Challenges to emergency medical care students’ mental health and well-being during clinical training
1
Clinical Sciences, Central University of Technology, Bloemfontein, South Africa
2
Health Sciences, University of the Free State, Bloemfontein, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):A1107
ABSTRACT
INTRODUCTION:
emergency medical care students are exposed to high academic demands and emotionally challenging clinical environments during training1. repeated exposure to trauma, critical illness, and death, combined with programme pressures, may negatively affect students’ mental health and well-being2. limited qualitative evidence exists describing how students experience these challenges during clinical training in the south african context3. The aim of this study was to explore the mental health and well-being challenges experienced by emergency medical care students during clinical training.
METHODS:
a qualitative study employing a phenomenological design was conducted within a constructivist research paradigm. the study was guided by a relativist ontology and a subjective epistemology, recognising that meaning is constructed through students lived experiences. individual semi-structured interviews were conducted with emergency medical care students at the free state college of emergency care. data were analysed using thematic analysis to identify patterns across participants’ experiences. ethical principles of confidentiality, reflexivity, and respect for participants were maintained throughout the study.
RESULTS:
seven interrelated themes emerged. students reported psychological and emotional distress related to repeated exposure to trauma, death, and critically ill patients, often accompanied by anxiety, sleep disturbances, and burnout. academic and programme-related pressures, including high workload, long clinical shifts, and fear of failing to meet outcomes, intensified distress. challenges within the clinical practice environment, particularly inadequate supervision, inconsistent expectations, and limited resources, contributed to uncertainty and reduced confidence. social, financial, and logistical stressors further compounded students’ experiences. despite these challenges, students reported adaptive coping strategies and personal and professional growth.
CONCLUSIONS:
emergency medical care students experience complex and interrelated mental health and well-being challenges during clinical training. targeted institutional support, improved clinical supervision, and accessible mental health interventions are required to promote student well-being and support effective clinical learning.
emergency medical care students are exposed to high academic demands and emotionally challenging clinical environments during training1. repeated exposure to trauma, critical illness, and death, combined with programme pressures, may negatively affect students’ mental health and well-being2. limited qualitative evidence exists describing how students experience these challenges during clinical training in the south african context3. The aim of this study was to explore the mental health and well-being challenges experienced by emergency medical care students during clinical training.
METHODS:
a qualitative study employing a phenomenological design was conducted within a constructivist research paradigm. the study was guided by a relativist ontology and a subjective epistemology, recognising that meaning is constructed through students lived experiences. individual semi-structured interviews were conducted with emergency medical care students at the free state college of emergency care. data were analysed using thematic analysis to identify patterns across participants’ experiences. ethical principles of confidentiality, reflexivity, and respect for participants were maintained throughout the study.
RESULTS:
seven interrelated themes emerged. students reported psychological and emotional distress related to repeated exposure to trauma, death, and critically ill patients, often accompanied by anxiety, sleep disturbances, and burnout. academic and programme-related pressures, including high workload, long clinical shifts, and fear of failing to meet outcomes, intensified distress. challenges within the clinical practice environment, particularly inadequate supervision, inconsistent expectations, and limited resources, contributed to uncertainty and reduced confidence. social, financial, and logistical stressors further compounded students’ experiences. despite these challenges, students reported adaptive coping strategies and personal and professional growth.
CONCLUSIONS:
emergency medical care students experience complex and interrelated mental health and well-being challenges during clinical training. targeted institutional support, improved clinical supervision, and accessible mental health interventions are required to promote student well-being and support effective clinical learning.
| eISSN: | 2654-1459 |
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