Experiences of nursing students who are mothers in balancing their dual roles in undergraduate nursing and midwifery education: A phenomenological study

Abstract

BackgroundWhile most educational policies worldwide give everyone the right to attend educational institutions, irrespective of pregnancy or maternal status, the dual role of being both a student and a mother can be extremely demanding. This requires institutions of higher learning to continuously explore the experiences of nursing students who are mothers as they balance their dual roles, as a way to mitigate the challenges they face. This research was conducted as these mothers’ experiences in Namibian institutions of higher learning have not been extensively researched. PurposeThe objectives of the study were to explore and describe the experiences of student nurses who are mothers in balancing their dual roles. MethodThe study adopted a qualitative, explorative, descriptive and contextual research design using a phenomenological approach. The study employed purposive sampling techniques to select the eight participants who consented to, and participated in, the study. The researcher used semi-structured phenomenological interviews as a tool to gather data, which were analysed thematically. Fundamental ethical principles were adhered to throughout the course of the study. ResultsFour themes emerged from the study: the responsibilities of motherhood; the experiences of students who are mothers; the challenges of combining these dual roles; and recommendations to mitigate these challenges. ConclusionThe research findings revealed that the role conflict experienced by these students affects their academic performance. In addition, an inability to perform their childcare functions adequately resulted in poor social bonding with their children. Adopting coping strategies helped these students with the dual role challenges.