Project Director
Owsle, Natalie
Department Examiner
Ridge, Suzanne
Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
Background: Undergraduate nursing students experience high levels of stress and perceived stress during their programs. High perceived stress is just as harmful as physical stress and may lead to tension, fatigue, depression, and poor physical health. It is well known that stress can negatively impact academic performance didactically and clinically, mental health, and ultimately retention in nursing programs. Poor coping skills as nursing student may also lead to poor nursing workforce retention and quality of patient care. However, the differences between traditional (TBSN) and accelerated (ABSN) nursing students are not well understood specifically with impact of targeted interventions, resource utilization, and preferences of on- and off-campus resources. Purpose: The aim of this study is to examine perceived stressors and coping mechanisms among traditional and accelerated nursing students. Method: This cross-sectional study utilized a 22-question survey to compare perceived stressors and coping mechanisms between BSN (n=58) and ABSN (n=33) students and performed descriptive, bivariate, and correlation analyses. Thematic analysis was used to analyze short-answer questions. Results: Current stress is associated with manageable stress and PSS-4 score. Program type may influence stress as ABSN students have slightly higher perceived levels of stress and higher levels of manageable stress compared to TBSN students. ABSN and TBSN students do not experience stress the same way at low and moderate levels of perceived stress. ABSN students report higher number of pre-licensure concerns compared to TBSN students. Age and student skill level may also be associated with perceived stress levels and coping mechanisms. Conclusion: Differences exist in perceived stressors and coping mechanisms between ABSN and TBSN students. Understanding these differences allows for targeted support strategies to improve student outcomes as well as building workforce resilience, improving quality patient care, and understanding the influences of emerging technologies for this student population.
Acknowledgments
Thank you to my committee members, Dr. Owsley and Dr. Ridge, who have provided me with excessive patience, time, and support. Thank you to UTC Honors College, College of Nursing Faculty and Students who allowed this research to be possible. Thank you to my partner, John, who has supported me and always believed in me during this nursing school experience and remained patient with me with all my extra activities. Thank you to my cats, Reina, Amira, and Mammina, for staying up with me late nights to complete my work that I procrastinated and sent me their healing energy.
Degree
B. S.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Science.
Date
5-2026
Subject
Nursing students--Psychology; Stress (Psychology); Adjustment (Psychology)
Discipline
Nursing
Document Type
Theses
Extent
i, 50 leaves
DCMI Type
Text
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by-nc-nd/3.0/
Date Available
9-30-2027
Recommended Citation
Simons, Janice Leahgrace, "Perceived stress and coping mechanisms of accelerated nursing students compared to traditional nursing students" (2026). Honors Theses.
https://scholar.utc.edu/honors-theses/699
Department
Dept. of Nursing