Stress among students pursuing professional degrees is a growing concern, impacting their academic performance, mental health, and overall well-being. This comparative study examines stress levels among medical, engineering, and nursing students, highlighting key differences and potential contributing factors.
Introduction
The demanding nature of professional education programs, coupled with societal and familial pressures, contributes significantly to student stress. This research investigates the prevalence and severity of stress among students in three distinct professional fields: medicine, engineering, and nursing. By comparing stress levels across these disciplines, we aim to identify specific challenges and inform targeted interventions.
Methodology
A cross-sectional survey was conducted using a standardized stress measurement scale with 24 yes/no questions. The study included 100 randomly selected medical students, 100 engineering students, and 50 nursing students. Anonymity and confidentiality were maintained to ensure reliable data collection. The questionnaire was administered in both English and Hindi to eliminate language barriers.
Results
Figure 1
Distribution of denial of stress, normal stress levels, and stress levels requiring clinical attention
The results revealed that stress is prevalent across all three student groups, though its manifestation and severity varied. A significant finding was the denial of stress among a substantial portion of students, particularly nursing students. While a comparable number of medical and engineering students exhibited stress levels requiring clinical attention, no nursing students fell into this category.
Discussion
Several factors may contribute to the observed differences in stress levels and coping mechanisms. The longer duration of medical and engineering programs, combined with potentially higher parental expectations, could contribute to elevated stress in these fields.
Variety of all stressors reported by trainees
Additionally, the predominantly female demographic in nursing might suggest a higher resilience to stress or potentially fewer societal pressures compared to their male counterparts in medicine and engineering. The influence of parental occupation also emerged as a potential factor, with a higher proportion of medical and engineering students having parents in the same profession, possibly leading to increased performance expectations.
Conclusion
This comparative study demonstrates the pervasive nature of stress among professional students, underscoring the need for proactive interventions. The denial of stress, particularly prevalent among nursing students, highlights the importance of raising awareness and promoting open communication about mental health challenges. The findings suggest that tailored support systems and coping strategies should be developed to address the specific stressors faced by students in each professional field. Further research is needed to explore the long-term impact of student stress and to evaluate the effectiveness of various interventions. Understanding the nuances of professional student stress is crucial for fostering a healthier and more supportive learning environment.
