Abstract:
The purpose of the study was to explore how student nursing mothers cope with academic work at AAMUSTED. A qualitative research approach, interpretive philosophical paradigm and an exploratory case study design were used to guide the study to collect and analyse data for the research objective. Besides, the study made a detailed observation of the nursing students using an observation guide. Role conflict theory and self-determination theory were used to underpin the study. The data collected from the interview was analysed using an inductive analysis approach while the observation was analysed using content analysis. The results revealed that student nursing mothers face numerous challenges in their pursuit of academic achievement but they adopt several ways to cope with them. Combining childcare, post-maternity complications and family demands makes it very difficult for student nursing mothers to focus on their academic work. To deal with these challenges, students nursing mothers relied on their husbands, hiring a babysitter, participation in group discussion, developing a good relationship with lecturers and using other psychological tactics to enhance learning. Also, most students, breastfeeding were interrupted by “lecture calls” and had to run back to lectures to avoid missing out. The universities should consider instituting policies that can offer student nursing mothers’ academic leverage and infrastructure support. Women must also be encouraged to have stable sources of income before pursing further studies to help them financially. Husbands are encouraged to support their wives and partners to further their education and provide them with necessary support they need at early stages of childcare.
Description:
A thesis in the Department of Basic Education,
Faculty of Educational Studies, submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
