Exploring nursing students’ experiences of counselling and support services In Gauteng, South Africa: A qualitative study

Abstract

Background: Nursing students experience significant academic, clinical, and personal stressors that may negatively affect their well-being and scholastic performance. Although counselling and support services are intended to reduce these challenges, there is limited evidence on how they are experienced within Nursing Education Institutions (NEIs) in South Africa.
Aim: This study explored and described nursing students’ experiences of the accessibility and standard of counselling and support services at a nursing campus in Gauteng Province.
Methods: A qualitative, exploratory, and descriptive design was used. Purposive sampling was used to recruit 13 undergraduate nursing students who had utilized counselling and support services. Data were collected through semi-structured, face-to-face interviews and analysed using Braun and Clarke’s six-step thematic analysis approach. Trustworthiness was ensured through established qualitative criteria, and ethical principles were strictly adhered to.
Results: Three main themes emerged: quality of counselling services, nature of counselling, and access to services. Findings showed irregularities in service quality, poor communication, inadequate structured follow-up, and limited responsiveness to students’ needs. While counselling services offered emotional, academic, and career support, barriers such as inflexible booking systems, restricted awareness, and stigma constrained accessibility and utilisation.
Conclusion: Counselling and support services are essential for nursing education and student wellbeing; however, their effectiveness is limited by systemic, structural, and functional challenges. Strengthening service delivery through augmented accessibility, enhanced counsellor competencies, and the adoption of flexible, student-centred approaches is critical to promoting student wellness and academic success in NEIs.