Ambreen Tharani1, Yusra Husain2, Ian Warwick3. 1. Aga Khan University School of Nursing and Midwifery, Stadium Road, P.O Box 3500, Karachi, Pakistan. Electronic address: ambreen.tharani@aku.edu. 2. Department of English, University of Karachi, Pakistan. 3. Institute of Education, University College London, Department of Education, Practice and Society Room 733, 20 Bedford Way, WC1H 0AL, United Kingdom. Electronic address: i.warwick@ucl.ac.uk.
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.
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.
Authors: Gul Sahin Karaduman; Gizem Kubat Bakir; Maria Margarida Santana Fialho Sim-Sim; Tulay Basak; Sonay Goktas; Aelita Skarbalienė; Indrė Brasaitė-Abromė; Manuel José Lopes Journal: Rev Lat Am Enfermagem Date: 2022-07-08
Authors: Renato Mendonça Ribeiro; João Victor Bernardi Bragiola; Letícia Palota Eid; Rita de Cássia Helú Mendonça Ribeiro; Carlos Alberto da Cruz Sequeira; Daniele Alcalá Pompeo Journal: Rev Lat Am Enfermagem Date: 2020-02-14