Abstract
BACKGROUND: Nursing students often experience high anxiety and depression because of the demanding nursing curriculum. This mental strain can harm their academic performance. As a result, nurse educators need to assess how anxiety impacts nursing students' academic achievements. OBJECTIVES: To evaluate and describe the knowledge of counsellors and nurse educators regarding the impact of anxiety-related conditions on nursing students' academic excellence in selected nursing education institutions. METHOD: A qualitative descriptive phenomenological design was used to evaluate and describe the perceptions of counsellors and nurse educators about anxiety-related conditions on nursing students' academic excellence. Participants were purposively selected, and semi-structured interviews were utilised to collect data. Four counsellors involved in psychosocial support of nursing students who participated in individual semi-structured interviews, and 20 nurse educators participated in focus group interviews, with 5 participants per group. Data were recorded and transcribed. Transcripts were analysed using Giorgi's (2009) four data analysis steps. RESULTS: Four themes emerged from data analysis: understanding of anxiety-related conditions, responses to anxiety-related conditions, influences of anxiety-related conditions and support of nursing students with anxiety-related conditions. The findings highlighted the significance of recognising the effects of mental health issues on nursing students. CONCLUSION: The study revealed the factors influencing nursing students' responses to and the support provided for anxiety-related conditions affecting their academic performance.Contribution: The importance of prioritising mental health support for nursing students is to ensure they complete their qualifications on time.