Asian Journal of Research in Nursing and Health

Nursing education is academically demanding and psychologically taxing, yet limited research exists on stress among entry-level nursing students in Nigeria's newly established institutions. This study assessed academic stress levels, identified predominant stressors, and examined coping mechanisms among the pioneer cohort of entry-level nursing students at Abdulrashid Dankoli College of Nursing Sciences, Kaduna, Nigeria. A descriptive cross-sectional survey was conducted among 40 entry-level National Diploma I nursing students (census sampling). Data were collected using a structured questionnaire comprising the Perceived Stress Scale (PSS-10), adapted Nursing Student Stressors Questionnaire, and Brief Coping Orientation to Problems Experienced (COPE) Inventory. Analysis employed descriptive statistics using Microsoft Excel and SPSS. Respondents were predominantly female (92.5%, n=37) and single (75%, n=30), with 65% (n=26) residing with family. Perceived stress levels showed 42% (n=17) experiencing moderate stress, 22% (n=9) high stress, and 12% (n=5) severe stress. The major stress indicators revealed 34% (n=14) frequently felt nervous/stressed, while 28% (n=11) felt unable to control important things. The highest-rated stressors were large content volume (mean=3.2±1.2), fear of clinical mistakes (mean=3.1±1.2), and fear of failing exams (mean=3.0±1.3). Financial pressure scored mean=2.9±1.4. Adaptive coping strategies predominated: planning (mean=3.0±0.9), active coping (mean=2.8±1.0), and acceptance (mean=2.7±1.1). However, self-blame (mean=2.4±1.2) was the highest maladaptive strategy, exceeding several adaptive approaches. Substance use was lowest (mean=1.4±0.7). The Entry-level nursing students experience moderate-to-high academic stress primarily from content volume and clinical fears. While students employ adaptive coping strategies, elevated self-blame scores warrant targeted mental health interventions.