Perceived stress and coping mechanisms among nursing students during clinical placements in Babcock university, Ilishan-Remo, Ogun state.

introductionNursing students have been reported to perceive a higher level of stress due to workloads, academic demands, coursework and most especially during clinical placements leading to negative stress due to the combined effect of these factors.

objectivesThe study aimed to assess the perceived stress and coping mechanisms among nursing students during clinical placements at Babcock University, Ilishan-Remo, Ogun State.

methodA descriptive cross-sectional design was adopted for the study; a multi-stage sampling technique was used to select 204 respondents. Data were collected using structured questionnaire and an adopted Coping Behavioural Inventory Scale for the coping mechanism. Data were analyzed using the statistical software SPSS 27.0; Chi-square and PPMC were used to analyze the relationship between variables at a significant level of 0.05.

findingsFindings reveal that 99% of students experienced moderate stress, primarily from patient care, academic workload, and clinical expectations. Notably, 27.9% reported stress from teacher comparisons, adding pressure from peers. Optimistic coping was prevalent, with 64.7% of students maintaining a positive outlook. A significant relationship between stress and ethnicity suggests cultural influences on stress perception. The findings indicate that only ethnicity is significantly associated with stress levels among the variables tested (p = 0.025), while age, gender, religion, and level of study show no significant relationships. Additionally, a positive correlation (r² = 0.180, p = 0.010) was observed between problem-solving action and stress, whereas optimistic coping, avoidance, and transference actions had no significant impact on stress levels.

conclusionThe study highlights the prevalence of moderate stress levels among nursing students and the diversity of coping mechanisms employed. Interventions such as stress management training, mentorship programs, and improved communication between academic and clinical instructors are recommended to better support students in managing stress effectively. CLINICAL TRAIL NUMBER: Not applicable.