According to all accounts, clinical subject students experience high levels of observed stress, which will generally have an impact on their academic performance as well as all aspects of wellbeing and related findings since the prevalence of observed stress appears to be widespread with little difference between male and female students14. In other study it was concerned that stress of clinical understudies and tracked down that those 7.80% was no stress, 19.10% was slight stress, 25.50% was moderate stress, 26.70% was high stress, and 20.90% was in outrageous stress level15. The predominance of stress was found higher among women than among men16. One more review was led at Dhaka Medical College during the time of April 2009 tracked down that more than 33% (34.6%) had gentle stress, (39.8%) moderate stress and around one fourth (24.9%) was experiencing extreme stress as per Academic Stress Scale17.
The finding that 68.60% of students reported elevated levels of stressful symptoms in the final year of their health sciences graduate programs is indeed concerning. This high percentage suggests that a significant proportion of students in these programs may be experiencing considerable stress and its associated symptoms. The comparison between the prevalence of elevated stressful symptoms in this study and the findings reported in other recent research is striking. This study indicates a much higher percentage of students experiencing elevated stress levels in the final year of their health sciences graduate programs compared to the prevalence rates of depression, generalized anxiety, and suicidal ideation reported in the other research3. Specifically, this study found that 68.60% of students reported elevated levels of stressful symptoms, while the other research reported prevalence rates of 17.3% for depression, 7% for generalized anxiety, and 6.3% for suicidal ideation. These comparisons suggest that the level of stress experienced by students in the final year of health sciences graduate programs is substantially higher than the prevalence rates of these specific mental health issues reported in the other research2. Poor mental health can significantly impact an individual’s ability to function effectively in various aspects of life, including academic performance18.
The finding that daily academic hassles were reported as the most stressful in this study aligns with similar findings reported by Bedewy and Gabriel, who also used the same instrument to assess stress among students. In their research, Bedewy and Gabriel found that students experienced the most stress from academic overload and academic evaluation procedures19. This consistency in findings across studies suggests that academic demands and pressures are significant sources of stress for students in various academic settings. Daily academic hassles, such as managing coursework, meeting deadlines, preparing for exams, and navigating academic evaluation processes, can contribute to heightened stress levels among students23. The findings highlight the importance of addressing academic-related stressors in efforts to promote student well-being and academic success. Implementing strategies to help students manage academic workload effectively, develop study skills, cope with exam stress, and seek support when needed can be beneficial in reducing stress levels and improving overall student outcomes.
The agreement between the findings of the present study and those of Nakalema and Ssenyonga regarding daily academic hassles being the most stressful among university students further reinforces the significance of this issue. When multiple studies using different samples and methodologies yield similar results, it increases the confidence in the reliability and generalizability of the findings20. The finding that personal problems, such as perceived prejudice, religious activities, relationship problems, and medical issues, were reported as the least stressful factors in the academic environment in your study is indeed unexpected and interesting. These findings suggest that while academic stressors like daily academic hassles may be predominant, personal problems may not be perceived as significant stressors in the academic context among the study participants21. Personal, familial, social, and administrative factors may not be perceived as major stressors among university students in the current study, it’s essential for academic institutions to remain attentive to the diverse needs and challenges faced by students24. Providing resources and support services that address a wide range of stressors, including those outside the academic realm, can contribute to the overall well-being and academic success of students22. The fact that the respondents were all in their clinical years and research semester further restricts the generalizability of the findings to students in similar academic stages or programs19. Variations in academic structures, curriculum designs, institutional cultures, and student demographics across different universities may influence the prevalence and impact of academic stress, study habits, and academic performance. While the study provides valuable insights into the relationship between academic stress, study habits, and academic performance within the specific context of the sampled undergraduates, it is essential to recognize the limitations in generalizing these findings to broader populations or settings.25.
Indeed, the limitation of a small sample size is an important consideration when interpreting the findings of the study. With only 134 completed questionnaires received from the respondents, representing a 68.60% response rate, the study sample may not fully represent the diversity of students in similar academic programs or other universities. As a result, caution should be exercised when attempting to generalize the findings to a broader population of undergraduates or other academic institutions. Replication of the study with larger and more diverse samples, including undergraduates at different academic stages and from various universities, would strengthen the validity and generalizability of the results. Strategies to reduce stress include interventions, stress management, and self-report measures. Institutional barriers, such as lack of qualified teachers and quality study materials, hinder students' learning. Further research on educational instrument requirements and ergonomic modifications in educational settings could benefit students.