دوره 12، شماره 4 - ( 9-1405 )
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Alliu S I, Babatunde S I, Odey P A, Agesin B E, Orji L C, Adedeji O V. Expanding the Transactional Model of Stress and Coping: Insights from Academic Stress, Sleep Quality, and Coping among Nursing Students. JCCNC 2026; 12 (4)
URL: http://jccnc.iums.ac.ir/article-1-1014-fa.html
URL: http://jccnc.iums.ac.ir/article-1-1014-fa.html
Expanding the Transactional Model of Stress and Coping: Insights from Academic Stress, Sleep Quality, and Coping among Nursing Students. نشریه مراقبت پرستاری مددجو محور. 1405; 12 (4)
چکیده: (9 مشاهده)
Introduction: This study investigates stress among nursing students, applying the Transactional Model of Stress and Coping (TMSC) to explain stress adaptation, integrating recursive exposure, collective coping, and institutional helplessness.
Methods: A concurrent triangulation mixed-methods design was employed. The study setting was the University of Ilorin Teaching Hospital (UITH), Nigeria. A stratified convenience sampling was used for the quantitative component (N= 250) and purposive sampling for the qualitative component (N= 15). Data of the quantitative phase were collected using the Academic Stress Scale (ASS), Brief COPE Inventory (BCI), Pittsburgh Sleep Quality Index (PSQI), and General Health Questionnaire-12 (GHQ-12) from March to August 2025. Quantitative analyses were conducted using SPSS version 26 and Jamovi version 2.5 at a significance level of p < .05, including correlation and PROCESS-based mediation and moderation models. Directed content analysis guided by the TMSC was used to for the qualitative pahse.
Results: Academic stress was negatively associated with mental health (r = -.28, p < .01), while coping was positively associated with mental health (r = .34, p < .01). Coping partially mediated (β = -.07, 95% CI [-.12, -.03]) and moderated (β = .11, p = .018) the stress-mental health relationship. Sleep quality showed no significant direct association with mental health (β = .08, p = .277) but was thematically linked to institutional constraints. Qualitative findings identified recursive exposure, collective coping, and institutional helplessness as central contextual processes shaping stress adaptation.
Conclusion: The Contextually Expanded Transactional Model of Stress and Coping (CE-TMSC) provides a culturally grounded framework linking personal, collective, and institutional stress dimensions. Findings highlight that peer-based coping, empathetic practices, and rest foster resilience, interrupt recursive exposure, and promote well-being among nursing students.
Methods: A concurrent triangulation mixed-methods design was employed. The study setting was the University of Ilorin Teaching Hospital (UITH), Nigeria. A stratified convenience sampling was used for the quantitative component (N= 250) and purposive sampling for the qualitative component (N= 15). Data of the quantitative phase were collected using the Academic Stress Scale (ASS), Brief COPE Inventory (BCI), Pittsburgh Sleep Quality Index (PSQI), and General Health Questionnaire-12 (GHQ-12) from March to August 2025. Quantitative analyses were conducted using SPSS version 26 and Jamovi version 2.5 at a significance level of p < .05, including correlation and PROCESS-based mediation and moderation models. Directed content analysis guided by the TMSC was used to for the qualitative pahse.
Results: Academic stress was negatively associated with mental health (r = -.28, p < .01), while coping was positively associated with mental health (r = .34, p < .01). Coping partially mediated (β = -.07, 95% CI [-.12, -.03]) and moderated (β = .11, p = .018) the stress-mental health relationship. Sleep quality showed no significant direct association with mental health (β = .08, p = .277) but was thematically linked to institutional constraints. Qualitative findings identified recursive exposure, collective coping, and institutional helplessness as central contextual processes shaping stress adaptation.
Conclusion: The Contextually Expanded Transactional Model of Stress and Coping (CE-TMSC) provides a culturally grounded framework linking personal, collective, and institutional stress dimensions. Findings highlight that peer-based coping, empathetic practices, and rest foster resilience, interrupt recursive exposure, and promote well-being among nursing students.
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