Stress, Depression, and Anxiety among Undergraduate Nursing Students

Abstract

Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students' mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services need to be considered.

Estresse em estudantes de enfermagem: estudo sobre vulnerabilidades sociodemográficas e acadêmicas

“…In addition, the most varied emotions are present during the clinical hospital practice, due to inexperience with the suffering and the pain of others. (20) Regarding the marital status and presence of children, the majority of students lived alone (81.3%), were without children (86.8%), indicating that some were not working and did not have family responsibilities.…”

Stress perception, lifestyle behaviors, and emotional intelligence in undergraduate nursing students

“…Emotional distress among nursing students is a common phenomenon. [1] Some common stressors include academic demands, unfamiliar clinical situations, and fear of academic and clinical failure. [1] Effective stress management is essential for these students.…”

“…[1] Some common stressors include academic demands, unfamiliar clinical situations, and fear of academic and clinical failure. [1] Effective stress management is essential for these students. Failure to effectively manage sustained stress may result in a decrease in the total wellbeing of the individual, insomnia, irritability, anxiety, and depression.…”

“…Failure to effectively manage sustained stress may result in a decrease in the total wellbeing of the individual, insomnia, irritability, anxiety, and depression. [1] Stress management begins with the individual. Stress reduction is one of the basic foundational strategies for maintaining one's health at any age.…”

Stress Factors and Coping Behaviors in Nursing Students during Fundamental Clinical Training in Japan

“…However, academic and personal sources of stress and coping behaviors associated with clinical training have been identified in the literature on mental health distress in nursing students [1]. High levels of stress can affect both academic performance and students' overall health, leading to issues such as immune deficiency disorders, depression, and suicide [2,3].…”