The pressure and expectations of practical examinations create a unique landscape for student nurses in Ghana, where the commitment to excel often meets the harsh realities of academic life. A recent phenomenological study conducted by Atinga, Sarfo-Brobbey, Henyo, and their team delves deep into the lived experiences of these future healthcare professionals during their practical exams. By applying a qualitative lens, the researchers reveal the emotional and psychological intricacies of a critical phase in nursing education.
Practical examinations serve as the cornerstone of nursing education, assessing not only theoretical knowledge but also the practical application of skills necessary for patient care. For many student nurses, the preparation for these exams is an exhaustive journey fraught with anxiety and uncertainty. The study highlights how the stakes of these examinations weigh heavily on students, leading to an emotional roller coaster that accompanies their academic pursuit.
As students prepare for these rigorous evaluations, they often find themselves juggling various responsibilities including coursework, personal commitments, and part-time jobs. This multi-faceted pressure cooker environment creates a specific kind of stress that manifests in different ways—from sleepless nights to decreased self-esteem. The participants in the study shared evocative narratives that demonstrate the burden of expectations placed upon them, not only by academic institutions but also by family members who often view nursing as a prestigious career.
Exploring the emotional dimensions of these experiences, the researchers found that many students expressed feelings of isolation and vulnerability during this intense period. The pressure to perform well is amplified by the competitive nature of nursing schools, where every student aims for excellence to secure their futures. This phenomenon leads to a culture of comparison, where students often feel inadequate when they see their peers excelling, which can further exacerbate their anxiety levels leading up to practical examinations.
Support systems often play a critical role in how students cope with the challenges surrounding their practical exams. The study reveals that while some students benefited from peer support, mentoring from instructors, and family encouragement, others felt a lack of emotional and academic support. This disparity has significant implications for the mental health and academic success of nursing students across various institutions. It raises questions about how nursing schools can better foster an environment of support and understanding that prioritizes students’ well-being.
An intriguing component of the findings sheds light on the coping mechanisms employed by student nurses. Many resorted to various strategies, such as intense study sessions or groupings, while others turned to mindfulness and relaxation techniques. These adaptive strategies not only help them manage stress but also enhance their preparedness for the practical examinations. The students’ insights urge nursing educators to incorporate holistic approaches to curriculum design, ensuring that both academic and emotional needs are addressed, thus promoting better outcomes in practical examinations.
The adverse effects of stress during practical examinations do not just manifest in the short term; they can have long-lasting repercussions on the students’ physical and mental health. The study pointed out that sustained high levels of stress and pressure could lead to burnout or even mental health issues down the line, emphasizing the need for proactive interventions and supportive measures within nursing programs.
Furthermore, the study raises essential considerations regarding examination formats and their psychological impact on students. With practical exams being critical in assessing competencies, reforming this approach is necessary to reduce unnecessary anxiety. The authors propose implementing more formative assessments or simulations that can prepare students for practical exams in a less stressful environment, thereby alleviating some of the burdens associated with high-stakes evaluations.
The research echoes a growing narrative in healthcare education that underscores the importance of the student experience in curriculum design and training. Engaging with student voices allows institutions to create structures that better support learners and foster resilience among future healthcare providers. By raising awareness of these experiences, educators and administrators can apply targeted strategies for enhancing student learning experiences while maintaining academic integrity.
One of the most poignant aspects of the research is its alignment with the global discourse on mental health in educational settings. The findings not only resonate within the context of Ghanaian nursing education but also reflect broader issues faced by students worldwide. The transition to a more compassionate and understanding educational paradigm is more than just beneficial; it is imperative for cultivating healthy, competent healthcare providers.
As the world continues to contend with complex healthcare challenges, the value of well-adjusted, emotionally resilient health professionals cannot be overstated. The narratives provided in this research underscore how vital it is for nursing education systems to evolve and respond to the immediate and ongoing needs of their students. By doing so, they not only empower future nurses but also ultimately enhance patient care and outcomes.
The journey of nursing education is undeniably challenging; however, illuminating the voices of those living it is a crucial step in navigating its complexities. The phenomenological approach undertaken by Atinga and colleagues births hope for future research and calls for continued exploration into the nuanced experiences of student nurses globally.
This study, paving the way for more research into nursing education, stands as a testament to the resilience of student nurses and paints a vivid picture of the emotional landscapes they traverse. For educators, policymakers, and stakeholders, it marks a pivotal moment to reflect, learn, and adapt frameworks that directly influence the quality of nursing education and, ultimately, patient care.
Subject of Research: Lived Experiences of Student Nurses during Practical Examinations in Ghana
Article Title: Lived experiences of student nurses during practical examinations in Ghana: a phenomenological study.
Article References:
Atinga, BE., Sarfo-Brobbey, V., Henyo, A. et al. Lived experiences of student nurses during practical examinations in Ghana: a phenomenological study. BMC Nurs 24, 1222 (2025). https://doi.org/10.1186/s12912-025-03899-9
Image Credits: AI Generated
DOI: 10.1186/s12912-025-03899-9
Keywords: nursing education, practical examinations, student experiences, mental health, Ghana
Tags: academic pressure on nursing studentsbalancing responsibilities as nursing studentsemotional challenges in nursingexpectations in nursing examinationsGhanaian nursing educationmental health in nursing studentsphenomenological study in healthcare educationpractical exams in nursing educationpractical skills assessment in nursingqualitative research in nursingstress management for student nursesstudent nurses experiences
