International journal of qualitative studies on health and well-being · 2026
Promoting mental health in nursing students during clinical training: a phenomenological analysis of a psychoeducational intervention.
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González-Sanz Pilar, Posada-Abadía Clara Isabel, Pajares González-Gallego Oscar, González-Pascual Juan Luis, Jiménez-Gomez Beatriz, Belinchón-De Miguel Pedro
Аннотация
INTRODUCTION: Mental health issues among young people are increasingly concerning and affect nursing students. The academic environment is recognised as a source of stress, compounded by the demands of clinical settings during practical training. During clinical placements, students face emotionally challenging situations that may compromise their mental health and academic performance. It is the responsibility of nurse educators to implement strategies that help students develop the necessary skills for managing stress and anxiety, as well as effective coping and communication. A psychoeducational programme designed for this purpose is presented.
AIM: To explore the experiences of nursing students in participating in a psychoeducational program and its potential influence on the promotion of their mental health.
METHOD: A qualitative phenomenological study was conducted using semi-structured interviews with 11 nursing students who completed the psychoeducational programme. Data were analysed through thematic coding and phenomenological reduction.
DISCUSSION: Key emerging superordinate themes included: My safe space: the group as support and help network; Seeing things differently: reflection and change; Confidence, safety, and self-esteem; Improvement in interpersonal relationships. The psychoeducational programme provided spaces for reflection and emotional support, contributing to a healthier clinical experience. The findings are consistent with previous studies highlighting the importance of early mental health interventions for students.
CONCLUSION: Implications for practice. Integrating psychoeducational programmes into clinical training may enhance emotional wellbeing and promote mental health among students.
AIM: To explore the experiences of nursing students in participating in a psychoeducational program and its potential influence on the promotion of their mental health.
METHOD: A qualitative phenomenological study was conducted using semi-structured interviews with 11 nursing students who completed the psychoeducational programme. Data were analysed through thematic coding and phenomenological reduction.
DISCUSSION: Key emerging superordinate themes included: My safe space: the group as support and help network; Seeing things differently: reflection and change; Confidence, safety, and self-esteem; Improvement in interpersonal relationships. The psychoeducational programme provided spaces for reflection and emotional support, contributing to a healthier clinical experience. The findings are consistent with previous studies highlighting the importance of early mental health interventions for students.
CONCLUSION: Implications for practice. Integrating psychoeducational programmes into clinical training may enhance emotional wellbeing and promote mental health among students.