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Stress and anxiety among nursing students: A review of intervention strategies in literature between 2009 and 2015
Nurse Education in Practice (2017)
  • Katrina Turner, University of Louisville
  • Valerie Lander McCarthy, University of Louisville
Undergraduate nursing students experience significant stress and anxiety, inhibiting learning and increasing attrition. Twenty-six intervention studies were identified and evaluated, updating a previous systematic review which categorized interventions targeting: (1) stressors, (2) coping, or (3) appraisal. The majority of interventions in this review aimed to reduce numbers or intensity of stressors through curriculum development (12) or to improve students' coping skills (8). Two studies reported interventions using only cognitive reappraisal while three interventions combined reappraisal with other approaches. Strength of evidence was limited by choice of study design, sample size, and lack of methodological rigor. Some statistically significant support was found for interventions focused on reducing stressors through curriculum development or improving students' coping skills. No statistically significant studies using reappraisal, either alone or in combination with other approaches, were identified, although qualitative findings suggested the potential benefits of this approach do merit further study. Progress was noted since 2008 in the increased number of studies and greater use of validated outcome measures but the review concluded further methodologically sound, adequately powered studies, especially randomized controlled trials, are needed to determine which interventions are effective to address the issue of excessive stress and anxiety among undergraduate nursing students.
  • Cognitive reappraisal,
  • Intervention,
  • Stress,
  • Student nurses
Publication Date
January 1, 2017
Citation Information
Katrina Turner and Valerie Lander McCarthy. "Stress and anxiety among nursing students: A review of intervention strategies in literature between 2009 and 2015" Nurse Education in Practice Vol. 22 (2017) p. 21 - 29 ISSN: 1471-5953
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