The prevalence of stress, anxiety, depression and coping in undergraduate nursing students in Malta

Abstract

Background: Nursing students often experience high levels of stress, anxiety and depression due to the demanding nature of the undergraduate nursing course. High levels of stress and anxiety increase the risk of poor academic performance, burnout, and mental health problems. Objectives: This study aimed to determine the prevalence of stress, anxiety, and depression among undergraduate nursing students. Additionally, it sought to gather information on the coping mechanisms utilized by this population. Furthermore, the study investigated the impact of stress, anxiety, and depression on quality of life, while also examining potential differences in these factors between University of Malta and MCAST-Northumbria students. Setting: The study was conducted at the Faculty of Health Sciences, University of Malta, and MCAST Participants: A total of 372 undergraduate nursing students were invited to participate, with 51.6% (n =192) completing the questionnaire. Design and Methods: This study adopted a quantitative, exploratory, cross-sectional survey design. Data was collected through a pen-and-paper self-report questionnaire which was distributed in the classrooms via two intermediaries. The questionnaire consisted of demographic questions, the Depression Anxiety Stress Scale 21 (Lovibond et al., 1995), the Brief Coping Orientation to Problems Experiences (Carver et al., 1989), and the World Health Organization Quality of Life Brief Version (WHO, 1995) tools. An open-ended question was also included. Results: The results of this study show that the students are exhibiting mild to moderate levels of stress, severe levels of anxiety and moderate levels of depression, The study also revealed a need for enhanced coping strategies and improved quality of life levels. Furthermore, MCAST students exhibited a higher prevalence of stress, anxiety, and depression compared to University of Malta students. Conclusion: The findings of this study emphasize the importance of implementing stress management programmes that provide nursing students with effective strategies to cope with stress. By equipping students with these skills, it is anticipated that levels of stress, anxiety, and depression can be reduced. Furthermore, these programs have the potential to enhance students' overall quality of life by fostering improved coping mechanisms. Thus, integrating such initiatives into the undergraduate nursing curriculum is highly recommended to support the well-being and academic success of nursing students.