A qualitative inquiry into stress and coping among baccalaureate students in preparation for entering the nursing...

Nursing is often synonymous with a high-pressure, fast-paced workplace environment. Similarly, nursing students experience high stress levels due to the demanding nature of academic and clinical responsibilities. These stressors can significantly impact students' mental and physical health, leading to issues such as insomnia, depression, and anxiety. Understanding how nursing students cope with stress is crucial for developing supportive interventions and preparing them to enter the nursing workforce.

This study aims to explore the lived experiences of nursing students regarding stress and coping mechanisms.

The design of this study was a qualitative interpretive phenomenological inquiry. An online platform with open-ended prompts was used to elicit data from a purposive sample of nursing students (n = 12) in the Western United States. Data were inductively analyzed. Emerging themes were then further contextualized for application using Lazarus and Folkman's Stress and Coping Theory.

Five major themes emerged from the data: (1) Barriers to Prioritizing Wellness, (2) Sleep Issues, (3) Mental Health Concerns, (4) Intrinsic Coping Mechanisms, and (5) Extrinsic Institution-Based Resources. Findings suggest nursing students struggle to balance academic and professional responsibilities with personal health and well-being. Self-initiated coping mechanisms, such as volunteering, meditation, and seeking support from school resources, were identified. However, effectiveness varied among students.

Stress affects nursing students' well-being, with inconsistent coping effectiveness. Balancing academics and personal wellness can be challenging, and without institutional support, novice nurses may enter the workforce unprepared. Nursing educators must enhance teaching and resources to equip students with effective coping strategies and support access for career longevity.