Nursing is a practice -based discipline. It has two components during training process theory and as well as practical. The focus of nursing is to train and develop a competent qualified nurse who are able to serve the public, community and the Nation. Nursing students needs to play a dual role during their training program, this may tend to develop anxiety during their course of studies. Many literature have revealed that among all the health professionals, nursing students experience high level of stress. Common factors which is identified among undergraduate nursing students are financial problems, course content, clinical environment etc. Due to stress students may have decreased academic scores,poor attention and concentration in the class, feeling of tensed and not getting involved with peers etc. Emotions play a role in the human life. METHODOLOGY PHASE I: QUANTITATIVE DATA COLLECTION After obtaining permission from principals of nursing college, dates were fixed according to the convenience of the college authorities and students. Written consent was received from the students. Pre assessment was carried out with help of structured questionnaire. Demographic Proforma, perceived academic stress and coping behaviour Inventory were administered to nursing students on the first day of data collection. Average time taken to fill the questionnaire was 15-20 minutes. The components of Relaxation technique interventions were developed based on relaxation, resilience and recreational activities. Weekly once Relaxation technique interventions session was carried out for 4weeks for the duration of 45minutes to the study group. After 4weeks session, it will be reinforced and motivated monthly once in person for followup. Post- test assessment was carried out at 8th week. No intervention was carried out for control group. Post assessment was carried out at 8th week. After collecting data for post assessment Relaxation technique interventions sessions and booklet with diary was given for nursing students of control group. Nursing Students who had severe level of perceived academic stress were referred for psychological help, counselling and follow up was carried out. During the 8th week of post assessment 30 samples were in the experimental group and 30 samples were in the control group because of attrition. PHASE II: QUALITATIVE DATA COLLECTION After completing the quantitative data collection and analysis, open ended questions were asked to the 10 participants for qualitative data collection. Participants with high levels of perceived academic stress were identified based on their richness to share their lived-in experience. It took about 30-45 minutes for each sample to attain data saturation. The data collection was done using a tape recorder. The tape-recorded information was transcribed and then peer reviewed for its completeness, after checking the trustworthiness of data information the same was subjected to analysis. Colaizzi's analysis was adopted to derive thematic analysis in terms of themes and sub themes. with high levels of perceived academic stress were identified based on their richness to share their lived-in experience. It took about 30-45 minutes for each sample to attain data saturation. The data collection was done using a tape recorder. The tape-recorded information was transcribed and then peer reviewed for its completeness, after checking the trustworthiness of data information the same was subjected to analysis. Colaizzi's analysis was adopted to derive thematic analysis in terms of themes and sub them RESULTS In the present study the findings revealed As per the first objective that the demographic variables of 60 undergraduate nursing students from both control (30) and study (30) groups were screened.
Samanta et al. (Sun,) studied this question.