INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT International Peer Reviewed & Refereed Journals, Open Access Journal ISSN Approved Journal No: 2456-4184 | Impact factor: 8.76 | ESTD Year: 2016
Scholarly open access journals, Peer-reviewed, and Refereed Journals, Impact factor 8.76 (Calculate by google scholar and Semantic Scholar | AI-Powered Research Tool) , Multidisciplinary, Monthly, Indexing in all major database & Metadata, Citation Generator, Digital Object Identifier(DOI)
Background: Stress is a mental and physical exhaustion that forces an individual to adjust. It is a characteristic that unites all of our lives. Stress in School Students deal with various academic issues in today's fiercely competitive society, such as exam stress and lack of interest in class. Student nurses experience stress from scholarly sources such as exams, extended study sessions, assignments, grades, lack of leisure time, delayed feedback following performance, and unique program components such as organizing and leading workshops. Methodology: The approach employed in the present study was a quantitative evaluative research approach with a quasi-experimental - group pre-test and post-test design. Subjects (n=50) were selected from a selected College of Nursing in Kerala. Data was collected using a structured knowledge questionnaire with 30 items. The reliability of the structured knowledge questionnaire was found to be 0.9. A self-structured teaching program was administered after conducting a pre-test, and a post-test was performed seven days after the pre-test. Data was analyzed using descriptive and inferential statistical (chi-square test, paired ’t’ test). Results: The collected data was analyzed by using descriptive and inferential statistics. The study findings revealed that on assessing pre-test levels of knowledge, the majority of the subjects (70%) had moderate knowledge levels, and the assessment of post-test levels of knowledge showed that the majority (86%) of the subjects had moderate knowledge, 12% had adequate knowledge while 2% had inadequate knowledge. Conclusion: Based on the study's findings, recommendations were drawn for nursing service, administration, education, and research. The study concluded that the knowledge from structured teaching programs in reducing academic stress among first-year B.Sc. nursing students was moderately adequate and favorable.
Keywords:
Effectiveness, Structured teaching program, Knowledge, Academic stress, Nursing students
Cite Article:
"Stress among Nursing Students; Effectiveness of Structured Teaching Programme on Academic Stress", International Journal of Novel Research and Development (www.ijnrd.org), ISSN:2456-4184, Vol.9, Issue 3, page no.e509-e514, March-2024, Available :http://www.ijnrd.org/papers/IJNRD2403462.pdf
Downloads:
00048
ISSN:
2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar| ESTD YEAR: 2016
An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.76 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator
Facebook Twitter Instagram LinkedIn