Association of Classroom Anxiety with Age, Gender, and Academic Year among Nursing Students in Swat

Among nursing students, classroom anxiety is a common psychological issue that can negatively impact both academic achievement and the learning process as a whole. Developing successful educational support programs requires an understanding of the relationship between anxiety and demographic characteristics. Objectives: To evaluate nursing students' levels of classroom anxiety and investigate its relationship to a few demographic factors, such as age, academic year, and gender. Methods: This cross-sectional analytical study was conducted among nursing students in Swat utilizing a standardized questionnaire. 146 participants gave complete replies and were included in the analysis. Four levels of anxiety were identified: typical, mild to moderate, severe, and extreme. SPSS version 27.0 was used to analyze the data. Results: Classroom anxiety levels and academic year were found to be statistically significantly correlated ( p=0.013). Age (p=0.351) and gender ( p=0.968) did not, however, show any significant correlations. Conclusions: Mild to moderate anxiety was the most often stated degree among individuals. Classroom anxiety is frequent among nursing students and changes significantly between academic years, whereas age and gender do not appear to be relevant variables. These findings underline the need for academic-year-specific treatments to attenuate anxiety and encourage psychological well-being within the nursing curriculum.