Perceived Stressors, Effects, and Coping Strategies among Faculty of Health Sciences Students in Nnamdi Azikiwe University, Awka, Nigeria

Background: Health sciences students are exposed to multiple academic and clinical demands that predispose them to high levels of stress, which may adversely affect learning outcomes, clinical performance, and wellbeing.
Aim: This study assessed common stressors, their perceived effects on academic and clinical performance, and coping strategies among students in the Faculty of Health Sciences, Nnamdi Azikiwe University, Nnewi campus.
Methods: A descriptive cross-sectional study was conducted among 364 undergraduate students in Nursing Science, Radiography, Environmental Health Science, Medical Laboratory Science and Medical Rehabilitation. Data on socio-demographic characteristics, perceived stressors, emotional, psychological, and social effects of stress, impact on academic and clinical performance, and coping strategies were collected using a structured self-administered questionnaire and summarized with descriptive statistics.
Results: Participants were predominantly aged 19–30 years, slightly more than half were male, and most were Igbo and Christian, with the largest proportions in 200- and 500-level. Stress was highly prevalent: about one-third reported feeling very stressed daily, whereas only about one-fifth reported no stress. Study-related issues were the leading cause of stress (41.8%), followed by financial problems (24.7%); 96.2% indicated that stressors affected their school performance, and 40.1% reported decreased grades. Overall, 84.3% agreed that stress has emotional, psychological and social effects on academic and clinical performance. Common emotional effects included difficulty concentrating, irritability and anxiety, while psychological effects included difficulty thinking logically, forgetfulness and compulsive behaviour. In total, 59.9% reported poor academic performance and 68.1% reported poor clinical performance due to stress. Coping strategies varied: humour was most frequently reported (47.2%), while emotion-focused and other adaptive strategies were less common; many students resorted to medications, particularly analgesics.
Conclusion: Stress was widespread and largely driven by academic and financial stressors, with substantial perceived negative effects on academic and clinical performance. The findings highlight the need for structured stress-management programmes, academic and psychosocial support, and promotion of healthy coping strategies among health sciences students

Stress, Academic performance, Clinical performance, Stressors, Coping strategies

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