Managing Mental Health and Academic Demands: A Husserlian Phenomenological Study on the Lived Experiences of Nursing Scholars of Lorma College

Abstract

This qualitative study explored the lived experiences of present-day nursing student scholars at Lorma Colleges in managing their mental health amid heavy academic responsibilities using a Husserlian phenomenological approach. The study aimed to understand how academic pressures influence their psychological well-being, coping strategies, and sense of meaning in their academic journey. Eleven (11) nursing student scholars participated in in-depth interviews, and the gathered data were transcribed verbatim and analyzed using Colaizzi’s method for phenomenological data analysis, which involved extracting significant statements, formulating meanings, and clustering themes. The findings revealed three major themes: Lived Tensions and Expectations of Academic Strain, Negotiating Stress Through Maladaptive and Adaptive Responses, and The Meaning of Fulfillment in the Midst of Academic Strain. These themes show that nursing student scholars experience intense academic pressure and emotional strain while simultaneously navigating both healthy and unhealthy coping mechanisms in response to stress. Despite these challenges, participants continue to find fulfillment and meaning in their academic journey through achievements, recognition of efforts, and financial support as scholars. Overall, the study highlights that although nursing students face significant mental health and academic challenges, they demonstrate resilience and strong motivation to complete their nursing education. The study emphasizes the importance of providing adequate mental health support systems, balanced academic workloads, and accessible stress management interventions to promote well-being among nursing student scholars in higher education settings.