Effectiveness of coping strategies regarding fear of missing out on academic performance among nursing and pharmacy students at selected colleges, Coimbatore, India

Abstract

BACKGROUND:

Fear of missing out (FoMO) is a pervasive concern in the digital age, particularly among healthcare students, potentially impairing academic engagement and performance. There is a need for evidence-based interventions to mitigate FoMO in high-pressure educational settings such as nursing and pharmacy.

METHODS AND MATERIAL:

A pre-test–post-test comparative experimental study was conducted in 2024 among 120 nursing and pharmacy students (aged 20–22 years) selected via stratified random sampling and randomly assigned to intervention (n = 60) or routine care (n = 60) groups. The intervention consisted of five one-hour sessions on coping strategies (seeking support, time management, goal setting, stress reduction, and balanced lifestyle). FoMO was measured using the Fear of Missing Out Scale (FoMOS), and academic performance was assessed via the Situated Academic Writing Self-Efficacy Scale (SAWSES). Data were analyzed using SPSS v28.0 with paired and unpaired t-tests and correlation analyses.

RESULTS:

Significant reductions in FoMO scores were observed in the intervention group compared to controls (nursing: t = 3.82, P = 0.05; pharmacy: t = 4.43, P = 0.037). Academic writing self-efficacy improved significantly in the intervention group (P < 0.05). A strong positive correlation was found between pre-test and post-test FoMO (r = 0.401, P < 0.01) and academic performance (r = 0.691, P < 0.001).

CONCLUSION:

The structured coping strategies intervention significantly reduced FoMO and enhanced academic writing self-efficacy among nursing and pharmacy students. Integrating such programs into student support services is recommended to promote academic well-being.

Introduction

Academic performance is a critical determinant of professional success for healthcare students. In rigorous disciplines such as nursing and pharmacy, psychological stressors—including the Fear of Missing Out (FoMO)—can adversely affect academic outcomes. FoMO, exacerbated by social media use, is associated with distraction, reduced study engagement, and impaired academic achievement.[1]

Recent studies have highlighted the growing prevalence of FoMO among university students, particularly in health sciences, where academic demands intersect with social and digital pressures.[2,3] For instance, a study among medical students in Saudi Arabia found that high FoMO levels were correlated with increased academic procrastination and decreased self-regulated learning.[4] Similarly, research on nursing students in Turkey indicated that FoMO mediated the relationship between smartphone addiction and academic burnout.[5] Despite these associations, few intervention studies have empirically tested structured coping programs tailored to reduce FoMO and enhance academic self-efficacy in comparative healthcare student populations, especially within the Indian educational context.[6]

This study is grounded in the transactional model of stress and coping by Lazarus and Folkman, which posits that cognitive appraisal and coping strategies moderate the impact of stressors on outcomes. The conceptual framework [Figure 1] illustrates how structured coping interventions can mitigate FoMO and enhance academic self-efficacy.

Figure 1.

Conceptual Framework: The role of structured coping interventions in mitigating FoMO and enhancing academic self-efficacy

While FoMO and coping strategies are well-studied in general populations, this research contributes novelty by: (1) targeting nursing and pharmacy students in the Indian context; (2) implementing a comparative intervention across two distinct healthcare disciplines; and (3) employing a structured, replicable coping program tailored to academic FoMO.

This study is aimed to evaluate the effectiveness of a structured coping strategies program in reducing FoMO and improving academic writing self-efficacy among nursing and pharmacy students in Coimbatore, India.

Materials and Methods

Study design and setting

A comparative true experimental design with pre-test–post-test measures was conducted in 2024 at a medical campus in Coimbatore, Tamil Nadu, India.

Study participants and sampling

Students were selected from different colleges, such as PSG College of Nursing and PSG College of Pharmacy. A power analysis determined that 120 samples were needed, and a stratified random sampling technique (by course and gender) was used to select participants, who were then randomly assigned to either the intervention (n = 60) or control (n = 60) group.

Inclusion Criteria: Students aged 20–22 years, in their third year of nursing or pharmacy.

Exclusion Criteria: Students with prior training in coping strategies, diagnosed mental health conditions, or unwillingness to participate.

A stratified random sampling technique (by course and gender) was used to select 120 participants, randomly assigned to intervention (n = 60) and control (n = 60) groups.

Data collection tool and technique

Demographic data, FoMO (using the 26-item FoMO Scale),[7] and academic writing self-efficacy (using the 16-item Situated Academic Writing Self-Efficacy Scale [SAWSES])[8] were collected pre- and post-intervention. Both scales demonstrated good validity and reliability in prior studies; Cronbach’s alpha for this sample was 0.84 for FoMOS and 0.82 for SAWSES.

Intervention protocol

The intervention comprised five one-hour sessions conducted over two weeks, covering:

1. Psychoeducation on FoMO and academic impact

2. Time management and goal setting

3. Stress reduction techniques (deep breathing, journaling)

4. Building academic support networks

5. Balanced lifestyle and digital detox strategies: Methods included PowerPoint presentations, role-plays, forum theatre, and small-group discussions.

Ethical consideration

Approval was obtained from the Institutional Human Ethics Committee, PSG Institute of Medical Science and Research (Project No: 23/366; Ethical Code: IHEC/PSG/2024/012). Written informed consent was secured from all participants.

Statistical analysis method

Data were analyzed using SPSS version 28. Descriptive statistics, paired and unpaired t-tests, Pearson’s correlation, and one-way ANOVA were used. A P value < 0.05 was considered statistically significant.

Results

Effectiveness of coping strategies

FoMO scores decreased significantly in the intervention group for both nursing (t = 3.82, P = 0.05) and pharmacy (t = 4.43, P = 0.037) students compared to controls. Academic writing self-efficacy improved significantly in the intervention group (P < 0.05). Detailed results are presented in Tables 1–4.

Table 1.

Comparison of pre- and post-test FoMO scores (paired t-test)

Group		Pre-test (Mean±SD)		Post-test (Mean±SD)		t		P
Nursing—Int.		153.93±36.22		120.13±16.49		12.66		0.001
Nursing—Control		152.27±14.42		139.67±14.01		11.65		0.05
Pharmacy—Int.		159.27±23.48		141.00±40.16		5.50		0.001
Pharmacy—Control		164.67±20.12		158.30±19.60		7.88		0.05

FoMO=Fear of missing out

Table 4.

Correlation between FoMO and academic performance

Variable		r		P
FoMO Pre versus Post		0.401		<0.01
Academic Perf. Pre versus Post		0.691		<0.001

FoMO=Fear of missing out

Table 2.

Comparison of pre- and post-test academic performance (paired t-test)

Group		Pre-test (Mean±SD)		Post-test (Mean±SD)		t		P
Nursing—Int.		53.17±21.28		72.60±27.29		5.96		0.001
Nursing—Control		58.90±23.70		52.33±14.04		1.52		0.14
Pharmacy—Int.		50.73±18.23		55.70±23.65		4.19		0.001
Pharmacy—Control		50.43±15.52		52.50±13.75		1.92		0.06

FoMO=Fear of missing out

Table 3.

Comparison of intervention versus control groups (unpaired t-test)

Variable		Group		Mean Difference		t		P
FoMO—Nursing		Intervention		33.8		3.82		0.05
		Control		12.6		2.46		0.13
FoMO—Pharmacy		Intervention		18.27		4.43		0.037
		Control		6.37		2.80		0.09

FoMO=Fear of missing out

Correlation between Fear of Missing Out and academic performance

A strong positive correlation was observed between pre- and post-test FoMO (r = 0.401, P < 0.01) and academic performance (r = 0.691, P < 0.001).

Association with demographic variables

Significant associations were found between academic performance and course type (F = 26.53, P < 0.001) and English proficiency (F = 6.69, P < 0.05). Detailed results are presented in Table 5.

Table 5.

Association of demographic variables with academic performance (ANOVA)

Demographic Variable		F		P
Course (Nursing/Pharmacy)		26.53		<0.001
English Proficiency		6.69		<0.05
Age		1.45		0.23
Gender		0.92		0.34

Discussion

This study demonstrates that a structured coping strategies intervention significantly reduces FoMO and enhances academic writing self-efficacy among nursing and pharmacy students. These findings align with prior research on mindfulness-based interventions and coping skill training in student populations.[9,10] The reduction in FoMO scores is consistent with studies highlighting the role of structured psychosocial interventions in mitigating digital-age anxiety.[11]

Our comparative approach revealed nuanced differences between nursing and pharmacy students, potentially reflecting discipline-specific stressors and coping styles. The strong correlation between FoMO reduction and academic improvement supports the theoretical link between emotional regulation and cognitive performance.[12]

Comparative analysis with existing literature

Our results are consistent with a recent intervention study by Chen et al. (2023),[13] which found that a 4-week cognitive-behavioral coping skills program reduced FoMO and improved academic engagement among Chinese medical students. Similarly, a study by Al-Mohaimeed (2022)[14] demonstrated that time-management training significantly lowered FoMO and enhanced GPA among health sciences students in Saudi Arabia. However, contrasting findings exist: A correlational study by Tandon et al. (2022)[15] reported no direct FoMO-academic performance link among Indian engineering students, suggesting that contextual and disciplinary factors may moderate this relationship.

Our intervention’s success may be attributed to its multifaceted design, integrating psychoeducation, behavioral strategies, and peer support—components validated in recent systematic reviews on student mental health interventions.[16] The discipline-specific differences observed (nursing vs pharmacy) echo findings by Keles et al. (2021),[5] who noted that nursing students reported higher FoMO due to clinical placement stressors, whereas pharmacy students experienced FoMO more in relation to academic competition.

Strengths and limitations

Strengths include a robust experimental design, validated tools, and a novel comparative approach. Limitations involve single-center sampling, short-term assessment, and reliance on self-reported academic measures. Future studies should employ longitudinal designs, objective academic metrics (e.g. GPA), and diverse cultural samples.

Conclusion and Policy Implications

The intervention effectively reduced FoMO and improved academic self-efficacy. It is recommended that such programs be integrated into student orientation and counseling services within healthcare education policies to support academic success and mental well-being.

AI policy statement

No AI tools were used in the writing, data analysis, or preparation of this manuscript.

Suggestions for further research

Future studies should include the following:

1. Evaluate long-term effects of coping interventions

2. Incorporate qualitative insights into FoMO experiences

3. Test similar interventions in other healthcare disciplines and cultural contexts

Abbreviations

FoMO: Fear of Missing Out; IHEC: Institutional Human Ethics Committee; SAWSES: Situated Academic Writing Self-Efficacy Scale.

Ethical approval

The study was conducted after obtaining ethical clearance from the PSG Institute of Medical Sciences & Research. Institutional Human Ethics Committee approval number is 23/336, dated 20 October 2024.

Author’s contributions

BM and JR contributed to conceptualization, methodology, software, resources, and project administration. BM additionally handled visualization and investigation. All three authors (BM, JR and RR) contributed to data curation, formal analysis, software, validation, writing—original draft preparation, and writing—reviewing and editing.

Data availability statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Conflicts of interest

There are no conflicts of interest.

Funding Statement

Nil.