Background: Dentistry and nursing students experience significant anxiety, negatively impacting their well-being and academic performance. Objectives: This study aims to assess the prevalence and relationships of stress, anxiety, depression, resilience, hope, and spiritual well-being among dentistry and nursing students, identify demographic influences and propose strategies to enhance resilience and well-being. Methods: This study surveyed 271 students attending Greece’s departments of dentistry and nursing at the National and Kapodistrian University of Athens, using an electronic questionnaire aimed to assess stress, anxiety, and depression (depression, anxiety, stress scale—DASS-21); resilience (resilience assessment questionnaire—RAQ8, brief resilience scale—BRS); hope (adult hope scale—AHS); and spiritual well-being (functional assessment of chronic illness therapy–spiritual well-being scale—FACIT-Sp-12). The survey also collected demographic data to identify factors influencing these variables. Statistical analyses, including hierarchical multiple linear regression and t-tests, were performed to analyze the relationships between variables. Results: The sample included 145 dentistry and 126 nursing students, with 68.6% female and 80.1% undergraduate. Half of the students reported mild or higher levels of stress (48.7%), anxiety (51.3%), and depression (53.5%). The prevalence of depression was the highest in our sample, followed by anxiety and stress. Higher family wealth was associated with reduced stress levels, while female undergraduate students reported higher levels of anxiety than their male counterparts. Hope was a strong predictor of resilience, but stress and worry had a negative correlation. Conclusions: Promoting students’ well-being and academic success requires effective stress-reduction and resilience-building techniques to improve students’ performance and support future healthcare professionals’ personal sustainability and holistic growth.

Introduction: Stress is a common concern among healthcare students, due to the demands of their coursework and the elevated expectations they face. Especially among dentistry and nursing students, the phenomenon, although well-documented, covers psychosocial and physiological dimensions, with somatization symptoms being less explored. These manifestations are crucial to identify discipline-specific stressors and health impacts that can lead to targeted interventions for both disciplines. Aim: This study investigates stress perceptions, somatization, and coping strategies among 271 nursing and dentistry students at the National and Kapodistrian University of Athens. Methodology: An e-questionnaire was open for submissions during February and March 2024. Results: Females reported higher stress somatization (M = 10.22, SD = 5.23) than males (M = 7.94, SD = 6.14; Cohen’s d = 0.412, p < 0.05). The interpretation of stress as “restlessness and psychological pressure” was more prevalent in dentistry students compared to nursing students. Moreover, nursing students who perceived stress as the “inability to manage unexpected or difficult situations, insecurity, panic” were more likely to experience stress somatization symptoms, while for dentistry students, stress somatization was related to “pressure to meet daily obligations/long-term goals”. Physical symptoms for all students included chest discomfort, digestive issues, and headaches/nausea. Also, dentistry students reported more teeth clenching or grinding than nursing students. Short-term coping strategies included emotional balance, managing stressors, situation analysis, and breathing techniques. Long-term strategies involved distraction and entertainment, physical exercise, and patience. A higher willingness to seek coaching support correlated with higher stress somatization among dental students. Nursing students favored psychological support, while dentistry students suggested curriculum revision and improved infrastructure. Discussion/Conclusions: Females exhibited higher stress somatization levels, with themes of insecurity and physical symptoms. Nursing students reported higher somatization linked to insecurity, while dental students associated stress with daily obligations and goals. The study highlights the need for improved support systems, flexible academic procedures, and better communication to address stress in healthcare academia.

This study investigates stress perceptions, somatization, and coping strategies among 271 nursing and dentistry (n=126 and n=145, respectively), undergraduate and postgraduate students. For the study, an e-questionnaire was designed in a two-step process, uploaded in Google Forms and staying open for submissions during February 2024 in the School of Health Sciences, National and Kapodistrian University of Athens. In our sample, predominantly female (68.60%), the majority were undergraduates (80.10%). Females reported higher stress somatization (M=10.22, SD=5.23) compared to males (M=7.94, SD=6.14), with a moderate effect size (Cohen’s d=0.412, p

Students studying dentistry and nursing experience anxiety daily, which affects both their general well-being and academic achievement. Anxiety is exacerbated by several circumstances, such as stressors in one's personal life, clinical environment exposure, and academic expectations. To effectively regulate anxiety and support students' achievement, treatments that take these elements into account must be designed. In this study, 271 students from the National and Kapodistrian University of Athens, Greece's departments of dentistry and nursing were polled. Being the following resources, participants filled out an electronic questionnaire that was uploaded to Google Forms and assessed their levels of stress, anxiety, depression, resilience, hope, and spiritual well-being: a) the Depression, Anxiety, Stress Scale (DASS-21), b) the Functional Assessment of Chronic Illness Therapy-Spiritual Well-Being Scale (FACIT-12), c) the Adult Hope Scale (AHS), d) the Resilience Assessment Questionnaire (RAQ8), and e) the Brief Resilience Scale (BRS). Additionally, demographic data was gathered, such as gender, educational attainment, family income, and country of origin. Statistical analyses were performed to investigate the relationships between the variables, including hierarchical multiple linear regression and t-tests. The sample consisted of 271 students from the Department of Nursing (n=126, 46.5%) and Dentistry (n=145, 53.5%), with 68.60% of them being female, 80.10% being undergraduate students, and 48.30% being from Athens, the country's capital. Comparatively speaking, 74.50 percent of nursing students were female, while 62.80% of dental students were. Compared to dental students (2.10%), nurses (40.50%) participated in postgraduate studies at a higher rate. Compared to dental students (44.80%), nursing students reported a household income of just 13.90%, which is much less than €35,000. Anxiety was reported by 51.30% of participants overall, with dental students reporting higher anxiety than nursing students. Higher family wealth was associated with reduced stress levels, while female undergraduate students reported higher levels of anxiety than their male counterparts. Hope was a strong predictor of resilience, but stress and worry had a negative correlation. Promoting students' well-being and academic success requires effective stress-reduction and resilience-building techniques aimed to not only improve student performance but also support future healthcare professionals' personal sustainability and holistic growth.