Effects of Academic Coaching on Nursing Students` Academic Stress at Nursing Schools in Northwest Nigeria

Abstract

Background: When students are unable to manage their stress, it becomes dangerous and may impair their performance. The literature suggests coaching to improve student achievement.

Aim: This study aimed to determine how academic coaching impacted academic stress in nursing students in northwest Nigeria.    

Method: The study was quantitative, quasi-experimental with a pre-post-test data collection. A multi-stage sampling procedure was used  to select 128 students out of the 190 target population. Four clinical instructors provided coaching packages to the study group. The Scale  for Assessing Academic Stress was used to gather information both before and two months after coaching. Coaching was delivered  for six (6) weeks. Descriptive and Chi-square analysis was conducted.

Results: The study found that the prevalence of stress  before coaching intervention was 87.5% in the study group and 85.9% in the control group. The study group experienced mild (33.93%),  moderate (58.93%), and severe (7.14%) stress, while the control group experienced mild (38.18%), moderate (56.36%), and severe (5.17%).  However, after the coaching intervention, the prevalence of stress in the study and control groups was 14.1% and 84.38%,  respectively. The study group experienced mild (5.56) and moderate (44.44%) stress, while the control group experienced mild (35.19%), moderate (59.25%), and severe (5.56%) stress.

Conclusion: The study concluded that a coaching program is an essential tool for reducing  students' academic stress.