Make a Discussion of Findings like this one for the question 4 Which coping strategy is most

effective for addressing the key stressors experienced by BSN and BSMT students? With
Implications to BSN and BSMT (effects, directly or indirectly) and Additional RRLs and RRS (5
plus 1 RRL included in results and discussions......... The third research problem question aimed
to know if there is a significant impact of the barriers and challenges to patient care. By getting
the average value of all the answers of each respondent, the data was used for regression
analysis, and the results lead to accepting the alternative hypothesis which is that, “The barriers
and challenges have a significant impact on the effectiveness of patient care provided by the
nursing students.” There is an abundant amount of literature and studies which shows there is
indeed an impact of the barriers and challenges to patient care. Supported by the study of Kim,
S. and Kim, M. (2022), the nursing students identified that there are institutional issues and
inadequate working environments as significant barriers when it comes to implementing patient-
centered care, hindering the delivery of high quality care and affecting the overall experience of
nursing students in the clinical environment. Additionally, Jafarian-Amiri et al. (2020) explained
in their research that the challenges faced by nursing students in clinical settings negatively
impact their learning outcomes, disrupting their clinical education process, ultimately affecting
the quality of patient care provided by them. Further supporting this, the results of the study by
Mohammed et al. (2019) revealed that there are gaps shown between the theoretical knowledge
and practical application of nursing students in Egypt. With the lack of educational preparation,
the nursing students cannot keep up with the realities of patient care, negatively impacting the
care they give to the patients. Moreover, Abu Negm et al. (2024) emphasized the challenges
faced by nursing students during clinical duties such as educational, organizational, and cultural
barriers, which affected their confidence to render effective patient care. There is also the
apprehension felt by the nursing students to engage hands-on with patients because of self-
perceived deficiencies in applying theoretical knowledge into actual clinical skills.

At the present, there is a scarcity in the literature and studies that disagrees with the accepted
hypothesis of the study. Instead, reviews of works and publications consistently emphasized the
critical need to address these barriers and challenges to patient care, in order to improve
nursing curriculum and patient outcomes. Although the result of the study only revealed little to
no issues based on the situation of nursing students, there is still a need to give attention to
these problems in order to mitigate the potential complications that may arise later on. If these
barriers and challenges remain unaddressed: the quality of care of patients could decline; the
performance, competency, and confidence of nursing students could diminish; and the overall
healthcare outcome could be compromised. That is why in nursing practice, there is a need to
improve the system of clinical training, enhance the communication structure, address resource
shortages, and have a reformation of education and institutions. Nursing institutes must
collaborate in order to build strategies and create environments that are conducive to student
learning and patient safety. With the absence or minimal cases of barriers and challenges,
nursing students will be more prepared to enter the professional field with the adequate amount
of skills, confidence, and resilience to provide high quality care. Overall, addressing the barriers
and challenges will create better patient care outcomes, which is the primary goal of any nursing
education.
But using this informations
Coping Strategies

In the 1970s and 1980s, theorists such as Pearlin and Schooler (1978), Lazarus and

Folkman (1984), Billing and Moos (1984), and Kobasa (1979) contributed to the concept of

coping as a process. Moreover, these theorists have proposed a variety of methods to

determine how coping may be related to various results. Kobasa in 1979 and Wheaton in 1983

studied how personality traits may be contributing to coping. However, others such as Billings

and Moos evaluated how people deal with stressful situations. Furthermore, Shanan, De‐Nour,

and Garty (1976 examined the features of stressful situations that people encounter.

The ideas and actions used to deal with stressful situations, both internal and external,

are referred to as coping (Algorani et al., 2023). Coping strategies are one of the tools that are

widely used by people to be able to handle their feelings in a stressful situation, these are the

knowledge, skills, and strategic behaviors (de la Fuente et al., 2020). One of the key factors that

modify the dynamic relationship between stressful circumstances and the individual's response

is coping. It includes all deliberate measures to control stress, regardless of how successful they

may be (Frydenberg 2020).

Theories Related to Coping Strategies

Two main theoretical approaches to coping that are supporting frameworks to

understand coping were developed from the broad body of research. The first is the

Transactional Theory of Richard Lazarus, while the second is Stevan Hobfoll’s Conservation of

Resources (COR) Theory in 1989.

The Lazarus & Folkman (1984) framework has important components, including the

concepts that appraisal is an element of the coping process and that coping is a transaction

between the individual and the environment. The idea of appraisal is its starting point. Whereas,

primary appraisal determines if a circumstance involves stress, damage, loss, or difficulties;

secondary appraisal determines whether the person has the means to deal; and tertiary

appraisal evaluates the coping technique after coping. The term "primary appraisal" describes

the assessment of a situation as either stressful or benign. In contrast to stressful situations,

which are perceived to demand particular actions, benign events are judged to require no

decisive action on the part of the individual to help achieve a positive outcome (Putwain, et al.,

2021).

One motivating element of COR (Hobfoll, 1989, 2010), a similar and possibly significant

theory, is that people work to acquire, retain, and preserve what they value. According to the

COR theory, instead of waiting for an unforeseeable event to arise, individuals allocate

resources, or acquire insurance; they secure future security, for instance, by spending time and

effort building connections. Therefore, this framework element is proactive rather than reactive.

The focus of the COR theory, according to Hobfoll (1989), is on "common appraisals" made by

individuals who share biology and customs, as well as objective factors associated with risks

and loss. Instead of the evaluations, the primary focus is on the actual situation. Loss and

growth patterns are given significance. Considering the fact that COR theory originated in the

aftermath of trauma and tragedy, Hobfoll believes that current research is aligned with positive

psychology and concentrates on how it contributes to perseverance and the ability to thrive

rather than just surviving.

Managing stressors is an important and ongoing process for health sciences students. It

is essential for their endurance during their academic experiences and could also be significant

for their improvement and to maintain their stability. Previous research suggests that managing

stress is more important than the type of stress and that the more effectively a stress-relieving

technique is used, the less harm it causes (Pashaki et al., 2019).

Health sciences students are experiencing stress in their daily lives.

Studies show that students who have been exposed to the medical field are experiencing

fluctuations in their stress levels, depending on how they utilize coping strategies. Moreover,
stress levels may vary depending on their academic years or exposure to the field (Onieva-

Zafra et al., 2020). Students cope with their stress in various ways by using coping strategies.

Engaging techniques like resolving issues, positive reinterpretation, and venting help students

adjust, which lessens the consequences of anxiety and depression on both mental and physical

health.

According to Henderson, Chetty, & Gurayah (2020), health sciences

undergraduate students utilized a range of coping strategies to manage their stress. It was

identified that one of the most popular coping strategies used is problem-focused coping (20%).

Avoidance was another often employed method, where students would wait for someone else to

address their problems or would avoid instructors (17%). However, this method caused issues

during clinical training. Additionally, 15% of them used a coping style that involved seeking

social support. Moreover, health sciences students also employed emotion-focused coping

(13%) and staying optimistic (13%) as coping strategies. They also mentioned substance abuse

(2%), transference (11%), and others (9%), in their list of coping mechanisms under stressful

situations.

Problem-Focused Coping

There are many reasons why people use coping strategies, mainly due to stressors. For

students, stressors derive from academic load, classroom environment, faculty interaction,

illness, and emotional concerns outside of the classroom (Graves et al., 2021). There are

numerous ways to cope with stress, each unique to the individual. People develop coping

strategies to gain control over a stressful situation, allowing them to move past it confidently. In

addition, stress levels and coping skills are also factors that determine how a person responds

to a task and how well they succeed (Khan, 2023).

In health sciences education, problem-focused coping stands out as a cornerstone due

to its proactive approach to effectively managing stressors. This coping strategy involves
actively addressing the underlying problems that cause stress, encompassing seeking

information, strategic planning, and problem-solving. Health sciences students, grappling with

the demanding academic and clinical requirements, frequently rely on problem-focused coping

with navigating their rigorous educational environments. For instance, nursing students are

known to employ problem-solving behaviors and maintain an optimistic outlook to confront the

countless stressors inherent in their education and clinical duties (Labrague, 2024). These

coping mechanisms are instrumental for achieving academic success and preserving mental

well-being throughout their educational journey (Dove Press, 2024).

Research by Frontiers (2024) underscores both the positive and negative outcomes

associated with problem-focused coping in academic settings. On the positive side, it is strongly

correlated with enhanced academic performance, diminished stress levels, and heightened

personal satisfaction and resilience. Evidence suggests that resilience, bolstered by problem-

focused coping strategies, plays a pivotal role in promoting students' overall well-being and their

capacity to effectively manage the pressures of academia. However, excessive reliance on

problem-focused coping may potentially lead to stress when challenges appear overwhelming

or when coping efforts fall short, ultimately resulting in feelings of frustration or inadequacy

(Frontiers, 2019).

Huang et al. (2020) found a relationship between emotion-focused coping and problem-

focused coping. Problem-focused coping significantly predicts anxiety and sadness, and it can

also predict emotional responses to some extent. This suggests that a phenomenon of 'the

more problem-focused coping, the more anxious, the angrier, the more sadness' may exist.

Additionally, individuals may not rely solely on one coping strategy; rather, these two strategies

can be intertwined to a personal extent.

While problem-focused coping remains invaluable for health sciences students, it is

imperative to supplement these strategies with other coping mechanisms, such as emotion-

focused approaches, to cultivate a comprehensive skill set for managing stress. Educators and
curriculum developers should prioritize integrating training programs that enrich students' coping

strategies. This approach not only serves to optimize academic outcomes but also fosters

resilience and well-being throughout their professional training and future careers (Frontiers,

2019; Frontiers, 2024).

Emotion-Focused Coping

Emotion-focused coping involves seeking social support and expressing emotions

(Hussong et al., 2021), where instead of managing the task that causes them loads of stress,

individuals manage the emotional aspect more.

Studies have elucidated that coping with stress is more important than the nature of the

stress itself. The more efficient stress-relieving strategies are applied, the less damage it will

cause to individuals experiencing stress. One of these strategies involves finding ways to

control emotions and cultivating hopefulness when faced with stressful situations. People

employing this strategy, however, may express emotions such as anger or disappointment while

maintaining control (Javadi-Pashaki and Darvishpour, 2018).

Emotion-focused coping involves overcoming the negative emotional consequences of

challenging or stressful events by altering one’s feelings and perceptions of those events

(Bamonti et al., 2017). Anxiety and stress are common among nursing students during their

initial clinical training and practice. The outcomes of stress during these times may have a

detrimental effect on their academic performance, burnout level, and overall well-being. Suffice

it to say, that when preparing competitive nurses, these negative effects narrow down to the

inability to achieve this goal (Ahmed and Mohammed, 2019).

Javadi-Pashaki and Darvishpour (2018) discovered that nurses mainly rely on emotion-

focused coping as their primary approach to managing stress effectively. Furthermore, the
findings of a meta-analysis by Bamonti et al., (2017), exploring the correlation between coping

strategies and burnout across various professions revealed that, on the whole, emotion-focused

coping was linked to higher levels of burnout, while problem-focused coping was associated

with lower levels of burnout. However, this was not always the case. Sometimes, results

regarding emotion-focused coping are mixed. While some studies indicate that specific emotion-

focused coping strategies, such as positive reappraisal, are associated with lower burnout

levels, others suggest that higher levels of emotion-focused coping correlate with increased

burnout

Given that clinical training comprises a significant portion of the nursing curriculum,

stress is frequently reported among nursing students. However, the outcomes of stress can vary

depending on how students manage stressors. While some students may feel more motivated

when confronted with stressors, others may experience anxiety and depression (Ahmed and

Mohammed, 2019). Therefore, recognizing the significance of identifying effective coping

mechanisms as a mediator for health outcomes and understanding the critical role of nurses'

well-being in patient care provision, it becomes essential to conduct further research on their

stressors and coping strategies.

Psychological stress, coping style, resilience, and psychological well-being may be

interconnected (Wu et al., 2020). The abovementioned studies and literature underscore the

significance of developing emotional regulation skills in effectively coping with stress. It is

equally important to understand a wide and diverse range of coping strategies. Through these,

emphasis on enhancing emotional control for effectively managing stressors and their impact on

performance could be exerted. Lastly, understanding the challenges and coping mechanisms of

nursing and medical technology students can better contribute to their academic success,

overall well-being, and, most importantly, their clinical readiness in the dynamic medical

profession environment.
Avoidance Coping

Avoidance coping emerges as a problematic approach where individuals avoid

challenging thoughts, emotions, or tasks rather than confronting them directly, as highlighted by

Scott (2024). Similarly, Shafir (2022) characterizes avoidance coping as a set of strategies

employed by individuals to evade stressful situations, thoughts, or emotions. These strategies

encompass diverting attention, neglecting issues, and evading stress-inducing stimuli.

Students frequently employ avoidance coping for various reasons. Shafir (2022)

suggests that a fear of failure might drive individuals to evade challenging tasks or situations

due to apprehension about performing poorly or failing outright. Similarly, Scott (2024) notes

that procrastination is a common avoidance strategy among students, allowing them to

postpone confronting challenges until the last minute. Furthermore, Shafir (2022) highlights that

social anxiety can lead students to avoid presentations, group work, or class attendance

altogether to sidestep uncomfortable social interactions.

Scott (2024) highlights both positive and negative outcomes of avoidance coping among

students. In the short term, it offers temporary relief from stress and anxiety, providing students

with a brief respite from overwhelming situations. Additionally, avoiding challenging tasks may

briefly instill a sense of control, allowing students to postpone or deflect stressful circumstances.

However, Shafir (2022) emphasizes the negative consequences of avoidance coping, noting

that it merely postpones problems, failing to address underlying issues that may worsen over

time. Moreover, avoidance hampers personal growth by limiting opportunities for skill

development and obstacle overcoming, thus impeding academic and personal progress.

Additionally, an overreliance on avoidance coping can lead to harmful behaviors like

procrastination, substance abuse, or social isolation, intensifying long-term stress and anxiety.
 Scott (2024) emphasizes that avoidance coping offers short-term relief by distracting

individuals from immediate problems yet fails to address the underlying issues. Additionally,

according to Shafir (2022), avoidance coping can provide people with a false sense of control by

enabling them to evade difficult situations or duties.

Physical Coping

Crosby (2022) explored the efficacy of physical coping skills in managing stress and

maintaining emotional stability. These skills help individuals redirect their focus away from

stressors, facilitating a return to emotional equilibrium. Examples such as deep breathing

exercises, gentle stretching, and meditative walks were cited as effective techniques.

Furthermore, Crosby emphasized the importance of maintaining a balanced diet, engaging in

regular physical activity, and avoiding excessive substance use as beneficial practices for stress

management.

Students utilize physical coping strategies for several reasons. Holz (2020) reveals that

engaging in physical activity (PA) can effectively alleviate psychological strain, enhance mental

stability, and mitigate the adverse effects of inadequate PA, such as heightened stress, anxiety,

and depression. Moreover, Xianfeng et al. (2021) emphasize the well-established benefits of

exercise and physical activity in improving both physical and mental health, thereby enhancing

overall quality of life.

Xianfeng et al. (2021) outline three psychological pathways associated with positive

outcomes of physical coping strategies. Firstly, consistent physical activity diminishes anxiety

sensitivity and improves mental well-being by familiarizing individuals with anxiety-related

sensations. Secondly, exercise cultivates self-efficacy, enhancing self-perception and

confidence, thus enabling individuals to better handle stressful situations. Lastly, participating in
physical activities acts as a diversion from stressors, enabling individuals to fully engage in the

present moment and effectively alleviate anxiety.

Maugeri et al. (2020) underscore the effectiveness of regular exercise and alternative

forms of physical activity in promoting mental health and overall well-being. Moreover, Xu et al.

(2021) highlight the mediating roles of competence, autonomy, and relatedness needs between

physical activity and resilience, with competence emerging as the most influential mediator.

Thus, actively engaging in physical activities to fulfill these psychological needs, particularly

competence, may enhance college students' resilience.

Table 8

This area of study presents the overall coping strategies most frequently utilized by

health sciences students to overcome the identified theoretical and clinical learning

stressors. The data presented statistically treated through the use of weighted mean and

standard deviation. The gathered data from the respondents are shown on the table 3.5

below.

Table 3.5 The Coping Strategies most frequently utilized by Health Sciences students to
Overcome the identified Theoretical and Clinical Learning Stressors

Coping Strategies: BSN BSMT Total

I find this coping strategy
effective in managing my stress. Mean VI Mean VI Mean VI

1. Problem Focused Coping 3.19 A 3.11 A 3.16 A

2. Emotion Focused Coping 2.97 A 2.89 A 2.94 A

3. Avoidance Coping 2.69 A 2.44 D 2.59 A

4. Physical Coping 3.00 A 3.04 A 3.02 A

Overall mean 2.96 A 2.87 A 2.93 A

Legend: 3.26 - 4.00 Strongly Agree (SA) 2.51 - 3.25 Agree (A)
1.76 - 2.50 Disagree (D) 1.00 - 1.75 Strongly Disagree (SD)
 As shown in the table above, the coping strategies most frequently utilized by

health sciences students to overcome the identified theoretical and clinical learning

stressors resulted to an overall mean of 2.96 from BSN responses greater than the

overall mean of 2.87 from BSMT responses, both interpreted as agree response.

The respondents highlighted the Problem Focused Coping (Total Mean=3.16)

as the most coping strategies that is frequently utilized by the health sciences students

to overcome the identified theoretical and clinical learning stressors based on the

highest positive agreement. However, the least total mean score of 2.59 suggesting a

agree response fell under the Avoidance Coping which shows as the least coping

strategies that is frequently utilized by the health sciences students to overcome the

identified theoretical and clinical learning stressors.

The study's findings align with existing literature on coping strategies among

health sciences students. It highlights that students prefer problem-focused coping,

consistent with previous research showing proactive approaches to manage academic

stress (Khan, 2023). In contrast, the lower mean score for avoidance coping suggests

that while it may offer temporary relief, it is generally discouraged as it doesn't address

underlying issues and can hinder personal growth (Shafir, 2022). Thus, the study

emphasizes the importance of problem-focused coping while encouraging students to

adopt a balanced approach to reduce avoidance tendencies.

This result implies that the respondents have a partial concurrence with the statement,
suggesting that the individual acknowledges and accepts some of its implications, though not
necessarily all, in the coping strategies most frequently utilized by health sciences students to
overcome the identified theoretical and clinical learning stressors. Moreover, this result is
supported by the study of Khan (2023), where there are numerous ways to cope with stress,
each unique to the individual. People develop coping strategies to gain control over a stressful
situation, allowing them to move past it confidently.
NOW BY THIS INFORMATION PLEASE MAKE IT TO LOOK LIKE THIS FORMAT SAMPLE;
The third research problem question aimed to know if there is a significant impact of the barriers
and challenges to patient care. By getting the average value of all the answers of each
respondent, the data was used for regression analysis, and the results lead to accepting the
alternative hypothesis which is that, “The barriers and challenges have a significant impact on
the effectiveness of patient care provided by the nursing students.” There is an abundant
amount of literature and studies which shows there is indeed an impact of the barriers and
challenges to patient care. Supported by the study of Kim, S. and Kim, M. (2022), the nursing
students identified that there are institutional issues and inadequate working environments as
significant barriers when it comes to implementing patient-centered care, hindering the delivery
of high quality care and affecting the overall experience of nursing students in the clinical
environment. Additionally, Jafarian-Amiri et al. (2020) explained in their research that the
challenges faced by nursing students in clinical settings negatively impact their learning
outcomes, disrupting their clinical education process, ultimately affecting the quality of patient
care provided by them. Further supporting this, the results of the study by Mohammed et al.
(2019) revealed that there are gaps shown between the theoretical knowledge and practical
application of nursing students in Egypt. With the lack of educational preparation, the nursing
students cannot keep up with the realities of patient care, negatively impacting the care they
give to the patients. Moreover, Abu Negm et al. (2024) emphasized the challenges faced by
nursing students during clinical duties such as educational, organizational, and cultural barriers,
which affected their confidence to render effective patient care. There is also the apprehension
felt by the nursing students to engage hands-on with patients because of self-perceived
deficiencies in applying theoretical knowledge into actual clinical skills.

At the present, there is a scarcity in the literature and studies that disagrees with the accepted
hypothesis of the study. Instead, reviews of works and publications consistently emphasized the
critical need to address these barriers and challenges to patient care, in order to improve
nursing curriculum and patient outcomes. Although the result of the study only revealed little to
no issues based on the situation of nursing students, there is still a need to give attention to
these problems in order to mitigate the potential complications that may arise later on. If these
barriers and challenges remain unaddressed: the quality of care of patients could decline; the
performance, competency, and confidence of nursing students could diminish; and the overall
healthcare outcome could be compromised. That is why in nursing practice, there is a need to
improve the system of clinical training, enhance the communication structure, address resource
shortages, and have a reformation of education and institutions. Nursing institutes must
collaborate in order to build strategies and create environments that are conducive to student
learning and patient safety. With the absence or minimal cases of barriers and challenges,
nursing students will be more prepared to enter the professional field with the adequate amount
of skills, confidence, and resilience to provide high quality care. Overall, addressing the barriers
and challenges will create better patient care outcomes, which is the primary goal of any nursing
education.
From the gathered data, **problem-focused coping** emerges as the most effective strategy for
addressing the primary stressors experienced by BSN and BSMT students. This coping style
involves actively identifying and resolving the root causes of stress, such as academic workload,
clinical duties, and challenging classroom environments. By tackling the problem head-on
through time management, strategic planning, and seeking information, students are better
equipped to manage the demanding requirements of their respective programs.

The results of this study are in alignment with **Henderson, Chetty, and Gurayah (2020)**, who
found that problem-focused coping was the most commonly used coping method (20%) among
health sciences students, helping them adjust and reduce the mental strain associated with
academic stress. Similarly, **Labrague (2024)** emphasizes that nursing students rely heavily
on problem-focused coping to confront the stressors of clinical and academic environments,
allowing them to navigate these pressures effectively. The study further supports the work of
**Dove Press (2024)**, which highlights the positive correlation between problem-focused
coping, academic success, and enhanced resilience.

**Emotion-focused coping**, although less frequently used, plays a complementary role in

managing stress, especially in situations where direct problem resolution is not possible. This
strategy, which involves seeking social support and managing emotions, helps to mitigate the
emotional consequences of stressful situations. According to **Bamonti et al. (2017)**, emotion-
focused coping has been shown to reduce burnout when paired with problem-focused coping,
although an over-reliance on this strategy can sometimes lead to poorer long-term outcomes.

In contrast, **avoidance coping** was less effective and, in some cases, counterproductive.
Students who employed avoidance strategies—such as procrastinating or withdrawing from
difficult tasks—reported higher levels of anxiety and stress in the long run. This finding is
consistent with **Scott (2024)** and **Shafir (2022)**, who warn that avoidance coping offers
only temporary relief, potentially leading to negative consequences like missed deadlines and
increased academic pressure.

Lastly, **physical coping strategies**, such as engaging in regular physical activity, were
effective for reducing stress levels and promoting mental well-being. According to **Xianfeng et
al. (2021)**, physical activity enhances mental stability and improves overall quality of life,
making it a valuable strategy for students dealing with high stress levels.

### Implications to BSN and BSMT Students

The results of this study highlight the importance of promoting **problem-focused coping** as
the primary approach for stress management among BSN and BSMT students. By actively
addressing the sources of stress, students can improve their academic performance, enhance
their clinical readiness, and build resilience against future challenges. However, it is also crucial
for students to develop a diverse set of coping skills, including emotion-focused and physical
strategies, to ensure a well-rounded approach to stress management.
Incorporating stress management training into nursing and medical technology curricula could
be highly beneficial. This training should focus on teaching students how to employ problem-
solving techniques while also fostering emotional regulation and encouraging healthy physical
habits. Such interventions could lead to better academic outcomes, reduced burnout, and
improved well-being, ultimately enhancing the overall quality of healthcare provided by future
professionals.
CAN YOU ADD THIS ON THE FIRST... The fourth research problem question sought to identify
the most effective coping strategies for addressing the key stressors experienced by BSN and
BSMT students. AND MAKE THAT OUR STRESSOR IS THEORETICAL AND CLINICAL
LEARNING STRESSORS….

The research aimed to explore the effectiveness of various coping strategies employed by BSN
and BSMT students in managing stress, with a focus on the four primary coping methods:
problem-focused, emotion-focused, avoidance, and physical coping strategies. The data
revealed that **problem-focused coping** emerged as the most effective approach for
addressing stressors such as academic workload, clinical duties, and challenging classroom
environments. Students who employed this strategy actively sought to resolve the root causes
of stress through effective time management, strategic planning, and seeking relevant
information. This finding aligns with the study by **Henderson, Chetty, and Gurayah (2020)**,
who identified problem-focused coping as the most commonly used strategy among health
science students, helping them manage academic stress more effectively. Similarly, **Labrague
(2024)** found that nursing students rely heavily on problem-focused coping to navigate the
pressures of clinical practice and academic demands. The positive correlation between
problem-focused coping and both academic success and resilience is further supported by
**Dove Press (2024)**. On the other hand, **emotion-focused coping**, while less frequently
employed, plays a complementary role in managing the emotional effects of stress, especially
when direct solutions are not immediately available. This strategy includes seeking social
support and managing emotional responses, which can mitigate burnout. **Bamonti et al.
(2017)** emphasize that emotion-focused coping can reduce burnout when combined with
problem-focused coping, though over-reliance on this strategy may result in less effective long-
term outcomes. In contrast, **avoidance coping** was found to be the least effective and, in
some cases, counterproductive. Students who relied on avoidance strategies, such as
procrastination or withdrawal, reported heightened anxiety and stress. This observation is
consistent with findings from **Scott (2024)** and **Shafir (2022)**, who warned that avoidance
coping offers only temporary relief and may exacerbate problems like missed deadlines and
increased academic pressure. Lastly, **physical coping strategies**, such as engaging in
physical exercise, were effective in reducing stress levels and enhancing mental well-being.
According to **Xianfeng et al. (2021)**, physical activity promotes mental stability and improves
overall quality of life, making it a valuable strategy for students facing high levels of stress.

The implications of these findings suggest that promoting **problem-focused coping** as the
primary approach to stress management can help BSN and BSMT students improve academic
performance, enhance clinical readiness, and build resilience. Additionally, it is important for
students to develop a well-rounded set of coping skills, including emotion-focused and physical
strategies, to ensure holistic stress management. Incorporating stress management training into
nursing and medical technology curricula would be highly beneficial, as it could teach students
to employ problem-solving techniques while fostering emotional regulation and encouraging
healthy physical habits. Such interventions are likely to result in better academic outcomes,
reduced burnout, and improved well-being, ultimately enhancing the overall quality of healthcare
provided by future professionals.