Hubungan Empati Emosional dengan Tingkat Stres Akademik pada Mahasiswa Keperawatan Universitas Sumatera Utara

Abstract

Nursing students are a group that is highly vulnerable to academic stress due to the demands of theoretical learning, clinical practice, and complex academic responsibilities. On the other hand, emotional empathy is one of the important competencies that nursing students must have in order to support professionalism and quality of health services. Theoretically, emotional empathy is thought to be related to academic stress levels, but previous research results still show varying findings. This study aims to determine the relationship between emotional empathy and academic stress levels in nursing students at the University of North Sumatra. This study used a quantitative design with a correlational analytical approach. The research instruments were the Basic Emotional Empathy Scale (BEES) to measure emotional empathy and the Higher Education Stress Inventory (HESI) to measure academic stress levels. Data analysis was performed using the Kolmogorov-Smirnov normality test and Spearman's Rho test. The results of Spearman's Rho analysis show that emotional empathy is the independent variable (X) and academic stress is the dependent variable (Y). The results of Spearman's Rho test show a p-value < 0.05 with a value of 0.00, indicating a relationship between the independent variable (X) and the academic stress variable. This means that emotional empathy is significantly related to academic stress with a weak level of relationship with a correlation value of 0.389. Nursing students at the University of North Sumatra have high levels of emotional empathy and academic stress. However, emotional empathy is not significantly related to academic stress levels. This indicates that other factors such as emotion regulation, coping strategies, and social support play a greater role in influencing students' academic stress levels.