Itodo Adakpa

Why you should read this article:• To enhance your understanding of the mental health issues experienced by nursing students• To increase your knowledge of the coping strategies nursing students use to manage stress and distress• To reflect on the role of universities and placement settings in providing mental health support to studentsBackground Nursing students frequently experience significant mental health challenges, including high levels of stress, depression, anxiety, burnout and distress. A large mixed-methods study was undertaken at one university in England to investigate the factors that contribute to the mental health and well-being of students enrolled in nursing and non-nursing programmes. This article describes one specific aspect of the study.Aim To explore the mental health challenges and support needs of nursing students.Method Nursing students were asked to complete a mental health and well-being questionnaire that included structured items and space for free-text comments. Twenty-nine students undertaking a nursing degree or nursing apprenticeship programme completed the questionnaire and provided free-text comments. The free-text comments underwent thematic analysis and this article reports the qualitative findings that emerged from the analysis.Findings The analysis of respondents’ free-text comments revealed five themes: help with academic issues; experiences during clinical placement; personal issues related to family and finances; access to support services; and coping strategies. Respondents expressed a need for clearer communication from lecturers regarding academic expectations, better support during clinical placements and better financial support. Respondents used various coping strategies, including talking to family and friends, faith and physical exercise to manage mental health challenges.Conclusion Addressing the gaps in university support services and enhancing clinical and academic staff’s understanding of the mental health needs of nursing students are crucial steps towards improving students’ mental health, retention and academic performance.

The study identifies that student from nursing and non-nursing backgrounds experience mental health challenges during their programme. Students studying nursing courses had poorer mental health decreasing by 4.619 points compared to those studying non-nursing courses after adjusting for confounding variables, (B= -4.619, p=0.048, CI [-9.189, -.049]). In addition, compared to non-nursing students, mental well-being scores improved by 0.264 points for each year gained in age. Similarly, the heavy academic workload faced by nursing students and non-nursing students during their studies can also have a negative impact on their mental well-being. A significant amount of mental stress was also attributed to the challenges they faced during their placement as well as meeting their financial obligations. As a result of this study, we have gained a greater understanding of the wellbeing of students from a diverse perspective, because it involved students from different demographic backgrounds. Having a good support system will ensure that students will be able to develop the right coping mechanisms to enable them to thrive and complete their course successfully.

Our NHS Health England research project has identified learners at risk of not completing their chosen course within the Health and Wellbeing Faculty.
Our evidence suggests learners may not engage with their programme of study and do not always take advantage of the support available to them. Further evidence shows that learners who are experiencing difficulties and struggling with their programme are the most at risk of transient levels of stress and low motivation and engagement. This is due to the perceived pressure of work especially preparing for and completing assessments while developing professional knowledge, skills, and attitudes. Consequently, learners may leave their programme of study, for a range of reasons unknown to the academic team at the time of withdrawal or may experience unsuccessful assessment leading to fail and finish decisions at progression and award examination boards.

Nurses are uniquely positioned to identify and respond to the sexual exploitation of young people. They treat sexually transmitted infections, unplanned pregnancies, and mental health issues, often collaborating with social services and law enforcement to safeguard young people. This narrative review explores the pivotal role of nurses in identifying and responding to sexual exploitation among young people. Empirical evidence from 1997 to 2021 was examined through a comprehensive search of databases such as CINAHL-EBSCO, ASSIA, PubMed (including Medline), and manual screening of abstracts. The PRISMA guideline was applied. Thematic analysis of 12 selected studies revealed three overarching themes. The themes identified were the influence of technology on the sexual exploitation of young people, identification and response to sexual exploitation in both clinical and non-clinical settings, and organisational support. These findings shed light on sexual exploitation and underscore the significance of a person-centred approach to nursing care that addresses the health and social impacts of sexual exploitation. It emphasises the importance of interagency collaboration and appropriate clinical interventions to effectively support young people at risk. Increased professional development, support, and supervision for nurses are relevant to identifying, responding to, and preventing the sexual exploitation of young people.

Background:Evidence to date suggests that young people are becoming more sexually active and are forming relationships during the early stages of their lives, sometimes engaging in sexual risk-taking, which contributes to high rates of conception and sexually transmitted infections (STIs). Young people at risk of adverse sexual health outcomes are the least likely to engage with reproductive and sexual health promotion programmes and services (RSHPPs), especially in mainstream clinics such as general practice (GP) surgeries. The study aimed to explore the views and experiences of service providers.Materials and Methods:A qualitative approach to explore the views and experiences of designing and implementing RSHPPs for young people in GP surgeries was used. A total of seven participants were interviewed, including four general practitioners (GPs), two of whom were managers at the practice; one nurse; one healthcare and support worker; and one practice manager.Results:The context of RSHPPs such as local health priorities and partnerships to address STIs and unplanned pregnancies among young people contribute to the implementation and engagement of young people with RSHPPs. Training of GPs, nurses, and support workers helps develop confidence and overcome personal factors by promoting effective engagement of young people with RSHPPs.Conclusion:Addressing local health priorities such as reducing teenage pregnancies and STIs requires organisations to provide RSHPPs in both non-clinical and clinical settings to ensure that RSHPPs are accessible to young people. There is room for improvement in access to RSH for young people in GP surgeries by addressing organisational and structural barriers to access.