Unveiling the Invisible Struggles: Exploring Psychosocial Challenges Faced by Student Nursing Mothers in Distance Education Programs and Their Impact on Academic Performance and Social Life in The Upper West Region, Ghana

Abstract

Distance education serves as a valuable alternative for individuals who are unable to enrol in mainstream education due to various circumstances. However, recent reports have highlighted the considerable challenges faced by student nursing mothers within this educational framework. This study aimed to examine the psychosocial obstacles encountered by student nursing mothers by employing a descriptive phenomenological approach to explore their lived experiences. A sample of ten student nursing mothers from distance education centres in the Upper West Region was recruited, and in-depth interviews were conducted until data saturation was achieved. Thematic analysis, supported by Dedoose analysis software, was utilized to analyze the collected data. The findings revealed that student nursing mothers encountered interpersonal, environmental, and psychological challenges. They experienced social isolation as friends distanced themselves, faced unjust judgments from the community, and received harsh treatment from tutors. Furthermore, the lack of accommodation provided by educational institutions compounded their difficulties. These challenges resulted in a decline in academic performance, an increase in domestic responsibilities, and a destabilization of their psychological well-being. Based on these findings, it is concluded that the motherhood period may not be the optimal time to pursue education and should be avoided if possible. However, if attending school during this period is unavoidable, it is imperative to implement comprehensive guidance, advocacy, and policy amendments to support student nursing mothers in successfully adapting to their dual roles.