Academic stress among first-year health science students in the VUCA ERA: A grounded theory approach and instrument development

Abstract

This study aimed to explore the experiences of academic stress and challenges among first-year health science students, particularly in the increasingly unpredictable VUCA era, and subsequently develop a contextually relevant measurement instrument. This study employs a qualitative approach, utilizing a grounded theory framework to investigate key academic stressors, coping strategies, and social support mechanisms. Data were collected through semi-structured interviews with 21 first-year health science students, selected using purposive sampling at a private university in Malang, Indonesia. The qualitative findings informed the development of an academic stress measurement instrument, with data analysis conducted through thematic analysis to ensure the instrument's relevance, clarity, and alignment with the identified stressors, coping strategies, and support mechanisms. The results of the study showed that students reported experiencing emotional dysfunction (e.g., insecurity), psychological and behavioral disturbances (e.g., procrastination), and fatigue due to the overlap of tasks, unclear instructions, rapid changes, and ambiguous expectations. They used both problem-focused and emotion-focused coping strategies, with support from peers, family, and institutional networks. The results highlight the complex and multidimensional nature of academic stress faced by health science students in the VUCA era, a 35-item academic stress measurement addressing VUCA-related stressors, coping strategies, and social support. The study provides a validated tool for assessing academic stress, which can inform targeted interventions and institutional support systems to help students navigate the challenges of higher education in a rapidly changing environment.