RELATIONSHIP BETWEEN STREES AND ACADEMIC PERFORMANCE AMONG GENERIC BSN STUDENT AT DISTRICT BUNEER AND MARDAN

Abstract

Background: Nursing education, particularly the Generic Bachelor of Science in Nursing (BSN) program, is recognized for its academic intensity and clinical demands. Students frequently experience high levels of stress due to rigorous coursework, skill lab training, and clinical rotations. Unmanaged stress can adversely affect academic performance, physical health, and psychological well-being. Despite global research on this subject, limited empirical data exists in the context of District Buner and Mardan, Pakistan. Objective: This study aimed to examine the relationship between perceived stress and academic performance among Generic BSN students in District Buner and Mardan, identifying key stressors and their impact on academic outcomes. Methods: A descriptive cross-sectional quantitative study was conducted among 152 Generic BSN students from Semester 4 to 8 using proportionate stratified random sampling. Data were collected through a self-administered questionnaire, comprising the Perceived Stress Scale (PSS-10) and self-reported cumulative grade point average (CGPA). Statistical analysis was conducted using SPSS version 26, with Pearson’s correlation test employed to assess the relationship between stress and academic performance. Results: The mean perceived stress score was 21.6 (SD = 5.2), with 55.3% of students reporting moderate stress. Academic performance averaged a CGPA of 2.88 (SD = 0.42), with 61.8% categorized as average performers. A statistically significant negative correlation was found between perceived stress and academic performance (r = -0.462, p < 0.001). Conclusion: Moderate stress levels are prevalent among BSN students in Buner and Mardan and are inversely related to academic achievement. These findings underscore the need for targeted interventions, including stress management programs, academic counseling, and improved institutional support, to foster both academic excellence and psychological resilience in nursing students.