Exploring Barriers to Nursing Education: A Phenomenological Study

Nursing education plays a vital role in shaping competent and resilient future healthcare professionals, yet students often encounter various barriers that affect their learning journey. Understanding these experiences is essential in improving the quality of nursing education and support systems. This study explored the lived experiences of nursing students in navigating barriers across classroom, laboratory and clinical learning environments. Using a qualitative interpretive phenomenological design grounded in the work of Max van Manen, data were collected through semi-structured interviews with seven purposively selected participants in a selected nursing school in Zamboanga Peninsula Region in the Philippines and analyzed using lifeworld dimensions. The findings revealed that nursing students interpreted inadequate physical environments, such as poor ventilation, overcrowding and limited laboratory resources, as restrictive spaces that constrained learning, weakened concentration and diminished opportunities for skill development. Participants also described their educational experiences as deeply embodied and emotionally taxing, where academic workload and clinical pressures were lived through fatigue, anxiety, stress and self-doubt that shaped their confidence and sense of becoming future nurses. Barriers evolved over time, with early adjustment difficulties transitioning into more complex clinical challenges, although students developed coping strategies and resilience. Additionally, interpersonal dynamics with faculty, peers and clinical staff played a crucial role, where unsupportive interactions reduced confidence, while peer collaboration enhanced motivation and learning. The study concludes that improving physical learning conditions, promoting student well-being, strengthening transitional support systems and fostering supportive educational relationships are essential in enhancing nursing education. Nursing schools may prioritize the improvement of classroom and laboratory facilities, establish stronger mentorship and mental health support systems, and provide students with more meaningful hands-on clinical opportunities to strengthen competence and confidence. Faculty members and clinical instructors may also cultivate supportive, respectful and student-centered learning environments that encourage constructive feedback, collaboration and emotional safety throughout the nursing journey.

adaptation, barriers, nursing education, phenomenology

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