IMPACT OF A STRESS MANAGEMENT EDUCATIONAL PROGRAM ON PSYCHOLOGICAL WELL-BEING AND ACADEMIC ACHIEVEMENT OF UNDERGRADUATE NURSING STUDENTS

Abstract

Background: Nursing students experience high levels of stress due to academic and clinical demands, which negatively affect psychological well-being and academic performance. Stress management interventions have been shown to improve coping abilities, resilience, and learning outcomes, yet evidence from Pakistan remains limited. Aim: The study aimed to evaluate the effectiveness of a structured stress management educational program on psychological well-being and academic achievement among undergraduate nursing students in Swat. Methods: A quasi-experimental study design was used. The sample size of 54 undergraduate nursing students was calculated using the G*Power calculator. Participants were recruited purposively from different nursing colleges in Swat. Data were collected in three phases: pre-intervention, intervention, and post-intervention. The intervention consisted of a four-week program that included sessions on relaxation techniques, time management, coping strategies, and mindfulness practices. Data were analyzed using SPSS, with paired sample t-tests applied to compare pre- and post-intervention scores. Results: The majority of participants were male (93%). Post-intervention results indicated a significant reduction in stress scores (p < 0.001) and a significant improvement in psychological well-being (p < 0.001). Academic performance scores also improved significantly following the intervention (p < 0.001). Chi-square analysis revealed no significant association between year of study and post-intervention stress levels (p > 0.05). Conclusion: The stress management educational program was effective in reducing stress, enhancing psychological well-being, and improving academic achievement among nursing students. Integrating such programs into nursing curricula may strengthen student resilience and academic outcomes