Anxiety level and perceived academic workload among university nursing students in El Salvador

Abstract

Introduction: Anxiety and academic workload can compromise the well-being and performance of nursing students. Objective: To examine the relationship between anxiety level and perceived academic workload among Bachelor of Nursing students at the University of El Salvador from February to September 2024. Materials and methods: A quantitative, descriptive-correlational, cross-sectional study was conducted. From a population of 169 students, we selected 121 through proportional stratified random sampling. We administered the Hamilton Anxiety Rating Scale and an academic workload questionnaire developed for health sciences programs. We examined associations using chi-square tests at a significance level of 0.05. Results: Mild psychic anxiety was found in 88% of participants, moderate anxiety in 9%, no anxiety in 2%, and severe anxiety in 1%; 87% showed mild somatic anxiety. Academic workload was perceived as normal by 63%, high by 31%, and excessive by 6%. Mild anxiety was associated with the workload related to non-face-to-face hours (χ² = 18.92; p < .001), but not with face-to-face hours (χ² = 3.80; p = .270). No significant associations were found for moderate anxiety in either modality or for severe anxiety during face-to-face hours. Conclusions: Although mild anxiety and a normal academic workload predominated, more than one third of students perceived a high or excessive workload. The association with non-face-to-face work highlights the need to review the planning of independent assignments and strengthen psychoeducational support.