A BSTRACT Introduction: Stress is a natural human response, but it can be detrimental to performance and motivation. Students face academic pressure, future anxiety, and system integration issues. Stressors in university life, including new environments, peer relationships, academic stress, financial management, and poor social support, can negatively impact mental and physical health. Health professionals, particularly nursing students, also experience stress. Aim: The aim of this study was to assess the effectiveness of the academic stress management program (ASMP) on the reduction of academic stress levels in B.Sc. nursing students. Objectives: The objective of this study was to assess the level of academic stress in B.Sc. nursing students and to evaluate the effectiveness of ASMP on the reduction of academic stress levels in B.Sc. nursing students to find out the association between the level of academic stress and their selected demographic variables in experimental and control group. Materials and Methods: A randomized control trial was conducted to assess the effectiveness of an ASMP in B.Sc. nursing students. Academic Stress Scale for College Students was used to collect the data. The study involved 156 participants, with 78 in the experimental group and 78 in the control group. The ASMP was administered to the experimental group, and posttest results indicated its effectiveness in combating academic stress. Descriptive and inferential statistics were used to analyze the results. Results: The study analyzed the ASMP among B.Sc. nursing students in two groups. The experimental group consisted of 46.2% of the participants aged 21–22 years, while the control group had 65.4% of the participants aged 19–20 years. The majority of the participants were females, with most belonging to nuclear families. The study also found that the majority of participants were day scholars, with 73.1% from the experimental group and 59.0% from the control group. The study assessed the effectiveness of the ASMP on reducing academic stress levels in experimental group. The results showed that the ASMP significantly reduced posttest academic stress levels, with a mean difference of 19.47. The ASMP also improved the relationship between personal inadequacy and interaction with peers and teachers. The study also found a significant association between demographic attributes and pretest knowledge scores, with statistically significant associations established with age, year of studying, and mother’s occupation. However, no association was found with other sociodemographic variables. Conclusion: The study emphasizes the significance of academic stress management in nursing education and practice, suggesting students can incorporate stress management programs into clinical settings and learn from them. It recommends further research and comparative studies, emphasizing the need for targeted interventions to improve students’ well-being and academic success.
Bhatt et al. (Wed,) studied this question.