ASSESMENT OF KNOWLEDGE REGARDING SOURCES OF STRESS AND COPING BEHAVIOUR AMONG NURSING STUDENTS DURING THEIR CLINICAL PRACTICE

Abstract

INTRODUCTION: Clinical training is a critical component of nursing education because it bridges theoretical learning with practical skills development. It allows nursing students to apply classroom knowledge in real-world settings, thereby honing their psychomotor abilities and clinical judgment . However, clinical training environments are often more challenging and stressful than classroom settings, placing significant demands on students.

 PURPOSE: The purpose of this study was to assess the sources of stress among nursing students during their clinical practice and to identify the coping strategies these students use to manage that stress.

METHOD: A cross-sectional survey design was adopted, utilizing simple random sampling. Data were collected using a structured questionnaire that incorporated the Perceived Stress Scale and the Coping Behavior Inventory. A total of 230 nursing students in clinical training participated. The data were analyzed using descriptive statistics to determine stress levels, common stressors, and prevalent coping behaviors.

RESULTS:The mean perceived stress score among participants was 2.61 (SD ± 0.37) on a 0–4 scale, indicating a moderate level of stress overall. The most intense stressors reported were related to caring for patients (mean score 2.85, SD ± 1.21) and lack of professional knowledge and skills (mean 2.80, SD ± 1.22). In terms of coping, the overall mean coping score was 2.43 (SD ± 0.59). The most frequently employed coping strategy was avoidance (mean 2.98, SD ± 1.50), indicating that many students tended to evade or withdraw from stressful situations as a way to cope.

 CONCLUSION: The findings suggest that nursing students in clinical practice experience considerable stress, especially from direct patient care responsibilities and feeling underprepared in terms of knowledge and skills. While students are aware of various coping strategies, they most commonly resorted to avoidance tactics. There is no guarantee that students will effectively use more adaptive coping methods even if they know about them. These insights highlight the need for interventions in nursing education that encourage the use of a healthy mix of coping mechanisms