A cross-sectional study to assess the level of stress and procrastination among B.Sc. Nursing Students at CIMSR, Dehradun, Uttarakhand

Abstract

Background of the study: Academic stress and procrastination are prevalent challenges among university students, particularly those enrolled in Bachelor of Science (B.Sc.) programs. The rigorous demands of scientific curricula often contribute to heightened stress levels, which can, in turn, lead to procrastination—a behaviour characterized by the intentional delay of tasks despite potential negative consequences.

Aim: The aim of this cross-sectional study is to assess the level of stress and procrastination among B.Sc. Nursing students and to identify patterns that could inform interventions to improve their mental well-being and academic performance. Materials and Methods: A cross-sectional research design was used to conduct the present study. A purposive sampling technique was employed to select 110 B.Sc. Nursing students from CIMS&R, Dehradun, Uttarakhand, to assess their levels of stress and procrastination. Data were collected using a socio-demographic profile, a self-structured 3-point Likert scale on stress, and a self-structured 3-point Likert scale on procrastination.

Results: The study found that most students (58.2%) experienced mild stress, with 33.6% reporting moderate and 8.2% severe stress (mean = 33.76±13.85). Regarding procrastination, 61.8% showed low levels, 30.0% medium, and 8.2% high levels (mean = 22.11±9.29). A highly significant positive relationship was observed between stress and procrastination among the nursing students.

Conclusion: The study concluded that by addressing the causes of stress and procrastination, institutions can enhance the overall well-being and academic performance of their students. The findings highlight the importance of integrating stress management programs and procrastination mitigation strategies into the nursing curriculum, potentially through workshops, counselling services, and peer support systems