year 2 problem solving with fractions

Free Printable Fraction Word Problems Worksheets for 2nd Year

Fraction Word Problems: Discover a collection of free printable worksheets for Year 2 math teachers, focusing on developing students' understanding of fractions through engaging word problems.

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Fraction Word Problems worksheets for Year 2 are an essential tool for teachers to help their students develop a strong foundation in math, particularly in understanding and solving problems involving fractions. These worksheets provide a variety of engaging and challenging math word problems that are specifically designed for second-grade students. By incorporating these worksheets into their lesson plans, teachers can effectively teach the concept of fractions and their applications in real-life situations. Furthermore, these worksheets are designed to cater to different learning styles, ensuring that every student can grasp the concept of fractions and improve their overall math skills. With the help of Fraction Word Problems worksheets for Year 2, teachers can create a fun and interactive learning environment that fosters a love for math in their students.

Quizizz is an excellent platform that offers a wide range of resources for teachers, including Fraction Word Problems worksheets for Year 2, Math quizzes, and other engaging activities. This platform allows teachers to create customized quizzes and games that align with their lesson plans, making it easier for them to assess their students' understanding of various math concepts. In addition to worksheets, Quizizz also offers a variety of Math Word Problems that can be used to supplement classroom instruction and provide additional practice for students. Teachers can easily track their students' progress and identify areas where they may need extra support. By utilizing Quizizz and its vast array of resources, teachers can create a comprehensive and engaging learning experience that helps their second-grade students excel in math.

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28 Fraction Word Problems for Year 2 to Year 6 With Tips On Supporting Pupils’ Progress

Emma Johnson

Fraction word problems are an important piece in teaching fractions. Fractions are a key component of the National Curriculum throughout primary, with children introduced to the concept in Year 1 and continuously building upon their knowledge and understanding, through to Year 6 and beyond.

The abstract nature of fractions makes them one of the more difficult areas of maths for children to understand. It is essential that they are taught through the use of concrete resources and visual images, but also through a link to the real world. Word problems are a great way to help children develop this understanding and should be used alongside any fluency work the children do.

To help you with this, we have put together a collection of 20 word problems which can be used with children from Year 2 to Year 6.

Fraction word problems in the national curriculum

• Why are word problems important for children’s understanding of fractions?

How to teach fraction word problem solving in primary school

Fraction word problems for primary , fraction word problems for year 2, fraction word problems for year 3, fraction word problems for year 4, fraction word problems for year 5, fraction word problems for year 6, more word problems resources.

Fraction Lessons Resource Pack

Download this free pack of fraction lessons to support your students and help them to practice fractions problems.

Fractions in KS1

Pupils are first introduced to fractions in Year 1, where they begin to recognise a half and quarter of a shape or quantity. As they progress through Key Stage 1, they are introduced to a wider range of fractions.

In Year 2 pupils need to be able to recognise, find, name and write fractions \frac{1}{3}, \ \frac{1}{4}, \ \frac{2}{4} and \frac{3}{4} of lengths, shape, a set of objects or quantity.

Fractions in lower KS2

Once pupils move into Key Stage 2, there is an increased focus on fractions, with a significant period of time dedicated to developing students’ knowledge and building on previous learning from Year 3 through to Year 6.

In Year 3, pupils are taught to count in tenths; recognise, find and write fractions of a discrete set of objects; understand the term ‘unit’ and ‘non-unit’ fractions; recognise equivalent fractions, compare and order fractions and add/subtract fractions with the same denominator. At this stage, pupils also begin to solve simple problems involving fractions.

As pupils progress into Year 4, they are also introduced to the concept of decimals alongside the work on fractions. They build upon their understanding of equivalent fractions and adding/ subtracting fractions (still with the same denominator.

They also learn to count up and down in hundredths, recognise and write decimals equivalent to \frac{1}{4}, \ \frac{1}{2} and \frac{3}{4} and begin to solve problems with increasingly harder fractions.

Fractions in upper KS2

As pupils continue through the school, into upper Key Stage 2, they continue to build on their learning. They are introduced to mixed numbers and improper fractions. They are also introduced to the concept of percentages alongside fractions and decimals.

In Year 5, children build on the knowledge gained in Year 4, comparing and ordering fractions; recognising equivalent fractions; addition and subtraction of fractions (with different denominators, but multiples of the same number). Fractions appear in addition and subtraction word problems .

They are also introduced to the multiplication of fractions; converting between improper fractions and mixed numbers and the link between fractions, decimals and percentages. By Year 5 pupils will be completing more complex problems, including multi-step word problems and multiplication word problems .

In Year 6, pupils consolidate and build upon the knowledge of fractions they have gained so far. Pupils continue to add and subtract fractions (with different denominators and mixed numbers). They also develop their understanding of how to multiply fractions and begin to divide fractions by whole numbers, combining fraction and division word problems .

Pupils also continue to build upon their understanding of the equivalences between fractions, decimals and percentages and solve increasingly complex one-step, two-step and multi-step percentage word problems .

Why are word problems important for children’s understanding of fractions?

Word problems, alongside the use of concrete resources and visual images, help children to make sense of the abstract nature of fractions. 

For example, if children were presented with the question \frac{6}{8} ÷ 3, some might find this difficult to access. If children are given it as a word problem, alongside a visual image, it becomes much more accessible.

The above calculation as a word problem :

 ‘3 children shared \ \it{\frac{6}{8}} of a pizza, how much did each child get?’

Children can see and understand the concept of 3 children sharing 6 slices of pizza, compared to just seeing the written calculation.

As with all word problems, the first thing children need to do is read the question carefully and make sure they understand what is being asked. They then have to decide what calculation is needed and whether they can represent it pictorially.

Here is an example:

Ben has a bag of 48 sweets.

He gives \frac{3}{8} of his bag to his brother

How many sweets does he have left?

How to solve:

What do you already know?

• There are 48 sweets altogether. 
• The denominator is 8, so we know we need to divide the 48 by 8. This will tell us how many sweets in \frac{1}{8} .
• The numerator is 3, therefore we need to multiply the answer by 3, to tell us how many sweets are \frac{3}{8} .
• The last step of the problem is to find out how many sweets Ben has left.
• We can either calculate \frac{5}{8} , as we know Ben must have \frac{5}{8} left, or we subtract the number of sweets in \frac{3}{8} from the total of 48.

How can this be drawn/represented pictorially?

• We can draw a bar model, split into 8 sections. 
• The 48 sweets are then shared between the 8 sections (each worth \frac{1}{8} ). 
• We can see that \frac{3}{8} of the 48 sweets equals 18 sweets. 
• We can then either subtract 18 from 48, to work out how many sweets were left. 48 – 18 = 30
• Alternatively, we can calculate how many sweets are in \frac{5}{8} , which is 30.

Word problems are tied in throughout Third Space Learning’s online one-to-one tuition programmes. Tutors work with students to break down word problems and identify the operations needed to solve problems.

The following section lays out the types of fraction word problems that you can expect to see by year group in primary school. 

At Third Space Learning we incorporate word problems into our one-to-one online tutoring . With each lesson designed to suit the needs of each individual student, our tutoring programme aims to deepen mathematical understanding and confidence in maths. 

Fraction word problems are a great way to strengthen students’ conceptual understanding of fractions and grow their problem solving skills. Take a look at our article on fraction games to help with this.

• What Is A Unit Fraction: Explain For Primary School
• What Is An Improper Fraction: Explained For Primary School
• Fractions: A Comprehensive Guide
• How To Teach Fractions Key Stage 2: Maths Bootcamp
• How To Simplify Fractions: A Comprehensive Guide

Word problems in Year 2 involve recognising and naming simple fractions and beginning to understand the concept of equivalence.

Maisie was having a birthday party.

She invited 16 friends. Half of her friends were from her class and a half were from the other Year 2 class. 

How many friends did she invite from each class?

Answer: 8 friends

\frac{1}{2} of 16 = 8

Ahmed baked 12 cookies. 

He ate \frac{1}{4} of them.

How many cookies did Ahmed eat?

\frac{1}{4} of 12 = 3

Sara says ‘I ate \frac{1}{2} a pizza and my friend ate \frac{2}{4} . My friend had more than me, as she had 2 pieces’.

Is she correct? Explain why you have chosen your answer.

Answer: Sara is not correct

\frac{1}{2} is the same as \frac{2}{4}

Tom and Zeyn shared a chocolate bar.

They both had a quarter of the chocolate bar. 

How much was left?

Answer : \frac{1}{2} of the chocolate bar

\frac{2}{4} are equivalent to \frac{1}{2}

Word problems for Year 3 include proper fractions, fractions of amounts, simple equivalent fractions and adding and subtracting fractions with the same denominator. 

Sophie ate \frac{1}{4} of her chocolate bar. 

If the bar had 20 squares, how many squares did Sophie eat?

Answer : 5 squares

\frac{1}{4} of 20 = 20 ÷ 4 = 5

Hamza and Khalifa shared a pizza.

Hamza ate two fourths of the pizza and Khalifa ate one fourth.

How much pizza was left?

Answer : \frac{1}{4}

There are 24 hours in a day.

Maise worked out that she spends \frac{1}{8} of her day on Saturday, doing exercise.

How long does she spend exercising on a Saturday?

Answer: 3 hours

\frac{1}{8} of 24 hours = 24 ÷ 8 = 3

There are 30 children in the class.

\frac{2}{5} of the children are wearing jumpers.

How many children are wearing jumpers?

Answer: 12 children

\frac{1}{5} of 30 = 30 ÷ 5 = 6

\frac{2}{5} of 20 = 12

Word problems for year 4 include equivalent fractions, fractions of quantities (including non-unit fractions and adding/subtracting fractions with the same denominator. Money word problems often appear in Year 4.

Abdullah spent \frac{1}{3} of his pocket money for the month on a new game.

He receives £18 per month.

How much did he spend on the game?

Answer : £6

\frac{1}{3} of 18 = £6

Bethan had a bag of sweets.

She gave \frac{2}{7} of the bag to her mum and ate \frac{3}{7} of herself.

What fraction of the bag was left?

Answer : \frac{2}{7}

Jamal ate \frac{6}{18} of a chocolate bar.

Mason ate \frac{1}{3}

Mason said that Jamal ate more than him. Do you agree? Explain your answer.

Answer : No – they both ate the same.

\frac{1}{3} is equivalent to \frac{6}{18}

\frac{2}{7} of a piece of ribbon is 10cm.

How long is the whole piece of ribbon?

Answer: 35cm

\frac{2}{7} = 10

\frac{1}{7} = 5

\frac{7}{7} = 5 x 7 = 35

Word problems for Year 5 include more complex equivalent fractions, problems involving mixed numbers and improper fractions, adding and subtracting fractions (with different denominators) and multiplying fractions.

There are 60 pupils in Year 5.

Eden carried out a survey on favourite foods.

\frac{1}{5} of the children said pizza, \frac{2}{6} said burgers and \frac{3}{10} said hot dogs.

How many pupils did she survey altogether?

Answer: 50 pupils

\frac{1}{5} of 60 = 12

\frac{2}{6} 0f 60 = 20

\frac{3}{10} = 18

The Johnson family are driving to the zoo.

They have driven \frac{5}{9} of their journey, which is 45 miles.

How much further do they have to drive, to reach their holiday home?

Answer: 20 miles left to drive

\frac{5}{9} = 45, therefore \frac{1}{9} = 45 ÷ 9 = 5. 

\frac{5}{9} = 5 x 5 = 25 miles

\frac{9}{9} = 9 x 5 = 45 miles

45 – 25 = 20

Macy is taking part in the school maths challenge. 

She is given a word problems worksheet containing 36 questions.

Macy gets \frac{7}{9} of the questions correct.

How many does she get wrong?

Answer: 8 questions wrong

\frac{1}{9} of 36 = 4

\frac{7}{9} = 28

\frac{2}{9} = 8

Oliver and Zac are making smoothies.

They make 800 ml of smoothies.

\frac{2}{5} is made from apples, \frac{3}{7} from strawberries and the rest from orange juice.

How many ml of orange juice do they add to the apples and strawberries?

Answer: 180ml orange juice

\frac{2}{5} of 800: \frac{1}{5} = 160ml, \frac{2}{5} = 320 ml apple juice

\frac{3}{8} of 800: \frac{1}{8} = 100, \frac{3}{8} = 300 ml strawberry juice

800 – 620 = 180ml 

Word problems for year 6 include adding and subtracting fractions with different denominators and mixed numbers, multiplying fractions, dividing fractions by whole numbers and finding equivalent fractions, decimals and percentages.

Children in a Year 6 Class at Oak Tree Middle School are answering a set of ratio questions. 

There are 10 questions and 28 children completing the activity. 

If the children got \frac{6}{7} of the total number of questions correct between them. 

How many did they get wrong?

Answer: 40 questions wrong

28 x 10 = 280 questions

\frac{1}{7} of 280 = 40 

\frac{6}{7} = 40 x 6 = 240

Amber and her 5 friends are sharing 4 pizzas for her birthday party.

The pizzas are split into sixths. 

If they each eat the same amount of pizza, how many slices does each person at the party get?

Answer: 4 slices

This is a dividing fractions word problem

\frac{24}{6} ÷ 6 = \frac{4}{6}

A group of friends win a quarter of the total lottery prize for the week.

There are 4 friends and each friend shares an equal fraction of the quarter.

What fraction of the total lottery prize does each friend get?

Answer: \frac{1}{16} of the prize fund

Each friend gets \frac{1}{4} of the \frac{1}{4} prize fund

There are 30 children in the class

\frac{7}{10} of the pupils in the class are girls.

\frac{3}{7} of the girls have their ears pierced.

How many girls have their ears pierced?

Answer: 9 girls have their ears pierced

\frac{1}{10} = 3, \ \frac{7}{10} = 21 girls

\frac{1}{7} of 21 = 3. \ \frac{3}{7} = 3 x 3 = 9

Third Space Learning offers a wide range of practice word problems for all primary year groups and covering a large number of topics, including; time word problems , ratio word problems , fraction questions , addition word problems and subtraction word problems .

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Year 2 - Number

Standard 2.NS.1.4 - Identify the fraction of an object in a word problem.

Included Skills:

Number - fractions • Pupils should be taught to: - recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity - write simple fractions for example, 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.

If you notice any problems, please let us know .

Write simple fractions and recognise equivalences

Your child will use objects to find:

• Halves by sharing equally between two groups.
• Thirds by sharing equally between three groups.
• Quarters by sharing equally between four groups.

They will also be expected to write out fractions in simple calculations. This will help them to understand the connection between fractions and division. For example:

 of 6 = 3 6 ÷ 2 = 3    of 12 = 4 12 ÷ 3 = 4

How to help at home

There are lots of everyday ways you can help your child to understand fractions. Here are just a few ideas.

1. Exploring fractions of quantities

Try sharing objects equally to find fractions of amounts. You could do this by using things around the house – for example, grapes, buttons, beads, or pieces of dried pasta… the options are endless!

• Halves . Find 12 of the same type of object and ask your child to find half. Ask them how many are in each group and help them see that half of 12 is 6 because there are 6 objects in each group.
• Quarters . Once you’ve explored halves, you could find a quarter of the 12 objects. Show your child that you can do this by sharing the objects into four equal groups or by finding half and then half again.
• Thirds . Now see if your child can share the objects into three equal groups. How many are in each group? Try finding three quarters and then two thirds of the 12 objects.

See if your child understands that two quarters is equivalent to one half, and that four quarters is equivalent to the whole. Help them understand that finding a half is   equivalent   to dividing by 2, finding a quarter is equivalent to dividing by 4, and finding a third is equivalent to dividing by 3.

2. Fractions of shapes

If your child enjoys drawing and crafts, use paper, pens, and scissors to show them how fractions work. Together, draw simple shapes like squares, triangles, or circles. You will need to ensure they are quite even and exact – drawing around things can help with this.

Cut out the shapes and then fold them to find halves, thirds, and quarters of the shapes. Can the shape be folded into two, three, or four equal parts? There are lots of ways you can use these shapes to explore fractions. For example:

Show your child a square and ask them how they would find half of the shape. They may fold the shape in half to see if there are two equal parts. Ask them to show you one half. What shape is the half?   Investigate how many different ways a shape can be folded in half. For instance, you could fold a square diagonally to create triangular shapes. Find different ways to make a quarter of a shape or a third of a shape.

3. Writing fractions

Help your child start writing fractions using mathematical symbols. The number at the bottom is called the denominator  and the number at the top is called the numerator . The denominator tells us how many equal parts we are dividing into. The numerator tells us how many of the equal parts we are looking for.

You could play a game where children match the written fraction to an image of the fraction. For example:

4. Fractions as numbers in their own right

Your child needs to understand that a fraction is also a number in its own right. You can help your child with this concept using number lines.

You could show your child a number line as shown below. Ask them to show where a half would go on the number line. Help them to understand that a half is directly in the middle of 0 and 1.

Similarly, your child will need to be able to find a quarter, three-quarters and a third on a number line, as shown below:

5. Counting in fractional steps

Encourage your child to begin counting in halves, quarters, and thirds using objects and number lines to help. For example, cut pieces of fruit into three equal pieces and count in thirds: ⅓, ⅔, 1, 1 ⅓, 1 ⅔, and so on.

This will reinforce the idea that fractions are numbers, and will show how they can add up to more than one. Number lines and images can also represent fractions and help you count in thirds. For example:

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Year 2 | Problem Solving With Fractions Worksheets

Year 2 fractions maths mastery resources

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Aligned with the maths mastery approach, these Year 2 | Problem Solving With Fractions Worksheets  are designed to save you time whilst delivering high quality learning experiences for children.

Topic: Number – Fractions

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Fraction Worksheets for Year 2 (age 6-7)

Children should come into Year 2 (age 6-7) being able to recognise halves and quarters and knowing that a half is one of two equal parts of an object, shape or quantity and a quarter is one of four equal parts.

In Year 2 this knowledge is developed to include recognising one third, two thirds, two quarters and three quarters of shapes, sets of objects, quantities and lengths.

Finding fractions of shapes can involve shading in or cutting out certain amounts of a shape e.g. shading two thirds of a rectangle. The important concept here is that the fractions must be of equal size.

Finding fractions of sets of objects is usually done on a practical basis e.g. take 12 bricks and sort them into three equal piles – each pile is one third of the total number of bricks. This can also be done pictorially and strengthens the link between finding fractions and division.

Finding fractions of quantities means finding a fraction of a number e.g. find a third of 6. This is a development from using shapes and objects and should only be done when children are confident with working with objects to find fractions.

A key aspect of fractions is recognising equivalence. Put simply this is the understanding that a half is equivalent to, or the same as two quarters, and that four quarters is equivalent to one whole one.

Another important aspect of work with fractions in Year 2 is counting in halves and quarters.

By the end of the year children should be familiar with terms such as part, fraction, three quarters, one third and two thirds and be able to write these fractions in both words and numbers.

Whilst we recommend that much of the fractions work in Year 2 should be practical in nature we have plenty of written material to reinforce the practical work. Why not take a look now?

Once all this has been achieved children will be ready to move onto Year 3 work when much more is done on equivalent fractions, comparing fractions and even adding and subtracting simple fractions.

Recognise and find halves.

Today we are going to look at a new way of writing a half.

Recognising halves and finding different ways of dividing a shape into two halves.

Recognising half of a number of objects.

Finding halves of amounts.

Draw a ring round half the creatures.

Halves, quarters and three quarters

Recognise and find halves, quarters and three quarters.

Today we are going to look at writing a quarter.

Working with quarters including finding the total number when given one quarter.

More work on quarters with a monster theme.

More work on quarters with a garden bird theme.

Recognising a quarter of a number of objects.

Finding a half and a quarter of a set of objects.

Finding one half and one quarter of a set of objects.

More finding halves and quarters of sets of objects.

Work out halves, quarters and three quarters of shapes and numbers.

Finding halves and quarters of small numbers.

Recognise and find thirds.

Today we are going to look at finding a third.

Find a third of small amounts.

Recognising equal parts: thirds.

Recognising a third of a number of objects.

Finding halves and introducing thirds of shapes, amounts and numbers.

Looking for thirds and quarters and finding the odd one out.

More on fractions

Finding fractions of shapes and numbers, non-unit fractions and counting in fractions.

Today we are going to look at non unit fractions.

Recognising equal and unequal parts of a whole.

Understanding simple non-unit fractions such as three quarters.

Find simple fractions of shapes and numbers

Find simple fractions of amounts. Quarters, halves and three quarters.

How many ways are there of eating a quarter of a bar of chocolate?

Estimating cutting lengths into halves, quarters and thirds plus word problems involving fractions of lengths.

Count on in quarters.

A different kind of number line: counting in quarters and halves.

Some tricky word problems which need a good knowledge of halves of small numbers!

The statutory requirements for fractions in Year 2.

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Year 2: Fractions

New Maths Curriculum (2014): Year 2 objectives.

Pupils should use additional fractions as operators on discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantity, a set of objects or shapes. They meet 3/4 as the first example of a non-unit fraction. 

Pupils should count in fractions up to 10, starting from any number and using the 1/2 and 2/4 equivalence on the number line (e.g. 11/4, 12/4 , (or 11/2), 13/4, 2). This reinforces the concept of fractions as numbers and that they can add up to more than one. 

Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity

Write simple fractions e.g. 1/2 of 6 = 3 and recognise the equivalence of two quarters and one half.

Fraction Worksheets

Conversion :: Addition :: Subtraction :: Multiplication :: Division

Conversions

Fractions - addition, fractions - subtraction, fractions - multiplication, fractions - division.

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Year 2 Maths Worksheets UK Hub Page

Welcome to Math Salamanders Year 2 Maths Worksheets hub page.

In our Year 2 area, you will find a wide range of printable math worksheets and Maths activities for your child to enjoy.

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Year 2 Maths Learning

Here are some of the key learning objectives for the end of Year 2:

• know and use Place value up to 100
• Compare and order numbers up to 100
• Counting on and back in 1s and 10s
• count in 2s, 5s and 10s
• Position numbers on a number line up to 1000
• use addition and subtraction facts to 20
• use related facts for addition and subtraction
• add or subtract 1 or 10 from a 2-digit number
• add and subtract 2-digit numbers
• number bonds to 100 using tens only
• add three single-digit numbers
• recognise and make equal groups
• use the x symbol to write multiplication sentences
• use arrays and pictures to represent multiplication sentences
• know multiplication facts for the 2, 5 and 10 times table
• recognise and find a half, a quarter and a third
• understand and use fraction notation
• understand the equivalence of a half and two-quarters
• count on in halves, thirds and quarters up to 10
• count in pence: 1p, 2p ,5p, 10p and 20p
• count in pounds: £1, £2, £5, £10 and £20
• find a simple total or difference between two money amounts
• find the change from simple amounts
• tell the time: o'clock, half-past, quarter-past and to
• understand and compare durations of time
• compare and measure length, mass, volume, capacity and temperature
• read a variety of scales going up in 1s, 2s, 5s and 10s
• recognise 2D and 3D shapes
• count sides and vertices on 2D shapes
• count faces, edges and vertices on 3D shapes
• sort and make patterns with 2D and 3D shapes
• describe movement and turns
• make tally charts
• draw and interpret pictograms
• understand and use block diagrams

Please note:

Our site is mainly based around the US Elementary school math standards.

Though the links on this page are all designed primarily for students in the US, but they are also at the correct level and standard for UK students.

The main issue is that some of the spelling is different and this site uses US spelling.

Year 2 is generally equivalent to 1st Grade in the US.

On this page you will find link to our range of math worksheets for Year 2.

Quicklinks to Year 2 ...

• Place Value Zone

Operations Zone

• Mental Math Zone

Word Problems Zone

• Measurement Zone

Geometry Zone

Data analysis zone.

• Fun Zone: games and puzzles

Coronavirus Stay At Home Support

For those parents who have found themselves unexpectedly at home with the kids and need some emergency activities for them to do, we have started to develop some Maths Grab Packs for kids in the UK.

Each pack consists of at least 10 mixed math worksheets on a variety of topics to help you keep you child occupied and learning.

The idea behind them is that they can be used out-of-the-box for some quick maths activities for your child.

They are completely FREE - take a look!

• Free Maths Grabs Packs

Place Value & Number Sense Zone

Year 2 Place Value Charts

Here you will find a range of Free Printable Place Value Charts for Year 2.

These printable charts will help your child learn to read and write numbers.

Some of the charts are partially filled to help your child learn their place value.

Using these sheets will help your child to:

• learn to count in tens and ones;
• learn to read and write numbers.
• Printable Number Charts 0-99
• Hundred Number Charts (100 Squares)
• Number Grid up to 200

Place Value and Counting Worksheets

Here you will find a range of Year 2 Place Value Worksheets.

These Year 2 maths worksheets will help your child learn their place value, reading, writing and ordering numbers up to 100.

There are also some money worksheets involving counting in dimes and pennies to support place value learning.

• learn to order numbers to 100;
• learn to count in dimes and pennies;
• learn to read and write numbers to 100.

Year 2 Place Value Worksheets

• Place Value to 20 Worksheets
• Math Place Value Worksheets Tens and Ones
• Ordering 2-digit numbers Worksheets
• Greater than Less than Worksheets - up to 2 digit numbers
• Printable Counting Worksheets to 50
• Missing Number Chart 1-100
• Counting by 2s Worksheets
• Math Worksheets Counting by 1s 5s and 10s

Number Line Worksheets

Here is our selection of free printable number line worksheets for Year 2 pupils.

These first grade math worksheets will give your child a good grasp of place value and number sequences up to 100.

• count on and back by ones;
• position numbers to 100 on a number line.
• Number lines to 20
• Number lines to 100

Year 2 Mental Maths Zone

Here you will find a range of printable mental math sheets designed especially for Year 2 children.

Each quiz tests the children on a range of math topics from number facts and mental arithmetic to geometry, solving word problems and measures questions.

A great way to revise topics, or use as a weekly math quiz!

• Year 2 Printable Mental Maths

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Year 2 Addition Worksheets

Here you will find a range of Free Printable Addition Worksheets to support Year 2.

The following first grade math worksheets involve adding different amounts.

• learn their addition facts to 12+12;
• learn to solve an addition fact where one of the addends is missing;
• learn to add numbers in columns up to 100.
• Number Bonds to 10 and 12
• Addition Sentences to 12
• Addition Fact Practice to 12
• Addition Facts to 20 Worksheets
• Adding tens
• Addition Word Problems
• 2 Digit Addition Without Regrouping
• 2 Digit Addition Worksheets With Regrouping
• Free Addition Worksheets (randomly generated)

Year 2 Subtraction Worksheets

Here you will find a range of Year 2 Subtraction Worksheets.

The following worksheets involve using the Math skills of subtracting.

Using these Year 2 maths worksheets will help your child to:

• learn their addition and subtraction facts to 12;
• learn to subtract 2 digit numbers.
• Subtraction Facts to 12
• Subtracting tens
• Subtraction Word Problems
• Two Digit Subtraction Worksheets Without Regrouping
• 2 Digit Subtraction Worksheets With Regrouping
• Free Subtraction Worksheets (randomly generated)

Addition & Subtraction Worksheets

If you need to mix and match addition and subtraction fact questions within the same sheet, then use this section here.

The addition and subtraction worksheets involve counting on and back with numbers to 12.

• Math Activities Addition and Subtraction to 12
• Add and Subtract 10 Worksheets
• Addition Subtraction Worksheets (randomly generated)
• Addition and Subtraction Problems

Year 2 Maths Word Problems

Here you will find a range of math word problems aimed at Year 2 level. Each problem sheet is based on an interesting theme such as parties or the seaside.

• Add and subtract with numbers to 12;
• order numbers to 100;
• solve a range of math problems.
• Maths Problems for Year 2

Longer Math Problems

• Year 2 Maths Problems (1st Grade)

Year 2 Geometry Worksheets

Here is a range of free geometry worksheets for Year 2 pupils.

The following worksheets will help your child to:

• Identify and name a range of 2d and 3d shapes;
• Draw 2d shapes;
• Know some of the properties of 2d shapes.
• Year 2 Geometry Worksheets (1st Grade)

Measurement Zone, including Time & Money

Year 2 measurement worksheets.

Here is our selection of measurement worksheets for Year 2 pupils.

These sheets involve reading scales going up in ones to find the weight or liquid capacity.

Using these sheets will help children to consolidate their counting as well as learning to read a simple scale.

• Year 2 Measurement Worksheets (1st Grade)

Year 2 Money Worksheets

Here you will find a range of free printable First Grade Money Worksheets.

The following worksheets involve counting different amounts of money in pennies, nickels and dimes.

• learn the names and values of the US coins;
• learn to count up different amounts of money to £1 in coins.
• Free Counting Money Worksheets UK Coins (easier)
• Free Money Worksheets UK Coins up to £1

Printable Money Resources

• Printable Money Flashcards
• Kids Counting Money Dominoes

Telling the Time Worksheets

Here is our selection of telling the time worksheets for 1st grade.

• read o'clock and half-past times;
• convert o'clock and half-past times to digital;
• draw clock hands correctly to mark out o'clock and half-past.

The year 2 maths worksheets in this section will help your child learn to tell simple times on an analogue clock.

• Telling Time Worksheets o'clock and half-past
• Clock Worksheets - Quarter Past and Quarter To

Year 2 Bar Graph Worksheets

Here is our selection of bar graphs for first graders.

These Year 2 maths worksheets involve reading and interpreting a range of bar graphs and picture graphs with a scale going up in ones.

Using these sheets will help children to understand how bar graphs work.

• Year 2 Picture/Bar Graphs (First Grade)

Fun Zone: Puzzles, Games and Riddles

Year 2 Maths Games

Here you will find a range of free printable Math games. All children like to play Math games, and you will find a good range of Maths Games at a Year 2 level here for your child to play and enjoy.

• Year 2 Maths Games (First Grade)

Year 2 Maths Puzzles

Here you will find a range of printable Year 2 level math puzzles for your child to enjoy.

The puzzles will help your child practice and apply their addition and subtraction facts as well as developing their thinking and reasoning skills in a fun and engaging way.

Using these puzzles will help your child to:

• develop thinking and reasoning skills;
• develop perseverance.
• Year 2 Maths Puzzles (1st Grade)
• Dot to Dot up to 50

Math Salamanders Year 2 Maths Games Ebook

Our Year 2 Maths Games Ebook contains all of our fun maths games, complete with instructions and resources.

This ebooklet is available in our store - use the link below to find out more!

• Year 2 Maths Games Ebook

Other UK Maths Worksheet pages

See below for our other maths worksheets hub pages designed for children in the UK.

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CPA - Problem solving: Bar model - Fraction of amounts - only Halves - Year 1

Subject: Mathematics

Age range: 5-7

Resource type: Worksheet/Activity

Last updated

26 August 2024

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Progression to one and two step word problems. Sentence stems provided to encourage children to verbalise value of the whole as well as the half.

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Watch CBS News

Teens surprise math world with Pythagorean Theorem trigonometry proof | 60 Minutes

• Open access
• Published: 02 September 2024

Evaluation of stress, bio-psycho-social response and coping strategies during the practical training in nursing students: a cross sectional study

• Müjgan Solak   ORCID: orcid.org/0000-0001-6201-3139 1 ,
• Sevcan Topçu   ORCID: orcid.org/0000-0002-6228-1720 2 ,
• Zuhal Emlek Sert   ORCID: orcid.org/0000-0002-2809-5617 2 ,
• Satı Doğan   ORCID: orcid.org/0000-0002-9935-3265 3 &
• Fatma Savan   ORCID: orcid.org/0000-0002-4846-9129 2  

BMC Nursing volume  23 , Article number:  610 ( 2024 ) Cite this article

Metrics details

The aim of the study was to identify stress level, bio-psycho-social response and coping behavior of nursing students during the practical training.

A cross-sectional study was carried out with the 1st, 2nd, 3rd, 4th-year nursing students ( n  = 1181) between September 2018-may 2019. Data was collected using by Socio-Demographic Questionnaire, The Student Nurse Stress Index, The Bio-Psycho-Social Response Scale and Coping Behavior Inventory.

The fourth-grade nursing students’ stress level was found to be statistically significantly higher than of other graders. Nursing students have shown emotional symptoms and social-behavioral symptoms the most. To cope with stress, nursing students used the strategies transference, staying optimistic, problem-solving and avoidance, respectively.

Conclusions

These findings highlight the need to routinely evaluate nursing students for stress, bio-psycho-social response, and coping strategies during practical training. Thus, counseling units can be constituted by the nursing schools, and nursing students who have higher stress levels and inadequate coping strategies benefit from these units.

Peer Review reports

According to Lazarus and Folkman’s transactional theory of stress and coping, stress is a two-way process. Stress is defined as exposure to stimuli (as harmful, threatening, or challenging) that exceed the individual’s coping capacity [ 1 ]. There is a complex transaction between individual subjective reactions to stressors and stressors produced by the environment complex transaction. Transactional theory consists of cognitive appraisal, and coping. After a primary appraisal of the threat or challenge is made, a secondary appraisal process of identifying and selecting available coping options is made. Coping processes produce an outcome, which is reappraised as favorable, unfavorable, or unresolved [ 1 , 2 ].

Stress is accepted as a disease of the 20th century that affects many professions [ 3 ]. Health professionals, especially nurses encounter higher levels of stress and stress factors when their level of exposure to stress and the number of stress-sources are evaluated [ 4 ]. For nurses, stress starts from the beginning of training period and they experience the negative effects of stress on health for many years [ 5 , 6 , 7 ].

Nursing students experience different levels of stress both during their theoretical and practical training [ 8 , 9 ]. Sources of theoretical stress are constantly subjected to examinations, assignments about courses, length of lecture time despite the lack of free times and preparation process before practical evaluations [ 10 , 11 , 12 ]. But sources of practical training stress comprise of the followings; starting to practice for the first-time, clinical evaluations, feeling inadequate in practice, scaring to give patients any harm, caring for patients, relationships with healthcare workers, friends and patients [ 13 , 14 ]. Although nursing students experience stress due to many reasons both in practical and theoretical settings, practical training periods are expressed as periods in which nursing students experience the highest levels of stress [ 15 , 16 ].

Stress can sometimes be a source of motivation, however, high stress can affect coping, self-confidence, concentration, motivation, academic performance [ 9 , 17 ]. In addition, high stress levels may cause students to experience health problems such as hypertension, heart diseases, nutritional disorders, stammering, nausea, vomiting, exhaustion and depression [ 5 , 6 ]. It is stated that nursing students experience higher levels of stress and relevant physical and psychosocial symptoms when compared with the students of other health-related disciplines [ 15 , 18 ].

This situation makes coping strategies crucial for stress management. Coping is defined as constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing or exceeding the resources of the person [ 1 ]. The impact of stress on health depends on the adequacy of coping strategies that play a vital role in managing the stress [ 6 ]. As a strategy to cope with stress, nursing students prefer problem solving the most [ 8 , 11 , 19 ] and avoiding the least [ 5 , 6 , 8 ].

It was found in previous studies that the stress levels of nursing students differed according to classes. It is reported that stress levels are higher in nursing students in the upper grades and the initial clinical practice affects their stress levels [ 20 , 21 , 22 ]. In order to reduce the stress and its negative effects in nursing students, first of all, to determine their stress levels, their responses to stress, coping strategies and the factors affecting their stress levels is very important.

Research questions

What are the stress levels, bio-psycho-social responses, and coping behavior of nursing students during the practical training?

Which variables affect the stress level of nursing students?

A cross-sectional design was used.

Procedure and samples

The study’s population consisted of 1st, 2nd, 3rd, and 4th-year students [ n  = 1181] of nursing school. A cross-sectional study was conducted between September 2018-May 2019.Since it was aimed to reach the entire population, no sample selection method was used. The inclusion criteria for the study were (1) voluntary acceptance of study participation (2) being during the period of practical training. The number of students was 300 for first grade, 309 for second grade, 285 for third grade and 287 for fourth grade. All of the students [ n  = 996] who meet inclusion criteria are included in the study. The response rate of the questionnaires is 84%. ( n  = 996/1181).

Data was collected during the practical training for each grade. The Faculty of Nursing has an integrated education system. The integrated education system is based on holistic learning. It enables the student to see the big picture instead of learning small parts and subject areas are associated according to a subject. The integrated education programme, which includes a structuring from health to disease, is organised to include basic knowledge, attitudes and skills related to the subjects related to care. In the first, second and third years of the integrated education programme, courses are conducted as modules, active education methods are used, and skills training is provided in laboratories and clinics. The fourth year is organised as an internship programme. Practical training starts to in the second term of the first year in the Faculty of Nursing. 1st-year students have practical training consist of 13 h per week for one month in Primary and Secondary Schools. 2nd and 3rd-year students have practical training in Hospitals and Primary Care. The practical training of 2st-year students in the third semester consists of 24 h per week for one month in dermatology, otolaryngology clinics, eye clinics, etc. In the fourth semester, their practical training includes 24 h per week for two months in İnternal Medicine and Surgery clinics. The practical training of 3rd-year students comprises 24 h per week for three months in pediatrics, obstetrics (fifth semester) clinics and psychiatry clinics, primary care (sixth semester). 4th-year students (internship) are in practical training (eight different nursing fields fundamentals of nursing, internal nursing, surgery nursing, pediatric nursing, obstetric and gynecological nursing, psychiatric nursing, public health nursing) during the seventh and eighth semesters. They have practical training 32 h per week each semester.

Data collection tools

Data was collected using by Socio-Demographic Questionnaire, The Student Nurse Stress Index (SNSI), The Bio-Psycho-Social Response Scale (BPSRS) and Coping Behavior Inventory (CBI) Socio-Demographic Questionnaire consists of seven questions such as age, gender, grade, employment status, smoking status, choosing nursing profession willingly and academic status.

The student nurse stress index (SNSI): SNSI that developed by Jones & Johnstone (1999), consisted of 22 items, and four subscales which include academic load, clinical concerns, personal problems, and interface worries [ 23 ]. SNSI is a five-point Likert-type scale ranging from 1 [not stressful] to 5 [extremely stressful]. The Turkish validity and reliability study was conducted by Sarıkoç, Demiralp, Oksuz, Pazar, [ 24 ]. Its Cronbach α coefficient was 0.86. Turkish version of the scale consists of four subscales as personal problems, clinical concerns, interface worries, and academic load. The higher scores obtained from SNSI indicate the high-stress level.

The bio-psycho-social response scale (BPSRS): The BPSRS, developed by Sheu, Lin, Hwang (2002), consist of 21 items and three subscales about symptoms relating to the students’ physical, psychological and social health [ 25 ]. BPSRS five-point Likert-type scale from 0 to 4. Its Cronbach’s alpha coefficient was 0.90. A higher score indicated the presence of more symptoms and poorer physio-psychosocial status [ 25 ]. The Turkish validity and reliability study was conducted by Karaca et al. [ 26 ]. The Cronbach’s alpha coefficient of the Turkish version was found to be 0.91 [ 26 ].

Coping behavior inventory (CBI): The original version of CBI that developed by Sheu, Lin, Hwang, (2002), consists of 19 items and four subscales as avoidance, problem solving, stay optimistic and transference [ 25 ]. The scale is a five-point Likert-type scale from 0 to 4. Its Cronbach’s alpha coefficient was 0.76. A higher score in one factor indicated more frequent use of this type of coping behavior [ 25 ]. The Turkish validity and reliability study was conducted by Karaca et al. (2015) and its Cronbach’s alpha coefficient was 0.69 [ 26 ].

Data analysis

The data were evaluated using the SPSS 21 (Statistical Package for the Social Sciences). Descriptive statistics was used as mean and standard deviation. One way anova test was used to compare scale scores (SNSI, BPSRS, CBI) according to graders. Multiple regression analysis was used to determine the variables (gender, employment status, smoking status, willingness of the choice of the nursing profession, academic achievement status) affecting stress level. For all effects, we used the standard significance level of α = 0.05.

Ethical considerations

This study was approved by Ege University Scientific Research and Publication Ethics Committee (Approval Number: 56/2018). The participants received information about the research objectives and procedures, and their written permission was obtained by means of informed consent form before data collection.

The mean age of nursing students is 21.32 ± 1.57 years. Of the students, 91.9% are females and 26.5% are freshmen, and 5% are working outside the school (Table  1 ).

When nursing students’ total and subscale SNSI mean scores were compared, a statistically significant difference was found between the mean scores of total SNSI and academic loads, interface worries and clinical concerns subscale (Table  2 ). The first grade nursing students’ mean score of academic load subscale was found to be statistically significantly higher than of second and third graders ( p  < 0.05). The third and fourth grade nursing students’ interface worries subscale scores were also statistically significantly higher than of the first and second graders. In the clinical concerns subscale, the second and fourth grade nursing students had significantly higher clinical anxiety than the other graders and the first-year nursing students had lower clinical concerns than other graders. When the total SNSI mean scores were compared, fourth grade nursing students’ stress level was found to be statistically significantly higher than of other graders, and the first grade nursing students’ stress level was statistically lower than of other graders.

It was established that nursing students have shown emotional symptoms and social-behavioral symptoms the most, whereas physical symptoms were shown the least (Table  3 ). When the total and subscale mean scores of BPSRS were compared according to nursing students’ grades, a statistically significant difference was detected in subscales of total BPSRS, emotional symptoms and social behavioral symptoms. In the emotional symptoms subscale, the first year nursing students had less emotional symptoms than other graders. In the social behavioral symptoms subscale, the mean scores of fourth grade nursing students were found to be significantly higher than of other graders. When total BPSRS mean scores were compared, it was observed that the fourth grade students had more bio-psycho-social behavioral symptoms than the first grade students.

It was found that to cope with stress, nursing students used the strategies transference, staying optimistic, problem-solving and avoidance, respectively (Table  4 ). When nursing students’ behaviors related to coping with stress were evaluated according to grades, no statistically significant difference was found between the subscale scores of avoidance, staying optimistic and transference, whereas only the problem-solving subscale was statistically significant. In the problem-solving subscale, the problem-solving skills have increased significantly as the class increased ( F  = 72.63; p  = 0.00).

The relationship between nursing students’ stress level and gender, willingness to choose nursing profession, smoking status, employment status and academic achievement status was evaluated using regression analysis (Table  5 ). The extent to which nursing students’ stress levels were predicted by variables such as gender ( β =-0.22, p  = 0.00), choosing nursing profession willingly ( β =-0.27, p  = 0.00), smoking status ( β  = 0.28, p  = 0.00), employment status ( β  = 0.14, p  = 0.00) and academic achievement status ( β =-0.34, p  = 0.00) was determined by applying linear multiple regression. As a result of this process was detected as R  = 0.84, R2  = 0.70, and 70% of the total variance on stress level was explained by these variables. The stress level was found significantly higher in female students, working students, smokers, those who did not want to choose the nursing profession and those with low academic achievement.

One of the most important stress factors for nursing students is practical training periods especially an initial period of practical training [ 21 ]. It is stated that nursing students experience more stress in clinical practice periods than other periods [ 16 , 21 ]. In the literature, studies investigating the effects of grade on the stress level of nursing students have shown mixed results. Eswi, Radi, Youssri reported that there was no relationship between grade and stress level [ 27 ]. In a study conducted by Shaban, Khater, Akhu-Zaheya, it was found that nursing students were more sensitive to stress due to reasons such as transition to university life, managing their own needs and gaining new social skills, especially during the first years of education. In this study, unlike other studies, the first-year nursing students’ stress level was found lower than of other graders [ 6 ]. Aedh, Elfaki & Mohamed, reported that nursing students who are in the second year of nursing education have experienced higher level of stress than other grades [ 28 ]. In this study, although the second grade was not the highest stress level group, the stress level showed a rapid increase compared to the first grade and the clinical concerns subscale scores were found higher than other grades. Third and fourth grade nursing students’ mean interface worries scores were found high the other grades. Several studies have similarly reported that, nursing students’ stress level was found higher in the last period of nursing education compared to other periods [ 15 , 22 ]. In a qualitative study conducted by Admi et al. (2018) it was found that conflict between professional beliefs and the reality of hospital practice were stressors for final year students [ 19 ]. In the study conducted by Bhat (2021) et al. it was reported that training on invasive procedures (safe catheter etc.) should be standardised in undergraduate education and this should be made part of the annual or biannual compulsory training for healthcare personnel [ 29 ]. Similarly, in this study, the stress level of fourth-grade nursing students was found higher than of other graders, and fourth-grade nursing students’ mean scores of clinical concerns and interface worries were higher than of other graders. The results of our study indicate that the first-grade nursing students had problems adapting to the intensive pace of nursing education and that they experienced stress; accordingly, second-grade nursing students who first-time took to practical training and fourth-grade nursing students who had the longest practical training period also experienced stress due to practical training.

In several studies found that nursing students experienced higher levels of stress, physical and psychological symptoms than the students in other health disciplines [ 6 , 30 ]. Chen & Hung reported that nursing students demonstrated physical symptoms toward stress mostly, and social-behavioral symptoms the least [ 8 ]. In the study carried out by Kassem & Abdou, when the bio-psycho-social responses experienced by nursing students were evaluated, it was found that emotional symptoms were the most common and social-behavioral symptoms were the least [ 11 ]. In another study conducted by Durmuş & Gerçek with nursing students, it that bio-psycho-social responses were found to be occurred mostly in fourth grade students [ 31 ]. In all classes, the most often emotional symptoms were observed in nursing students followed by social behavior symptoms and physical symptoms respectively [ 31 ]. The present study showed that nursing students demonstrated emotional symptoms and social-behavioral symptoms the most, whereas physical symptoms were demonstrated the least, and these results were consistent with results from most of previous similar studies. It was found that fourth-grade nursing students experienced more Bio-Psycho-Social Responses than freshmen and emotional symptoms were higher in second, third and fourth grade nursing students and social behavioral symptoms were higher in fourth-grade nursing students. This difference may be explained by the fact that because fourth-grade nursing students’ stress levels were higher than of other graders, they showed more Bio-Psycho-Social Responses.

Durmuş & Gerçek found that first, and the third-year nursing students have usually used strategies for coping with stress such as stay optimistic and avoidance, respectively [ 31 ]. Also, the same study showed that second and fourth-year nursing students have used problem-solving most [ 31 ]. Many studies found that nursing students have generally used problem solving as a coping strategy [ 5 , 8 , 11 , 19 , 32 ] and the avoidance at least [ 5 , 6 , 8 ]. Sheu, Lin, Hwang reported that using effective ways of coping with the problem will facilitate returning to stable status by allowing reduction of negative consequences of stress [ 25 ]. The present study showed that nursing students most often used transference and least avoidance strategies to cope with stress, and as the students’ grade levels increased, also the level of using problem-solving skills increased. This situation indicates that the problem-solving competencies involving in nursing education are being provided to the students. The fourth grade of nursing students who has highest practical-training hours possess problem-solving skills more than other grades because of the positive effects of the practical applications encountered in a large number of complicated situations on the problem-solving skills of the nursing students.

In the present study, when the interaction between nursing students’ stress level and gender, working status, smoking status, willingness to choose nursing profession and academic achievement status was evaluated, it was found that female students, employees, smokers, those that have chosen nursing profession unwillingly, and those with low academic achievement had significantly higher stress levels. It was reported in different studies that academic success [11,20,], gender [ 20 , 21 , 33 ] have affected students’ stress levels and also their working hours outside of nursing education have affected their stress level [ 11 ]. Although it is important for all students to reduce stressors and to provide support for the use of coping mechanisms; especially female students, employees, smokers, those that choose the nursing profession unwillingly, and those with poor academic achievement should be supported more.

Limitations

This study has some limitations. Unlike other nursing schools in our country, this research was carried out in a nursing school where an integrated education system was applied. The findings could be specific to this college of nursing. Therefore, the generalizability of results may be limited. Besides, the small number of male students is another limitation of the study. SNSI, BPSRS, and CBI are a self-reported questionnaire. This can lead to social desirability bias in respondents.

Reccommendations

It is recommended that long-term studies be conducted to understand the long-term effects of stress experienced during nursing education and to develop sustainable support mechanisms. Support mechanisms may decrease stress levels and their negative effects on nursing students and can promote nursing students’ well-being and academic success, especially during practical training. Exploring what is nursing students of stress levels and coping strategies during education, can inform post-graduation preventive strategies. Also, evaluating the current stress levels and coping strategies in different nursing education programs is crucial for identifying gaps and areas for improvement. Interventional and qualitative studies are crucial to providing concrete recommendations for educational institutions and policymakers to address stress among nursing students.

According to results of the present study, the stress levels of fourth-grade nursing students were higher than of other graders and causes of stress varied as regards grades. The higher level of stress in the senior nursing students that have the maximum responsibilities and stay times of practical training and the bio-psycho-social responses given by students associated depending on this stress indicate that those clinical practices are one of the main sources of stress for nursing students. Due to the nature of nursing education and nursing practices, students use their problem solving skills as a coping strategy. However, the presence of stress-related emotional and social-behavioral symptoms in nursing students indicates that they cannot cope with stress sufficiently. Internship, which is the preparation period for the transition to professional life for nursing, is the period in which nursing students experience the most stress. Students’ learning to cope with stress in this period will enable them to use these strategies in their professional lives. Nursing schools can consider this period as an opportunity period to reduce and cope with stress, which is one of the important risk factors for nurses.

To develop stress management and the stress-coping mechanism of nursing students, it was recommended that courses or counseling units should be available, nursing educators should support students in the clinical areas, receive regular feedback from the students about practical training, and cooperate with clinical nurses to increase nursing students’ clinical compliance. Also, in particular, female students, working students, smokers, those that have chosen nursing profession unwillingly, and those with low academic achievement should be encouraged to receive individualized or group support for stress management and in coping with stress.

Data availability

The data that support the findings of this study are not openly available due to reasons of sensitivity and are available from the corresponding author upon reasonable request.

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Sevcan Topçu, Zuhal Emlek Sert & Fatma Savan

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M. S Conception and design, data acquisition, data analysis and interpretation, writing, give final approvals. S. T Conception and design, data acquisition, data analysis, writing, give final approvals. Z. E. S Data acquisition, data interpretation, give final approvals. S. D Data acquisition, data analysis, give final approvals. F. S Conception, writing, give final approvals.

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Solak, M., Topçu, S., Sert, Z.E. et al. Evaluation of stress, bio-psycho-social response and coping strategies during the practical training in nursing students: a cross sectional study. BMC Nurs 23 , 610 (2024). https://doi.org/10.1186/s12912-024-02265-5

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Received : 30 June 2024

Accepted : 14 August 2024

Published : 02 September 2024

DOI : https://doi.org/10.1186/s12912-024-02265-5

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