A Comparative Study to Assess Level of Academic Stress Among First Semester B.Sc. Nursing Students and First Year General Nursing and Midwifery Students in Selected Nursing Colleges of Maharashtra

Abstract

Background: Academic stress can influence a student’s academic performance, yielding both beneficial and detrimental effects based on its intensity and the students’ perceptions. Low levels of academic stress may foster positive Results, including increased motivation and enhanced task performance. Conversely, high levels of stress can lead to adverse outcomes such as Anxiety, depression, social dysfunction, and even suicidal thoughts.

Aim: The present study aimed to assess and compare the levels of academic stress among first-semester B.Sc. Nursing students and first-year General Nursing and Midwifery (GNM) students in selected nursing colleges of Maharashtra and to determine the association between academic stress levels and selected demographic variables.

Materials and Methods: A quantitative comparative research design was chosen to examine and compare academic stress levels between the two groups without researcher interference. The study was conducted in selected nursing colleges within Maharashtra, targeting entry-level nursing students. A total sample size of 80 nursing students (40 first-semester B.Sc. Nursing students and 40 first-year GNM students) was selected using a non-probability convenience sampling technique based on availability and willingness to participate. The study included students who were present and willing to consent during data collection, while excluding students from other years, those absent, those unwilling to participate, or those who were sick. A structured tool divided into two sections was developed: section A gathered demographic variables, and section B utilized a modified stress assessment scale to measure stress across adjustment, academic overload, clinical exposure anxiety, and social/performance pressure.

Content validity of the tool was evaluated by 11 domain experts, achieving a Content Validity Index (CVI) of 0.99. Instrument reliability was established using the test-retest method (pilot study on 10 samples), yielding a correlation coefficient of 0.86. Formal approval was obtained from the institutional ethics committee and college authorities, and written informed consent was secured from participants while ensuring strict confidentiality.

Results: The research assessed 80 nursing participants divided evenly between first-semester B.Sc. Nursing and first-year GNM programs. Demographic analysis shows that the majority of these students were female (75.0% for B.Sc. and 95.0% for GNM) and fell within the 18 to 20 age brackets (95.0% for B.Sc. and 92.5% for GNM) and, most participants reported being single, living in nuclear family, staying in college hostels, and walking as their primary daily transport method.

Regarding the evaluation of stress levels, B.Sc. Nursing students exhibited total stress scores spanning from 36 to 93, resulting in a mean of 63.85/pm 12.50. In comparison, GNM students demonstrated stress scores between 36 and 77, with a mean of 63.07/pm 10.210.

To evaluate group differences, an independent t-test produced a mean variance of 0.775 and a test statistic of t_ {(78)} = 0.304 (p = 0.410). Because this value exceeded the standard alpha threshold, the null hypothesis was retained, confirming that overall stress levels did not vary significantly between the two educational tracks. Additionally, Chi-square evaluations established no meaningful statistical links between the participants' personal background factors—such as age, marital status, gender, living arrangements, family structure, or commuting style—and their reported stress experiences.

Conclusion: This comparative evaluation focused on determining the academic stress levels among first-semester B.Sc. Nursing students and first-year General Nursing and Midwifery (GNM) candidates across selected nursing institutions in Maharashtra. The statistical analysis demonstrated no significant variation in overall academic stress levels between the two groups (t (78) = 0.304, p > 0.05), indicating that candidates in both academic programs face equivalent levels of educational pressure. Furthermore, cross-tabulation and Chi-square tests revealed no statistically significant associations between student stress scores and key sociodemographic parameters, including age, gender, marital status, family structure, residential status, or mode of daily transit. Because stress intensity remains consistent regardless of personal background or specific program track, these empirical findings highlight the necessity for nursing colleges to establish institution-wide psychological counselling, structured stress management workshops, and proactive guidance systems to enhance overall student well-being.