Tharani, A;
Husain, Y;
Warwick, I;
(2017)
Learning environment and emotional well-being: A qualitative study of undergraduate nursing students.
Nurse Education Today
, 59
pp. 82-87.
10.1016/j.nedt.2017.09.008.
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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.
| Type: | Article |
|---|---|
| Title: | Learning environment and emotional well-being: A qualitative study of undergraduate nursing students |
| Location: | Scotland |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.nedt.2017.09.008 |
| Publisher version: | https://doi.org/10.1016/j.nedt.2017.09.008 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Emotional well-being, Faculty role, Hidden curriculum, Learning environment, Student support |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10083291 |
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