Self-care behaviors and academic stress in nursing students
DOI:
https://doi.org/10.56183/iberoeds.v4i2.699Palavras-chave:
Self-care; Academic Stress; Nursing Students; Mental Health; Self-care; Academic StressResumo
Introduction: Self-care behaviors and academic stress are crucial aspects of the education of nursing students. Self-care, defined as deliberate actions to maintain health and well-being, is essential for future health professionals. Academic stress can significantly affect students' performance and well-being. Objective: To analyze the relationship between self-care behaviors and academic stress in nursing students at the Technical University of Ambato, Ecuador. Methods: A quantitative, descriptive, and correlational study was conducted with a cross-sectional, non-experimental design. The Scale to Estimate Self-Care Capacities (EECAC) and the SISCO SV Academic Stress Inventory were used in a sample of 71 seventh-semester students. Results: 67.6% of the students presented a medium self-care capacity and 32.4% high. Regarding academic stress, 84.6% showed moderate levels and 11.3% high levels, with notable differences between genders. A complex relationship between self-care and stress was observed, where even students with high self-care capacity can experience high-stress levels. Conclusion: Although self-care practices are essential, they alone are insufficient to prevent high academic stress in nursing students. The need to implement multifactorial, gender-sensitive interventions to address academic stress and promote self-care in this population is underscored.
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