Abstract summary 

 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.

Authors & Co-authors:  Seshabela Hlengiwe D HD Shakwane Simangele S

Study Outcome 

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