Perceived Effect of Stress on Academic Performance and Quality of Life Among Nursing Students in Ado-Ekiti, Nigeria

Background and objectives: Stress significantly impacts students' academic and personal well-being. This study assessed the perceived effect of stress on academic performance and quality of life among nursing students at the College of Nursing Sciences, Ado-Ekiti, Nigeria. Methods: A mixed-methods design was employed. A descriptive cross-sectional survey was conducted with 216 students (ND1, ND2, HND1) selected via multistage sampling. Data were collected using a structured questionnaire. Qualitative data were obtained through in-depth interviews with 20 students. Quantitative data were analyzed using SPSS version 28 (descriptive statistics, chi-square). Qualitative data were analyzed thematically. Results: Quantitative findings revealed a high level of stress knowledge (97.23% recognized its harm). Major stressors were heavy academic workload (86.12%), frequent tests (90.28%), and financial difficulties (79.63%). Stress negatively affected academic performance, with 64.35% reporting their performance suffered, and quality of life, with 69.91% reporting impacts on concentration. Qualitative findings triangulated these results, identifying exams, workload, and financial strain as key stressors leading to sleep disturbances, fatigue, and emotional exhaustion. Conclusion: Stress adversely affects nursing students' academic performance and quality of life. Institutional interventions such as stress management programs, enhanced counseling, curriculum review, and recreational facilities are recommended.