Stress and Coping Strategies Among Undergraduate Nursing Students: A Systematic Review
DOI:
https://doi.org/10.53926/YNJR/0021Keywords:
Nursing students, Stress, Coping strategies, Clinical training, Academic stress, Mental healthAbstract
Background: Undergraduate nursing students experience substantial psychological stress from academic demands, clinical training, and professional transitions, compromising academic performance, clinical competence, patient safety, and workforce retention.
Objectives: This systematic review synthesizes empirical evidence on stress prevalence, stressors, and coping strategies among undergraduate nursing students to inform educational interventions and institutional policy.
Methods: Systematic searches of PubMed, Scopus, EBSCOhost, ScienceDirect, and Cochrane Library (2016–2024) used keywords: nursing students, stress, coping strategies, academic stress, clinical stress. Inclusion criteria: undergraduate nursing students, English-language, peer-reviewed studies reporting stress or coping outcomes. PRISMA guidelines guided screening; JBI tools assessed quality. Narrative synthesis analyzed 192 moderate-to-high quality studies.
Results: Moderate-to-high stress affected 59–99% of students; mean Perceived Stress Scale scores ranged 20.52–22.78. Predominant stressors included academic workload, clinical instructors' evaluative practices, patient care responsibilities, and financial constraints. Problem-solving, social support, religious practices, and acceptance correlated with reduced stress; avoidance, denial, and self-blame predicted adverse outcomes. Interventions (reflective journaling, acupressure, structured programs) demonstrated efficacy.
Conclusion: Nursing students globally experience substantial stress requiring targeted responses. Evidence supports curriculum redesign, preceptor training, embedded coping skills education, and accessible mental health resources to enhance well-being and professional preparedness.
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