Project-Based Learning as an innovative strategy for stress management among nursing students
Keywords:
Academic stress, nursing students, problem-based learning, educational innovation, coping strategiesAbstract
Academic stress represents one of the main challenges facing higher education. In this context, active learning methodologies offer an alternative for fostering competencies aimed at stress management and enhancing student well-being. The objective of this study was to analyze the level of academic stress among undergraduate nursing students and to design a methodological proposal based on Problem-Based Learning (PBL) to address its main manifestations. A quantitative, descriptive, non-experimental, cross-sectional study was conducted with 216 students from a university in Ibarra. Data were collected using the SISCO Academic Stress Inventory, and the results were analyzed through descriptive statistics using frequencies and percentages. The findings showed that 99.1% of the participants experienced academic stress, while 76.9% reported high or very high levels of perceived stress. The overall stress level reached 63%, corresponding to a moderate level. The main stressors identified were academic workload, examinations, and faculty demands, whereas the most frequent symptoms included drowsiness, fatigue, and difficulty concentrating. Based on these findings, a methodological proposal grounded in Problem-Based Learning (PBL) was developed. It is concluded that this proposal constitutes an educational innovation with the potential to strengthen students' stress coping skills and promote the academic well-being of nursing students.
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Copyright (c) 2026 Lilian Anais Bastidas-Obando, Omar Alejandro Martínez-Maldonado, María Constanza Carrera-Lara, Mélany Sofía Rosero-Rivera
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