Department of Health Studies, College of Human Sciences, University of South Africa, Pretoria Department of Health, Gauteng College of Nursing, Pretoria.
Curationis. 2024 Oct 4;47(1):e1-e10. doi: 10.4102/curationis.v47i1.2571.
Nursing students often experience high anxiety and depression because of the demanding nursing curriculum. This mental strain can harm their academic performance. As a result, nurse educators need to assess how anxiety impacts nursing students' academic achievements.
To evaluate and describe the knowledge of counsellors and nurse educators regarding the impact of anxiety-related conditions on nursing students' academic excellence in selected nursing education institutions.
A qualitative descriptive phenomenological design was used to evaluate and describe the perceptions of counsellors and nurse educators about anxiety-related conditions on nursing students' academic excellence. Participants were purposively selected, and semi-structured interviews were utilised to collect data. Four counsellors involved in psychosocial support of nursing students who participated in individual semi-structured interviews, and 20 nurse educators participated in focus group interviews, with 5 participants per group. Data were recorded and transcribed. Transcripts were analysed using Giorgi's (2009) four data analysis steps.
Four themes emerged from data analysis: understanding of anxiety-related conditions, responses to anxiety-related conditions, influences of anxiety-related conditions and support of nursing students with anxiety-related conditions. The findings highlighted the significance of recognising the effects of mental health issues on nursing students.
The study revealed the factors influencing nursing students' responses to and the support provided for anxiety-related conditions affecting their academic performance.Contribution: The importance of prioritising mental health support for nursing students is to ensure they complete their qualifications on time.
护理专业的学生由于护理课程的要求较高，往往会经历高度的焦虑和抑郁。这种精神压力会影响他们的学业成绩。因此，护士教育者需要评估焦虑对护理学生学业成绩的影响。
评估和描述辅导员和护士教育者对特定护理教育机构中与焦虑相关的条件对护理学生学业卓越的影响的认知。
采用定性描述现象学设计来评估和描述辅导员和护士教育者对与焦虑相关的条件对护理学生学业卓越的看法。采用目的抽样法选择参与者，并使用半结构化访谈收集数据。共有 4 名参与护理学生心理社会支持的辅导员参与了个人半结构化访谈，20 名护士教育者参加了焦点小组访谈，每组 5 名参与者。记录并转录数据。使用 Giorgi（2009）的四个数据分析步骤对转录本进行分析。
数据分析中出现了四个主题：对与焦虑相关的条件的理解、对与焦虑相关的条件的反应、与焦虑相关的条件的影响以及对有与焦虑相关的条件的护理学生的支持。研究结果强调了认识到心理健康问题对护理学生的影响的重要性。
该研究揭示了影响护理学生对焦虑相关情况的反应以及对其学业成绩产生影响的焦虑相关情况的支持因素。贡献：优先考虑护理学生的心理健康支持对于确保他们按时完成学业非常重要。
