ArticleBMC nursing2025
Study-related demands, resources and curriculum from students' perspective: results of a qualitative descriptive study among students in nursing and healthcare in Germany.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundHealth-related studies are associated with numerous academic and clinical demands that can lead to stress and mental strain. Therefore, university interventions to promote health and well-being are important. However, the academic sources of stress and resources for the group of nursing and healthcare students have not yet been explored in Germany. The aim of this study is therefore to investigate these factors from the students' perspective.
methodsA descriptive qualitative study was conducted. Findings are based on interviews with students from the Department of Nursing and Management in Germany, carried out between October 2022 and January 2023. The interviews were audio‑recorded, transcribed, and analyzed using qualitative content analysis. Results are presented in a descriptive summary.
resultsParticipants reported performance demands, time pressure, group tasks, peer relationships, as well as organizational factors and ergonomic conditions within learning environments as primary stressors in their studies. Essential resources highlighted by the students included opportunities for personal development, physical activity, peer support, and individual competencies. Health was conceptualized by the interviewees as multidimensional, encompassing mental, physical, and social aspects. Integrate a health module into the curriculum was met with ambivalence among participants; on the one hand, it was perceived as an opportunity to enhance awareness of health and self-care, while on the other hand, there was concern regarding potential overload through mandatory obligations. However, participants agreed that a balanced approach, incorporating structured offerings alongside room for individual autonomy, is essential.
conclusionsIn summary, this study identified study-related stress factors and their impact on mental well-being from the students' perspective. The stressors reported by our students largely correspond to those identified in international studies involving nursing students in other countries. The current study is limited by the small sample. However, the findings highlight the importance to create healthy study conditions. Findings are particularly relevant for universities and educators in Germany, who would like to become more aware of the study-related stressors of nursing and healthcare students and discuss suitable preventive measures. Further quantitative research should examine the academic demands and their impact on students' mental health. A nationwide, representative study would be a valuable next step.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.