International Research Journal of Education and Technology

Stress is an inevitable part of nursing education, where students are exposed to rigorous academic curricula and challenging clinical experiences. Undergraduate nursing students, in particular, are at heightened risk of stress due to the simultaneous demands of classroom learning, examinations, skill acquisition, and patient care responsibilities. This stress, if not properly addressed, can impair academic performance, clinical competence, and psychological well-being, while also predisposing students to burnout and attrition. Academic stressors include heavy workloads, frequent evaluations, theoretical complexity, and time constraints. Clinical stressors stem from fear of making mistakes, dealing with critically ill patients, inadequate supervision, and difficulties in role transition from student to caregiver. Literature indicates that persistent stress negatively affects not only mental health but also the development of professional identity and the quality of patient care (Jimenez et al., 2010; Labrague, 2013). This article critically examines the academic and clinical stressors faced by undergraduate nursing students, synthesizes empirical evidence, and discusses coping strategies and institutional interventions. The paper also emphasizes the importance of resilience-building, mentorship, and supportive learning environments in mitigating stress dynamics.

Keywords: Stress, nursing students, academic stressors, clinical stressors, coping, resilience