Research on stress's effects on academic self-efficacy will contribute to developing stress-resilient educational approaches. Aim: This study aims to examine the relationship between stress experienced by nursing students during their education and their academic self-efficacy. Method: The study is descriptive, cross-sectional, and correlational. Data were collected between October and November 2022 using the Academic Self-Efficacy Scale for Nursing Students, the Nursing Education Stress Scale, and a Personal Information Form. The sample consisted of 170 students from a university's nursing program who participated in the study. Results: A low negative significant correlation was found between the Academic Self-Efficacy Scale for Nursing Students and the Nursing Education Stress Scale (r = -0.271, p 0.001). Factors affecting scores on both scales include department choice, program satisfaction, and stress during the education process. Higher stress levels were observed in students who did not voluntarily choose the department (p 0.05). Additionally, significant relationships were found between Academic Self-Efficacy and satisfaction with department choice (p 0.05), Nursing Education Stress Scale and program satisfaction (p 0.05), and stress during the education process (p = 0.001). Conclusion: Academic self-efficacy in nursing students encompasses academic success, clinical practice, and professional responsibility. Considering the negative effects of stress, nursing education programs should focus on strategies that develop coping skills and support success. In this context, integrating stress management techniques into the curriculum, providing emotional support, and implementing programs to enhance student performance are crucial.
Köse et al. (Thu,) studied this question.