The Impact of Clinical Experiences on the Student Nurse’s Mental Health – A Case Study of a Rural University in Limpopo Province, South Africa
Sandile Christopher Nyambi 
, Bosatla Zinnia Medupe , Mercy Dotty Mushwana & Maphuti Chueng
Issue: Vol.6 No.12 Article 7 pp. 2980 – 2996
DOI: https://doi.org/10.38159/ehass.20256127 | Published online 15th November, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Nursing students often face increased risks to their mental health due to the combined pressures of academic workload and clinical training. Clinical placements, while essential for practical learning, can expose students to emotionally demanding situations that impact their psychological well-being. This study sought to explore how clinical experiences affect the mental health of student nurses in a rural university in South Africa. Using a qualitative exploratory and descriptive approach, the researchers conducted semi-structured interviews with fifteen nursing students at the University of Venda, comprising both level 2 and level 4 learners. Through a rigorous thematic framework analysis, four main themes emerged. Firstly, students expressed confusion about the complexity of teaching and learning activities, such as overlapped tests, presentations, and exams. Secondly, poor communication between charge nurses, staff, and students in clinical settings led to feelings of exclusion and frustration. Thirdly, the emotional strain of clinical placements manifested itself as trauma, pressure, and feelings of being overwhelmed. Finally, there was a clear lack of support systems and resources, with students highlighting the need for better mental health services and adequate recess periods to help them cope. The study concluded that the combination of inadequate resources and challenging clinical environments contributes significantly to student nurses’ emotional distress. The study recommends enhanced clinical mentorship, improved communication within clinical teams, accessible mental health support on campus, scheduled breaks during training, and sufficient learning resources. This research adds valuable insight into the mental health challenges faced by nursing students in rural South African contexts, emphasizing the urgent need for systemic support to safeguard their well-being and academic success.
Keywords: Experiences, Mental Health, Nursing, Practicum, Resources, Students.
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Mr. Sandile Christopher Nyambi is a research and psychology lecturer at Rosebank International University College. He completed his undergraduate degree in Youth Development and his postgraduate degree in psychology at the University of Venda. His research interests are in the well-being of students in higher education, personality disorders, and neuropsychological deficits. Mr. Nyambi is passionate about academic development and research in Psychology. His dedication to academic excellence and development has been evident in his mentoring skills to students and colleagues at Rosebank International University College in their research development. He is also ambitious to become a veteran scholar through research publications.
Ms. Bosatla Medupe is a Master of Educational Psychology Student at the University of Pretoria. Her current research focuses on trends in a strength-based approach for children with ADHD in the foundation phase in South Africa. She holds a Bachelor of Arts honours in psychology and a Bachelor of Social Sciences, majoring in psychology from North-West University, and is a proud Golden Key International honour society. In addition to her academic dedication and excellence, Bosatla is passionate about children’s development, creativity, and holistic well-being. She further enjoys Poetry, music, arts, and connecting with nature.
Dr. Mercy Dotty Mushwana earned her Doctor of Philosophy (D.Phil.) in Psychology from the University of Venda. She currently serves as the Acting Head of the Department of Psychology within the faculty of Health Sciences. Dr. Mushwana has extensive teaching experience across both undergraduate and postgraduate programs. Her scholarly expertise encompasses various domains within the social sciences, with particular emphasis on gender-based violence, traditional circumcision practice, rehabilitation, mental health, and issues affecting the LGBTQIA+ community. In addition to her teaching responsibilities, Dr. Mushwana has demonstrated a strong commitment to academic mentorship, having successfully supervised numerous Honours, Master’s, and PhD students to completion.
Mr. Maphuti Chueng is a Research Assistant at University of Venda in the Faculty of Health Sciences and currently a PhD student in Public Health at KwaZulu-Natal University. He holds a Master’s degree in Public Health, Bachelor degree in Psychology from University of Venda. Mr. Maphuti Interest is in Health education and Promotion, Biostatistics and Epidemiology, indigenous knowledge systems and youth, Gender-Based Violence, Adolescent health, gender and sexuality and personalities.
Nyambi, Sandile Christopher, Bosatla Zinnia Medupe, Mercy Dotty Mushwana, and Maphuti Chueng.“The Impact of Clinical Experiences on the Student Nurse’s Mental Health – A Case Study of a Rural University in Limpopo Province, South Africa.” E-Journal of Humanities, Arts and Social Sciences 6, no. 12 (2025): 2980 – 2996, https://doi.org/10.38159/ehass.20256127.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
