Focal and contextual stimuli triggering academic stress at a university in the coffee-growing region of Colombia.

Abstract

This project aims to evaluate the focal and contextual stimuli that trigger academic stress leading to students dropping out of the educational process in group B of the Fundación Universitaria del Área Andina. From the perspective of Sister Callista Roy’s Adaptation Model, academic stress is interpreted as an adaptive challenge based on its four modes of adaptation: physiological, self-concept, role performance, and interdependence. According to the WHO, academic stress is a systematic process of an adaptive and essentially psychological nature that arises from the demands of the academic environment. Introduction: Academic dropout in higher education is a complex phenomenon that affects students in various fields and is a critical area of concern in nursing programs. The objective of the study is to establish the focal and contextual stimuli that trigger academic stress at a university in Latin America (ColombiaPereira) and contribute to student dropout in the nursing program. Methodology: The study is quantitative, descriptive, and cross-sectional. The generalization and objectification of the results were carried out using a sample that was applied through a Google Forms survey adapted from the SISCO academic stress inventory, which is endorsed by the scientific community and was developed by Dr. Arturo Barraza. Analysis of Results: Descriptive using SPS software. Conclusions: The project is currently in the development phase. It is hoped that the findings will enable the design of intervention strategies based on Sor Callista Roy’s theory