Title: Level of anxiety of student nurses living away from home
Abstract:
This presentation will discuss the findings of our study on the Level of Anxiety of Student Nurses Living Away from Home, conducted at St. Paul University Iloilo. The transition from living with family to independent living is a significant milestone for nursing students. While this fosters growth and independence, it also introduces challenges that can affect mental health, particularly anxiety. Given the demanding nature of nursing education, it is crucial to understand how separation from home influences students’ psychological well-being. The study utilized a descriptive quantitative design and surveyed 145 nursing students across year levels 1–4 who were residing in dormitories, boarding houses, or rented accommodations away from their families. Data were collected using the Hamilton Anxiety Rating Scale (HAM-A) and a checklist adapted from Mofatteh (2020) to identify contributing factors. Statistical analysis was conducted through SPSS using descriptive statistics, ANOVA, and independent t-tests. Findings revealed that the overall anxiety level of student nurses living away from home was low (M = 1.30). There were no statistically significant differences in anxiety levels based on sex or year level. However, first-year students recorded the highest mean anxiety score (1.46), suggesting that adjustment to academic demands and new living environments may contribute to increased vulnerability.
The top five identified contributors to anxiety were:
1. Fear of poor grades (85.9%)
2. Exams and assessments (85.2%)
3. Workload pressure (84.5%)
4. Inadequate sleep (80.7%)
5. Absence of familiar comfort and security from home (77.6%)
These findings underscore that while anxiety levels remain generally low, academic stressors and lifestyle changes are persistent challenges. The most common symptoms reported included anxious mood, insomnia, and intellectual distress, though all remained within mild ranges. In this presentation, we will highlight how these results reflect Callista Roy’s Adaptation Model, emphasizing that students, as adaptive systems, employ coping mechanisms to manage stressors. We will discuss the implications of these findings for nursing education, particularly the need for institutional support systems such as counseling services, time management training, wellness workshops, and peer support groups. Finally, recommendations will be presented for both schools and families. Universities should provide structured programs that help students balance academic and personal responsibilities, while families should maintain open communication and offer continuous encouragement to ease emotional transitions. By addressing these aspects, schools and communities can support student nurses in building resilience, safeguarding mental health, and succeeding in their nursing education.
