Coping Strategies Among Baccalaureate Nursing Students: A Narrative Review of Academic, Clinical, and Personal Stressors

Abstract

This article aims to review existing empirical literature on coping strategies among baccalaureate nursing students, examining the sources of stress they encounter and the adaptive and maladaptive mechanisms they employ. Baccalaureate nursing students encounter a particularly demanding academic environment characterised by rigorous theoretical coursework and emotionally and physically intensive clinical placements. Drawing on a systematic search of peer-reviewed literature published between 2012 and 2023, this paper examines the characteristics and causes of stress among nursing students, the variety of coping mechanisms they employ, including problem-focused, emotion-focused, and avoidance-based coping and the factors that contribute to effective coping outcomes. Findings indicate that adaptive coping strategies such as social support, mindfulness, time management, and peer collaboration are most strongly associated with positive academic and psychological outcomes. Maladaptive coping strategies, including social withdrawal, substance use, and academic avoidance, are associated with poorer psychological health and increased risk of dropout. The paper concludes by discussing implications for nursing educators, program administrators, and student support services, recommending the introduction of structured mental health and resilience training, normalisation of help-seeking behaviours, and establishment of supportive peer communities. Preparing nursing students with robust coping resources is critical not only for their personal well-being but also for sustaining the quality and resilience of the future nursing workforce.