Psychosocial stress factors among mental health nursing students in KSA

Abstract Objectives Although existing evidence suggests that nurses may experience significant stress during their training, less is known about the key elements responsible for the distress experienced by mental-health nursing students. This study has examined the psychosocial stress factors that influence mental-health nursing students in a Saudi University. Methods This study has adopted a qualitative interpretive approach, using semi-structured interviews with 10 female fourth-year mental-health nursing students. After the interviews were digitally recorded and transcribed, they underwent content analysis using the NVIVO 10.1 application, generating the themes that emerge in this study. Results The results of the present study make it possible to conceptualise the dynamics that impede the progress of students nearing the end of their final academic year. The analysis focuses on four main themes: (a) the clinical learning context; (b) discrimination against nurses; (c) interpersonal relationships; and (d) social challenges. The statements made by students were analysed for emerging themes; their experiences were subsequently grouped into eight sub-themes. Conclusions The study findings highlight the importance of encouraging students to strengthen peer relationships, improve their own psychological wellbeing, and embrace strategies for managing both personal and academic stress levels. They also reveal that understanding the expectations of students can provide a platform for recognising stressors. Effective interventions can be adopted to improve understanding of stress factors and subsequent stress responses among mental-health nursing students. These results may help to improve students' clinical, social, and academic outcomes.