Learning environment and emotional well-being: a qualitative study of undergraduate nursing students.

Document Type

Article

Department

School of Nursing and Midwifery, Pakistan

Abstract

BACKGROUND:

Students can experience multiple stressors during their academic life which have an impact on their emotional health and academic progress.

PURPOSE:

This study sought to explore students' understanding of and factors affecting their emotional well-being in an undergraduate nursing programme at a private nursing institution in Karachi, Pakistan.

METHOD:

In this qualitative study, data were collected through individual semi-structured interviews using a self-designed guide from 16 participants in total, drawn from various years of the selected undergraduate programme.

FINDINGS:

Participants noted that the quality of the 'learning environment' was a key influence on their emotional well-being. They highlighted faculty role and teaching approaches, academic expectations and availability of learning resources as important factors that affected their emotional well-being as well as their academic performance. Institutional support was also deemed important. Factors associated with a 'hidden curriculum' were found to be a threat to students' emerging sense of professionalism.

CONCLUSION:

Suggestions are given as to how the learning environment in the nursing programme under study can be improved to take into account students' emotional well-being. Emphasis needs to be laid on developing supportive faculty role to provide conducive learning environment and professional development of students. Efforts to develop stress-free academic environment with supportive institutional policies need to be considered.

Publication (Name of Journal)

Nurse Education Today

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