Academic burden and coping among Generation Z Korean nursing students: a focus group study

Area of Science:

• Nursing Education
• Student Well-being
• Academic Psychology

Background:

• Academic burden negatively affects nursing students' emotional health, motivation, and professional identity development.
• Challenges may stem from educational structures rather than generational traits, highlighting a need for supportive learning environments.

Purpose of the Study:

• To investigate nursing students' experiences with academic burden.
• To identify coping mechanisms employed by nursing students.
• To inform improvements in nursing education based on student experiences.

Main Methods:

• Qualitative study using focus group interviews and inductive content analysis.
• Twelve undergraduate nursing students with clinical experience participated.
• Data analyzed using qualitative content analysis.

Main Results:

• Students experienced loss of agency due to rigid structures, heavy workloads, and comparison, leading to diminished self-efficacy and isolation.
• Instability in professional identity arose from unclear expectations and theory-practice gaps during clinical training.
• Emotional vulnerability and distress were prevalent, with students employing self-regulation and seeking relational support.

Conclusions:

• Academic burden is a structural issue in nursing education, not just an individual problem.
• Supportive learning environments fostering autonomy, connection, and well-being are crucial.
• Findings align with Generation Z characteristics but are grounded in participant experiences.