COMPARATIVE ANALYSIS OF ANNUAL AND SEMESTER BASED ACADEMIC OUTCOMES AND PERCEIVED STRESS AMONG NURSING STUDENTS AT SHAHIDA ISLAM NURSING COLLEGE LODHRAN

Abstract

Background: Academic assessment systems influence nursing students’ learning, performance, and well-being. At the University of Health Sciences (SINC), Pakistan, both annual and semester examination systems are implemented. The semester system emphasizes continuous assessment and frequent feedback, whereas the annual system relies on end-of-year summative evaluations. Limited evidence exists on their comparative impact on academic outcomes, stress, and coping strategies among nursing students. Objective: To compare academic performance and perceived stress among nursing students enrolled in annual and semester systems at SINC-affiliated institutions. Methods: A comparative analytical study was conducted at Shahida Islam Nursing College, Lodhran, with 60 BSc Nursing students (30 annual-system, 30 semester-system). Stratified random sampling was used. Data were collected via a structured questionnaire comprising demographics, the Perceived Stress Scale (PSS-10), and Brief COPE inventory. Academic performance was measured through GPA and examination results. Data were analyzed using SPSS 26.0, with t-tests and chi-square tests applied (p < 0.05). Results: Semester-system students showed higher academic performance than annual-system students (Mean GPA 73.99 ± 2.71 vs 69.87 ± 2.52). An independent samples t-test indicated that this difference was statistically significant(t = −6.10, df = 58, p < 0.001). Perceived stress was also significantly higher among semester students (p = 0.039). Most participants reported moderate stress, and the majority were female nursing students aged 21–25 years. Conclusion: The type of academic system affects students’ psychological well-being rather than overall performance. Continuous assessment in the semester system may enhance GPA but increases stress. Hybrid models, stress management interventions, and faculty support are recommended to balance academic rigor and student well-being.