sciences.
1.4 Research Questions
- How do nursing students in Ogun State College of Nursing Sciences perceive academic stressors?
- What factors contribute to academic resilience among nursing students in the face of stressors?
- What is the relationship between perception of stressors and academic resilience among nursing students in Ogun State College of Nursing Sciences?
1.5 Research Hypotheses
- There is no significant difference in the perception of stressors among nursing students based on their academic year.
- Higher levels of social support are associated with greater academic resilience among nursing students.
- Nursing students who perceive stressors as challenges rather than threats are more likely to demonstrate higher levels of academic resilience.
1.6 Significance of the Study
This study significantly contributes to the existing body of literature by offering valuable insights into the intricate dynamics of stress perception and the cultivation of academic resilience among nursing students. By delving into these aspects, the research not only enriches our understanding of the challenges faced by nursing students but also sheds light on effective strategies for fostering their well-being and success.
The findings of this study hold significant implications for the development of targeted interventions and support programs tailored to meet the specific needs of nursing students. By identifying key stressors and understanding how they influence students’ resilience, educators and healthcare professionals can design interventions that equip students with effective coping strategies. These interventions may include stress management workshops, mindfulness training, and peer support programs aimed at enhancing students’ ability to navigate the demands of their academic and clinical responsibilities.
Furthermore, the insights garnered from this research can serve as a valuable resource for nursing education institutions, particularly those in Ogun State College of Nursing Sciences and similar settings. By understanding the unique challenges faced by their student population, these institutions can implement proactive measures to support students’ well-being and academic success. This may involve revising curriculum structures, optimizing clinical placement experiences, and providing access to mental health resources and support services.
Additionally, the study’s findings may inform broader institutional policies and practices aimed at creating a supportive learning environment for nursing students. By prioritizing student well-being and resilience, nursing education institutions can foster a culture of care and support that enhances students’ overall learning experience and professional development. This, in turn, can contribute to improved student retention rates, academic performance, and ultimately, the quality of nursing care delivered in healthcare settings.
In summary, this study not only advances our understanding of the challenges and resilience factors experienced by nursing students but also offers practical implications for supporting their well-being and academic success. By informing the development of targeted interventions, guiding institutional practices, and promoting a culture of support, the findings of this research have the potential to positively impact nursing education and the broader healthcare landscape.