Tharani Ambreen, Husain Yusra, Warwick Ian
Aga Khan University School of Nursing and Midwifery, Stadium Road, P.O Box 3500, Karachi, Pakistan.
Department of English, University of Karachi, Pakistan.
Nurse Educ Today. 2017 Dec;59:82-87. doi: 10.1016/j.nedt.2017.09.008. Epub 2017 Sep 21.
Students can experience multiple stressors during their academic life which have an impact on their emotional health and academic progress.
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.
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.
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.
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.
学生在学术生涯中会经历多种压力源，这些压力源会对他们的情绪健康和学业进展产生影响。
本研究旨在探索巴基斯坦卡拉奇一所私立护理机构本科护理专业学生对其情绪健康的理解以及影响他们情绪健康的因素。
在这项定性研究中，通过使用自行设计的指南进行个人半结构化访谈收集数据，共从所选本科课程的不同年级抽取了16名参与者。
参与者指出“学习环境”的质量是影响他们情绪健康的关键因素。他们强调教师角色和教学方法、学业期望以及学习资源的可用性是影响他们情绪健康和学业成绩的重要因素。机构支持也被认为很重要。发现与“隐性课程”相关的因素对学生正在形成的专业意识构成威胁。
针对如何改善所研究的护理专业的学习环境以考虑学生的情绪健康给出了建议。需要强调发展支持性的教师角色，以提供有利的学习环境并促进学生的专业发展。需要考虑通过支持性的机构政策来营造无压力学术环境的努力。
