Title: Empowering future caregivers: the role of self-leadership in reducing stress among nursing students

Authors: Nasir Mustafa; Hina Zahoor; Rehab El Gamil; K.M. Ashifa; Mehdi Safaei

Addresses: Faculty of Health Science, Istanbul Gelisim University, Istanbul, Turkey ' Faculty of Health Science, Istanbul Gelisim University, Istanbul, Turkey ' Faculty of Applied Sciences, Istanbul Gelisim University, Istanbul, Turkey ' Faculty of Health Science, Istanbul Gelisim University, Istanbul, Turkey ' Logistics Management Department, Faculty of Economics, Administrative and Social Sciences, Istanbul Gelisim University, Istanbul, Turkey

Abstract: Self-leadership skills help nursing students manage stress. Self-leadership development revolves around task motivation, constructive cognition, and behaviour awareness and volition. Students overcome challenges and provide exceptional treatment by being motivated to fulfil clinical and academic tasks. Clinically, constructive cognition aids critical thinking, decision-making, and adaptation. For professionalism and stress management, behaviour awareness and volition require self-regulation. This skill helps students balance personal and academic obligations, reducing stress and improving performance. Self-leadership and stress perception in nursing students across academic years were examined in this study. The study sampled 169 nursing students using basic random selection. Students had moderate task motivation and constructive cognition, but behaviour awareness and volition varied. This suggests that some nursing students are self-leaders and others are not. Self-leadership skills, stress management seminars, positive reframing tactics, and a supportive environment are needed to boost nursing students' resilience and well-being, according to the research.

Keywords: nursing students; self-leadership; perceived stress; psychological well-being; task motivation; constructive cognition; behaviour awareness and volition; resilience; stress management.

DOI: 10.1504/IJIL.2026.150300

International Journal of Innovation and Learning, 2026 Vol.39 No.1, pp.74 - 103

Received: 03 Oct 2024
Accepted: 16 Dec 2024
Published online: 08 Dec 2025 *

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