Navigating Academic Stress: Resilience and Psychological Well‐Being Among Future Nurses in Mongolia.
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| Title: | Navigating Academic Stress: Resilience and Psychological Well‐Being Among Future Nurses in Mongolia. |
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| Authors: | Puntsag, Orkhontuya (AUTHOR), Tsogbadrakh, Basbish (AUTHOR), Wichaikhum, Orn-Anong (AUTHOR), Stark, Azadeh (AUTHOR), Bhardwaj, Parth (AUTHOR) |
| Source: | Perspectives in Psychiatric Care. 7/2/2026, Vol. 2026, p1-7. 7p. |
| Subjects: | Mental illness risk factors, Competency assessment (Law), Psychology of college students, Psychological resilience, Cross-sectional method, Curriculum, Fear, Risk assessment, Scale analysis (Psychology), Pearson correlation (Statistics), Job absenteeism, T-test (Statistics), Statistical sampling, Questionnaires, Leadership, Multiple regression analysis, Psychological well-being, Disease prevalence, Nursing schools, Anxiety, Descriptive statistics, Self medication, Chi-squared test, Academic achievement, Psychological stress, Nursing research, Baccalaureate nursing education, Public administration, Comparative studies, Nursing students, Labor supply |
| Geographic Terms: | Mongolia |
| Abstract: | Background: Nursing students experience stress while pursuing their education. Chronic anxiety and psychological duress can increase the risk of adverse physical and mental health conditions, academic absenteeism, and even relinquishment of nursing education. To increase the size of the nursing workforce, the Mongolian government has implemented policies to attract the younger generation to the profession of nursing. One of these policies is the amelioration of academic stress and prevention of mental health issues among nursing students. Method: We implemented a cross‐sectional study with the primary objective of assessing the prevalence of stress and discerning factors that influence the resilience and psychological well‐being of undergraduate nursing students in Mongolia. We collected data from 331 nursing students from the School of Nursing, Mongolian National University of Medical Sciences. Data were collected using a four‐section instrument comprising demographic items, the Perceived Stress Scale (PSS), the Resilience Scale (RS), and the Psychological Well‐being Scale (PWBS). The Pearson product–moment correlation coefficient was used to examine the relationship between PSS, RS, and PWBS. We applied the two‐sided statistical method of an independent t‐test to compare the distribution of continuous variables of the students in the diploma program and the baccalaureate program. Distributions of categorical variables were assessed using the chi‐squared test of significance. Predicting factors of psychological well‐being were tested using multiple regression analysis. Result: Prevalence of moderate and high levels of stress among nursing students was 84.9% and 7.3%, respectively. Results of our statistical analysis suggested statistically significant differences in the level of stress between students in the baccalaureate (X¯ = 19.80, SD = 4.74) and the diploma programs (X¯ = 18.23, SD = 4.40) (t = 2.343, p = 0.02). Results from the multiple regression analysis suggested that both perception of stress and resilience were significant predictors of psychological well‐being. Among the diploma students, 37.6% of variability in psychological well‐being (R2 = 0.376) could be explained by their resilience and perception of stress; meanwhile, among the students who were pursuing their baccalaureate degree in nursing sciences, 29.9% of the variability in psychological well‐being (R2 = 0.299) could be explained by their resilience and perception of stress. Conclusion: High prevalence of stress among Mongolian students is alarming. Academic training and curricula focusing on constructive means to address students' stress should be developed and implemented. Mongolian academic leadership should encourage members of the faculty to embrace policies of openness to facilitate constructive interactions with their students to reduce their level of fear and anxiety, especially during their clinical training. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Nursing students experience stress while pursuing their education. Chronic anxiety and psychological duress can increase the risk of adverse physical and mental health conditions, academic absenteeism, and even relinquishment of nursing education. To increase the size of the nursing workforce, the Mongolian government has implemented policies to attract the younger generation to the profession of nursing. One of these policies is the amelioration of academic stress and prevention of mental health issues among nursing students. Method: We implemented a cross‐sectional study with the primary objective of assessing the prevalence of stress and discerning factors that influence the resilience and psychological well‐being of undergraduate nursing students in Mongolia. We collected data from 331 nursing students from the School of Nursing, Mongolian National University of Medical Sciences. Data were collected using a four‐section instrument comprising demographic items, the Perceived Stress Scale (PSS), the Resilience Scale (RS), and the Psychological Well‐being Scale (PWBS). The Pearson product–moment correlation coefficient was used to examine the relationship between PSS, RS, and PWBS. We applied the two‐sided statistical method of an independent t‐test to compare the distribution of continuous variables of the students in the diploma program and the baccalaureate program. Distributions of categorical variables were assessed using the chi‐squared test of significance. Predicting factors of psychological well‐being were tested using multiple regression analysis. Result: Prevalence of moderate and high levels of stress among nursing students was 84.9% and 7.3%, respectively. Results of our statistical analysis suggested statistically significant differences in the level of stress between students in the baccalaureate (X¯ = 19.80, SD = 4.74) and the diploma programs (X¯ = 18.23, SD = 4.40) (t = 2.343, p = 0.02). Results from the multiple regression analysis suggested that both perception of stress and resilience were significant predictors of psychological well‐being. Among the diploma students, 37.6% of variability in psychological well‐being (R2 = 0.376) could be explained by their resilience and perception of stress; meanwhile, among the students who were pursuing their baccalaureate degree in nursing sciences, 29.9% of the variability in psychological well‐being (R2 = 0.299) could be explained by their resilience and perception of stress. Conclusion: High prevalence of stress among Mongolian students is alarming. Academic training and curricula focusing on constructive means to address students' stress should be developed and implemented. Mongolian academic leadership should encourage members of the faculty to embrace policies of openness to facilitate constructive interactions with their students to reduce their level of fear and anxiety, especially during their clinical training. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00315990 |
| DOI: | 10.1155/ppc/9910757 |
