Stress, Coping Strategies, and Academic Performance among Nursing Students in Bayelsa State, Nigeria.

Background: Nursing students experience significant academic and psychosocial stress, which may adversely affect their academic performance and overall well-being.
Aim: This study examined the relationship between stress, coping strategies, and academic performance among nursing students in Bayelsa State, Nigeria.
Methods: A cross-sectional descriptive study was conducted among 250 undergraduate nursing students (N = 250) selected using stratified random sampling from two accredited institutions in Bayelsa State. The response rate was 83.3%. Data were collected using the Perceived Stress Scale (PSS) and the Brief COPE inventory. Academic performance was measured using students’ self-reported Grade Point Average (GPA) on a 5.0 scale for the most recent academic semester. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis at a significance level of p < 0.05.
Results: A high proportion of students reported moderate to high levels of stress, with academic workload, examinations, and clinical postings identified as major stressors. Problem-focused and religious coping strategies were the most commonly utilized. Stress showed a significant negative relationship with academic performance (r = –0.45, p < 0.001), while adaptive coping strategies demonstrated a significant positive association with GPA (r = 0.38, p < 0.01). Regression analysis indicated that stress and coping strategies were significant predictors of academic performance (R² = 0.42, p < 0.001).
Conclusion: Stress significantly impairs academic performance among nursing students; however, the use of effective coping strategies, particularly adaptive and religious coping, can mitigate its adverse effects. The findings highlight the need for institutional interventions, including stress management programs and accessible psychological support services.

Stress, Coping strategies, Academic performance

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