Stress and Coping Strategies Among Student Nurses at Crescent University, Abeokuta, Ogun State, Nigeria

Abstract

Introduction: Nursing education exposes students to persistent academic and clinical stressors that can impair psychological well-being and academic performance. Understanding how student nurses cope with these demands is essential for developing effective institutional support systems in resource-constrained settings. Methods: A descriptive cross-sectional survey was conducted among 156 student nurses at Crescent University, Abeokuta, Ogun State, Nigeria, selected through stratified sampling. Data were collected using a pre-tested semi-structured questionnaire and analysed with SPSS version 29.0. Descriptive statistics summarised the data, while Chi-square tests examined associations between coping strategies and academic outcomes at p≤0.05. Results: Most respondents were female (92.8%) and aged 21–24 years (56.4%). The most prominent stressors were time management (83.3%), academic workload (76.9%), clinical placement (60.9%), and personal issues (56.4%). Time management (38.5%) and relaxation techniques (35.3%) were the most frequently employed coping strategies during clinical placements. Social support was rated as very important by 38.5% of respondents, and 86.5% acknowledged family support in stress management. Chi-square analysis revealed a statistically significant association between the use of coping strategies and perceived academic performance (χ²=18.42, df=4, p=0.001). Conclusion: Student nurses at Crescent University predominantly employ time management, relaxation, and social support to cope with stress. These strategies are significantly associated with perceived academic performance. Institutional strengthening of mental health resources and structured stress management programmes is recommended.