Perceptions and experiences of midwifery students towards stress and coping mechanisms at St. Mary's Midwifery Training School, Kalongo-Agago District

Abstract

Background: Midwifery training is academically and emotionally demanding, often exposing students to high levels of stress that can affect academic performance and well-being. Understanding students’ perceptions and coping mechanisms is critical for designing effective support systems. There is little data regarding this area among midwifery students in Uganda. Objectives: The purpose of this study was to explore how students perceive and experience stress, identify the coping mechanisms they employ, and suggest possible institutional measures for reducing stress. Methods: A qualitative descriptive design was employed involving 75 midwifery students. Data were collected using individual interview and Focus Group Discussions and analyzed thematically. Socio-demographic data were summarized to contextualize participants’ experiences. Results: Participants were predominantly aged 20–29 years (64%), females contributed (100%), were mainly single (92%), and Catholic (64%). Stress was perceived as overwhelming and disruptive to learning and emotional well-being. Major stressors included financial difficulties and fee-related humiliation, academic pressure involving logbooks and examinations, and institutional challenges such as harsh administration and delayed results. Additional stressors included workload, poor nutrition, and personal challenges. Students reported diverse coping strategies, with spiritual practices, physical activity or keeping busy, entertainment such as music, and social support being most common. However, some students used negative coping approaches, including social withdrawal and excessive crying Conclusion: Midwifery students experience substantial stress linked to financial, academic, and institutional factors. While many rely on positive coping strategies, a notable minority engage in maladaptive behaviours. The study highlights the need for student-centred administrative practices, financial support mechanisms, counselling services, and structured peer support to enhance student well-being and academic success.