International Journal of Africa Nursing Sciences 17 (2022) 100447

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International Journal of Africa Nursing Sciences

journal homepage: www.elsevier.com/locate/ijans

Experiences of nursing students who are mothers in balancing their dual

roles in undergraduate nursing and midwifery education: A
phenomenological study
Daniel Opotamutale Ashipala *, Saima Natanael
Department of General Nursing Sciences, School of Nursing and Public Health, Faculty of Health Sciences and Veterinary Medicine, University of Namibia (UNAM),
Rundu, Naamibia

A R T I C L E I N F O A B S T R A C T

Keywords: Background: While most educational policies worldwide give everyone the right to attend educational in­
Experiences stitutions, irrespective of pregnancy or maternal status, the dual role of being both a student and a mother can be
Dual roles extremely demanding. This requires institutions of higher learning to continuously explore the experiences of
Challenges
nursing students who are mothers as they balance their dual roles, as a way to mitigate the challenges they face.
Students who are mothers
Nursing
This research was conducted as these mothers’ experiences in Namibian institutions of higher learning have not
Midwifery education been extensively researched.
Purpose: The objectives of the study were to explore and describe the experiences of student nurses who are
mothers in balancing their dual roles.
Method: The study adopted a qualitative, explorative, descriptive and contextual research design using a
phenomenological approach. The study employed purposive sampling techniques to select the eight participants
who consented to, and participated in, the study. The researcher used semi-structured phenomenological in­
terviews as a tool to gather data, which were analysed thematically. Fundamental ethical principles were
adhered to throughout the course of the study.
Results: Four themes emerged from the study: the responsibilities of motherhood; the experiences of students who
are mothers; the challenges of combining these dual roles; and recommendations to mitigate these challenges.
Conclusion: The research findings revealed that the role conflict experienced by these students affects their ac­
ademic performance. In addition, an inability to perform their childcare functions adequately resulted in poor
social bonding with their children. Adopting coping strategies helped these students with the dual role
challenges.

1. Introduction earnings and satisfaction, however this might be different for women
who pursue higher education while raising their children, as they face
Education is vital for each individual’s future. It is a starting point for constant pressure from both their schools and their families (Cabaguing,
life improvement and has a significant impact on family members 2017).
(Adofo, 2013). Education is recognised as a developmental tool and a Most countries give all women the right to attend an educational
female’s individual right; however, the characteristics of female repro­ institution, irrespective of their pregnancy or maternal status, however
duction are a barrier to some students achieving their full academic the dual role of being both a student and a mother can be too
potential (Esia-Donkoh, 2014). Thousands of students enrol in univer­ demanding. Combining motherhood and studying, without compro­
sities and colleges annually to pursue their studies in their areas of in­ mising either, is thus a great dilemma for students who are mothers. The
terest (Cabaguing, 2017). Among these, the majority of nursing students challenges inherent in managing these dual roles may cause women to
who are mothers struggle with these dual roles. According to Baum, Ma abandon one role for the sake of the other (Barnes, 2013), yet Mogha­
and Payea (2010), higher education provides increased opportunities for dam, Khiaban, Esmaeili and Salsali (2017) argued that while being a

* Corresponding author at: Department of General Nursing Sciences, School of Nursing and Public Health, Faculty of Health Sciences and Veterinary Medicine,
University of Namibia (UNAM), PO Box 88, Kaisosi Road, Rundu, Namibia.
E-mail address: [email protected] (D.O. Ashipala).

https://doi.org/10.1016/j.ijans.2022.100447
Received 14 October 2021; Received in revised form 1 June 2022; Accepted 17 June 2022
Available online 20 June 2022
2214-1391/© 2022 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-
nc-nd/4.0/).
D.O. Ashipala and S. Natanael International Journal of Africa Nursing Sciences 17 (2022) 100447

student and a mother is challenging, it is manageable. It does require globally, this has not been the case in Namibia (Bruening, Argo, Payne-
careful planning of parenting and academic tasks however (Moreau & Sturges, & Laska, 2017).
Kerner, 2015). Studies exploring the in-depth experiences of students who are
According to Maisela and Ross (2018) students who are mothers mothers in terms of their roles and obligations in changing, challenging
need to strike a balance between caring for their children and fulfilling and sometimes conflicting situations are imperative in order to devise
their own needs to improve themselves and become independent. Their coping strategies that can mitigate these challenges. This study is among
study further revealed that when mothers attempt to further their edu­ few that examine the experiences of nursing students who are mothers.
cation, their student role takes a back seat when they attempt to inte­ Additionally, this research sought to understand the experiences of
grate it into their primary role of being a mother. nursing students who are mothers in terms of their double roles.
Women globally continue to be confronted with numerous chal­ Researching these experiences could contribute to the development of
lenges in their quests to successfully further their studies. One such effective and efficient university strategies and programmes that are
challenge for women students who are mothers is the extra burden of geared towards helping these students achieve their future careers. The
parenting. This necessitates them juggling time between their studies findings of this study have thus added to the extant research on students
and parenting, which may impact negatively on both their parenting and who are mothers at the University of Namibia, and could be used to
their academics (Funiba, 2011). Similarly, Manalang, Lionson and develop university-wide policies to ease the plight of these students.
Bayubay (2016) reported that students who are mothers experience
difficulties in managing their dual roles. A lack of time with their child, 2. Aim of the study
skipping classes because of a child’s needs, an inability to fulfil their
roles as a wife, as well as struggling to bond with their child, are some of The purpose of the study was to explore the experiences of nursing
the hardships they encounter. students who are also mothers as they complete their undergraduate
Students who are mothers experience tertiary education differently nursing and midwifery education, in order to understand what coping
to traditional students, hence the need for this study to understand the strategies could be implemented to mitigate the challenges they face.
nature of the dual roles. Most research has described the two roles as
incompatible and unfulfilling, as they are both demanding (Mamabolo, 3. Methods
Langa, & Kiguwa, 2009). It is worth noting that females will bear chil­
dren at various stages in their personal development, and the roles they A qualitative, exploratory, descriptive and contextual research
play at that stage often determine their experiences of motherhood. design was used to conduct a phenomenological study, using semi-
The roles of being a student and a mother are highly demanding and structured individual interviews. The phenomenological approach is
stressful on one’s body and mind (Springer, Parker & Leviten-Reid, aimed at describing an experience as it is, i.e., to understand its meaning
2009). Being a mother while pursuing an undergraduate degree also (Creswell & Poth, 2018; LoBiondo-Wood & Haber, 2018). The primary
poses certain risks, as the responsibility of being a parent requires data for this qualitative descriptive study came from semi-structured, in-
financial stability (Maisela & Ross, 2018). Additionally, Moghadam, depth interviews, and was theoretically informed by phenomenological
Khiaban, Esmaeili and Salsali (2017) reported that difficult social and conflict role theory which focuses on participants’ experiences and
financial conditions are barriers to the simultaneous management of the subjective meanings of social interactions (Wolf, 2011). The experience
roles of mother and student. Mamhute (2011) pointed out that women of role conflict has been associated with negative health, psychological,
must negotiate the tension between being a mother and a student, while social and work-related outcomes, as people experience high stress
creating a stable life structure, i.e., a mother who is a student has an levels, depression and issues with their self-esteem (Gordon, 2018).
additional role to play. This role expansion requires women to form a This study is based on conflict that is referred to as ‘interrole con­
self-image that is congruent with each of their life roles. Achieving this flict’, which stems from clashing expectations based on one person
can be difficult because motherhood is self-sacrificing, with mothers experiencing separate roles. This ‘low-inference’ design was chosen
expected to always put their children’s needs above their own (Mam­ because the study’s purpose was to explore the participants’ own per­
hute, 2011). Students who are mothers are thus likely to drop out of ceptions in order to stay close to their accounts (Wolf, 2011), while
university, as they cannot balance their dual roles (Mamabolo et al., acknowledging the role of the participants’ understandings as well as the
2009; Taukeni, 2014). researchers’ interpretations in the production of knowledge.
According to Van der Riet, Corfe and Kubeka (2019), a significant
challenge faced by these students is coping with the demands of aca­ 3.1. Setting
demic work, leading them to suppress their own needs in their enormous
effort to achieve their academic goals. Students who are mothers are The research was conducted at the School of Nursing in Namibia. The
thus at higher risk of not completing their studies. According to Cab­ participants were all undergraduate students studying for a Bachelor of
aguing (2017), students who are mothers experience guilt because they Nursing Science (Clinical) (Honours) degree, who were also mothers.
have to compromise in one or both of their roles; they find this difficult The School of Nursing at this campus was a former college of education,
which makes them feel inadequate in both arenas. In particular, these which now offers a four-year undergraduate bachelor honours degree
mothers feel inadequate as students because they exhibit poor perfor­ programme, introduced in 2017. The school uses a two-week theory and
mance. Nursing is a profession that is dominated by women; every year, practice system, meaning that on a monthly basis, students spend two
thousands of females enrol in nursing undergraduate degrees. About weeks in a theoretical block and another two weeks in clinical settings
66% of annual new admissions at the School of Nursing in Namibia are (University of Namibia, 2020). The institution’s leave policy stipulates
females. Studying while parenting becomes a source of stress, anxiety that students who are pregnant and are due to deliver during their
and depression for these students (Concerto Patel, Infortuna, Muscatello, studies are expected to apply for a maternity leave beforehand and
Bruno, & Battaglia, 2017; Munn, 2017). provide a medical certificate two weeks prior to the expected date of
Although many studies have been conducted on the lives of students delivery. Students are expected to attend classes two weeks prior and
who are mothers (Barnes, 2013; Funiba, 2011; Mamabolo, Langa & after the date of delivery. The training duration may be extended to
Kiguwa, 2009; Shefer, Bhana & Morrell, 2013; Taukeni, 2014), few have compensate for clinical attendance that might have been missed during
focused on the experiences of these students in Namibia. As such, the maternity leave (University of Namibia, 2021).
additional research in the Namibian context was necessary to explore
the experience of mothers who are students in local tertiary institutions.
While literature on the experience of these mothers has increased

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D.O. Ashipala and S. Natanael International Journal of Africa Nursing Sciences 17 (2022) 100447

3.2. Participants and sampling Codes and themes were discussed and agreed with an independent
coder. De-identified excerpts of interviews were selected to illustrate the
The target population was 24 full-time undergraduate nursing stu­ findings.
dents enrolled in the Bachelor of Nursing Science (Clinical) (Honours)
degree, who were also mothers. The study consisted of eight students
who were purposively selected. Purposive sampling was chosen because 3.5. Trustworthiness
the study had one specific predefined group that was needed to describe
the experiences of being a mother and a student. Purposive sampling The four criteria that were used to ensure trustworthiness were:
allows a researcher to select their sample based on participants knowl­ credibility; transferability; dependability; and confirmability (Lincoln &
edge of the phenomena being studied (Brink, van der Walt, & van Guba, 1985). Credibility was ensured through prolonged engagement
Rensburg, 2018). with the participants until data saturation was achieved. An audio
The participants were required to meet the following criteria for recorder was used during the individual interviews, the contents of
inclusion in the study: 1. Enrolled in the school as a student nurse and which were transcribed. Both the audio recordings and the transcripts
who became a mother while studying at the School of Nursing for at least were compared to confirm that they were correct (Thomas, 2006; Tong
a year; and 2. Agreed to participate in the study by signing a consent et al., 2007).
form. The researcher obtained a list of all the student nurses who were Transferability was ensured by using purposive sampling to select
mothers at the time of the study from the clinical education office. Later, the participants in order to maximise the range of specific information
the researcher approached these students through class WhatsApp obtained from and about the particular context, and by purposefully
groups by sharing a message explaining the purpose and nature of the selecting the participants in terms of their knowledge of the phenome­
study. Students who needed clarification or were interested in partici­ non under investigation. A thick description of the data collected in
pating were requested to contact the researchers directly. The data were terms of experiences of the participants were created. Confirmability
collected during the COVID-19 pandemic, hence the researchers com­ was ensured through a review of the relevant literature, which was done
plied with all the necessary precautionary measures. The use of tele­ to establish what was known and unknown on the subject under study.
phonic interviews during the pandemic has gained momentum and is Transcripts of the data and the audiotaped interviews were kept for
considered acceptable practice (Lobe, Morgan, & Hoffman, 2020). reference.
Dependability in this study was ensured through the recordings and
transcripts of the interviews, which will be made available upon
3.3. Data collection
enquiry. The findings of the study were supported by related literature
on the phenomenon under investigation. The data collection methods
Data collection was conducted after approval was granted by the
were also described thoroughly. Data co-coding from the transcripts was
University of Namibia School of Nursing Research and Ethics Commit­
done and agreed on by the researchers with the independent coder.
tee. To select the participants, the authors explained the purpose and the
Throughout the research process, the researchers worked with a re­
nature of the study to prospective interviewees. Further clarifications
flexive awareness of their own perspectives on the balancing of dual
were given addressing any concerns, and those who wished to partici­
roles among the students, based on their knowledge of students who are
pate were enlisted. A consent form was completed and signed before the
mothers and their diverse personal experiences.
beginning of each interview. Interviews were conducted at a venue
convenient to participants. Additionally, permission for audio recording
was gained before each interview. The researchers collected data 3.6. Ethical considerations
through individual semi-structured interviews in accordance with the
interview guide, which was comprised of biographical data and the Permission to conduct this study was granted by the School of
research questions. The interviews took place in September 2020 and Nursing Research and Ethics Committee, reference number SoNREC 09/
lasted between 30 and 45 min each. The researchers took notes during 2020. Informed consent was obtained from each participant prior to
interviews, and further probing was done during that time to further data collection, once the aims and objectives of the study were
explore the experiences of the students. Data saturation occurred with explained. Participants were given the right to withdraw from the study
the eighth participant. if they wished. During this study, confidentiality was ensured by keeping
The following questions were posed: information about the participants confidential, and their anonymity
was respected by using pseudonyms to identify them. No names of the
• Please tell me your experiences of the dual roles in undergraduate participants were linked to any data or divulged. The researchers were
nursing and midwifery education as a nursing student who is a guided by the main ethical principles of beneficence, justice and respect.
mother?
• How do you balance the dual roles you play?
4. Findings
• What recommendations can be made to mitigate the challenges
affecting nursing students who are mothers?
4.1. Demographics of the study participants

3.4. Data analysis A total of eight participants were interviewed, all of whom were
nursing students and mothers. All the participants were females aged
Inductive thematic analysis was carried out in parallel with the data between 21 and 34 years. Seven participants were single mothers who
collection. Interview transcripts (which were the units of analysis) were had one or two children, and one was married with two children. The
checked against the audio recordings, and read and reread for famil­ characteristics of the study participants are indicated in Table 1.
iarity. Data were coded manually, with the codes being refined and
combined as the data collection continued. Themes were developed
using constant comparison to reconsider early analysis in the light of 4.2. Presentation of findings
subsequent interviews. In order to explore the specific functional aspects
of nursing students who are mothers in their dual roles, the themes were The four themes that arose from the data analysis (see Table 2) were
then mapped deductively onto the two-dimensional model of the role as follows: motherhood responsibilities; the experiences of students who
conflict theory (Wolf, 2011). To increase the validity of the analysis, one are mothers; the challenges of managing dual roles; and recommenda­
researcher analysed all the transcripts while another analysed a subset. tions to mitigate these challenges.

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D.O. Ashipala and S. Natanael International Journal of Africa Nursing Sciences 17 (2022) 100447

Table 1 4.2.1.3. Child Immunisation.. This subtheme describes the experiences

Demographics of study participants. of participants regarding their children’s routine immunisations. They
Participant Age Parity Marital status Level of study highlighted that due to their school commitments, their children
sometimes received their immunisations late. Some participants had to
Participant 1 24 years 2 Single Second year
Participant 2 33 years 2 Married Fourth year miss classes as a result of taking their children for immunisations:
Participant 3 22 years 1 Single Fourth year
Being a student mother has never been easy, sometimes I miss classes
Participant 4 21 years 1 Single Third year
Participant 5 21 years 2 Single Second year as a result of taking my child to the clinic for immunisation (P1, 24
Participant 6 34 years 1 Single Fourth year years).
Participant 7 26 years 1 Single Third year My child’s immunisation had to be delayed due school commitment.
Participant 8 23 years 1 Single Second year
I sometimes get occupied with school work and miss the child’s
immunisation follow up date. (P7, 26 years).
have to make sure that my child is fully immunised. Sometimes I
Table 2 prioritise the child’s health over my school work. (P3, 22 years).
Description of main themes and subthemes.
THEMES SUBTHEMES
4.2.1.4. Financial commitment.. In this subtheme, the students
4.2.1Motherhood responsibilities 4.2.1.1 Appoint responsible carers described their experiences regarding the financial responsibilities of
when absent
motherhood. The participants revealed that this was challenging
4.2.1.2 Breastfeeding and bonding
4.2.1.3 Child immunisation because many were single mothers and received little support from their
4.2.1.4 Financial commitments children’s fathers. Some participants had to sacrifice the little money
4.2.2 Experiences of nursing students who are 4.2.2.1 After-work fatigue they had to buy basic goods for their children:
mothers 4.2.2.2 Study performances affected
I faced too many challenges, like there are times that I have financial
4.2.2.3 Time management
challenging problem since I need money for taxi especially when doing clinical practice
4.2.3 Challenges of dual roles 4.2.3.1 Late class attendance and still provide for the child. (P8, 23 years).
4.2.3.2 Ultimate focus on study
leads to child neglect skipped eating lunch just to save for my child. I also missed practical
4.2.3.3 Neglecting studies during when I didn’t have money for the taxi. (P5, 21 years).
child illness The fathers of the children are not supportive, so I am the only one
4.2.3.4 Late completion of clinical supporting the children. (P3, 22 years).
log books
4.2.4 Recommendations to mitigate 4.2.4.1 University to consider
It’s not easy, since I am a young mother who is unemployed. It is a
challenges affecting student nurse mothers introducing aday care at campus very big challenge since the father of the child does not play a role in
supporting the child. (P 7, 26 years).

4.2.1. Theme 1: Motherhood responsibilities

4.2.2. Theme 2: Experiences of nursing students who are mothers.
Below follows a description of how the study participants described
This theme describes the experiences of the students with multi-
their mothering responsibilities while pursuing their studies. The sub­
tasking to achieve their dual roles as mothers and students. The sub­
themes were: appointing responsible carers when absent; breastfeeding
themes were: after-work fatigue; study performance affected; time
and bonding; child immunisation; and financial commitments.
management challenges; task shifting to prioritise roles; and links be­
tween nursing and motherhood.
4.2.1.1. Appointing of responsible carers. This subtheme describes how
students who are mothers balance their dual roles by appointing
4.2.2.1. After-work fatigue. The participants described their experiences
someone to take care of their children while they are at nursing school.
with clinical practices as students and mothers, as clinical practice is a
The participants described missing out on classes as a result of caring for
requirement for nursing students. They highlighted the feeling of fatigue
a sick child:
after working long shifts of clinical practice:
My children were taken care of by my late grandmother. (P6, 34 Sometimes when I work seven to seven, I am so tired and still have to
years). attend to the child. It is a bad experience because when I am tired, the con­
At times I ask my neighbours to check on my kid. I would come at centration is poor, but I do not have a choice. (P1, 24 years).
breaks just to check on my kid. (P7, 26 years).
4.2.2.2. Study performance affected. This theme describes how the dual
roles affect the performance of the students. Most participants indicated
4.2.1.2. Breastfeeding and bonding.. The participants in this study noted
that their grades were negatively affected by being a mother and a
that bonding with their children was negatively affected as they had to
student at the same time:
leave their children because of their commitment to their studies, i.e.,
their children could not be breastfed: My performance is not good. I have a lot of tests, assignments and it is
difficult to handle (P4, 21 years).
The social bonding was somehow affected but for the sake of school, I
My experience was bad. I was operated and it was tricky. I failed the
have to move on. (P8, 23 years).
academic year and faced a lot of challenges. (P3, 22 years)
do not have time to spend with my kid. I would worry about my child
when at school since it is my first child there is a lot of emotions
involved. (P7, 26 years). 4.2.2.3. Time management challenges. This subtheme describes the ex­
It was bit tough for me because I have to leave the children at home while periences of the students when managing their time to balance their dual
they are still young. It was so stressful because they need to be taken care roles. The demands on their time in terms of their mothering role su­
by the mother and also breastfed. My children were taken care by my late perseded the time they had to spend on their schoolwork:
grandmother. As a mother I was buying milk because I could not
Draw a timetable for my studies and my parental roles. In cases when
breastfeed as I was at school. (P1, 24 years).
there are group assignments I meet up with fellow students. (P6, 34
years)

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D.O. Ashipala and S. Natanael International Journal of Africa Nursing Sciences 17 (2022) 100447

It is hard juggling the two roles because they all require more reproductive health clinic; and students to set schedules to balance their
attention. (P5, 21 years) two roles.

4.2.4.1. University to consider introducing a kindergarten day care at

4.2.3. Theme 3: Challenges of the dual roles
campus. One participant recommended that the university open a day
This theme describes the challenges encountered by the students in
care centre to cater for their children, as most of the mothers cannot
balancing their dual roles. The subthemes were: late classes’ attendance;
afford reliable carers. She also mentioned that for mothers, bringing
ultimate focus on study leads to child neglect; neglecting studies during
their children to a university day care would improve their situation as
child illness and late completion of clinical books.;.
most of them have to check on their children at home during breaks.
4.2.3.1. Late classes’ attendance. This subtheme describes how the stu­ Wish the university would introduce after care school for the chil­
dents were challenged to manage their time when balancing their dual dren of student mothers. (P3, 22 years)
roles, including missing lectures and running late for clinical duties due
to the competing demands of motherhood:
5. Discussion of the study findings
Am always late for lectures and sometimes I miss lectures. (P1, 24
This section presents a discussion of the findings with regard to the
years)
students’ experiences under the following themes: motherhood re­
Sometimes I run late for classes and clinical duties because I have to
sponsibilities; the experiences of students who are mothers; challenges
drop my daughter to school first. So, it is difficult to handle the two.
of dual roles; and recommendations to mitigate these challenges.
(P5, 21 years)

5.1. Motherhood responsibilities

4.2.3.2. Ultimate focus on study leads to child neglect. This sub-theme
describes how the students experienced juggling their two roles. The
It emerged from this study that all participants faced the dilemma of
participants indicated that putting in more effort to focus on their
taking on motherhood responsibilities while pursuing their studies. This
studies resulted in them neglecting their children:
concurs with a study conducted by Taukeni (2014), which revealed that
Feel that I have neglected my child because I am too busy with my being a student and a mother is difficult, especially when it comes to
schoolwork, especially with my 4th year (P4, 21 years). finding enough time to manage studying and parenting. This finding is
in line with that of Mamabolo et al. (2009), who reported that one of the
greatest frustrations for young mothers seeking a degree is the enormous
4.2.3.3. Neglecting studies during child illness. The participants described barriers to entry, including a lack of childcare. Taukeni (2014) reported
how they spend more of their time on mothering than as students. They that students who are mothers must perform dual roles because of the
noted that at times they neglect their studies to prioritise their children’s commitment that is required for both motherhood and studying. He
health, especially when they are sick: further asserted that managing both roles is challenging. The partici­
Sometimes if you are in class and you have to leave the class, you are pants in this study pointed out that caring for a sick child, appointing
missing a lot of things. You are missing lectures; while you are in a responsible carers, and breastfeeding and bonding are some of the
middle of the class you have to stand up to take care of a sick child motherhood roles that compete with their studies. This is in line with
and the information you miss you can you never get it again. (P8, 23 Mamabolo et al. (2009), who described the roles of these students as
years). incompatible and unfulfilling, as both roles are demanding. Moghadam,
Have to leave class or practicals to attend to the sick child and take Khiaban, Esmaeili and Salsali (2017) reported that difficult financial
him to the hospital. I miss out on school because I have to observe the conditions are also a barrier to the simultaneous management of the
child for few days. (P1, 24 years) dual roles. This is in accordance with the findings of this study, as the
When the child becomes sick, I need to take care of her, and I miss out participants reported that they had an obligation to provide for their
on tests at times. It is not an easy responsibility. (P2, 33 years) children’s basic needs while pursuing their studies.
Sometimes I am told my child is sick and I become worried, and that
affects my concentration at school. I also get worried that my child 5.2. Experiences of nursing students who are mothers
will be admitted in the hospital. (P3, 22 years).
This study found that the students experienced hardships while
4.2.3.4. Late completion of clinical log books. This subtheme is a pursuing their studies, as their academic performance was affected
description of the students’ experiences with completing clinical books, which could result in failure. This is in line with Mamabolo’s (2009)
with a lack of childcare negatively affecting their completion of clinical findings that mothers are likely to drop out of university as they fail to
hours, which is a course requirement. balance their dual roles. In addition, Green (2015) reported that mothers
who are graduate students experience an increased risk of lower aca­
Having a child while at school, is tough because at times I have to demic performances. The participants also indicated that time man­
leave my schoolwork unattended to give attention to my kid. (P7, 26 agement was challenging due to the two competing priorities of
years) motherhood and studying, as well as selfcare and their other roles. This
School life was interrupted as I could miss my clinical practice to take is as per Van der Riet et al. (2019), who revealed that most students who
my baby to the hospital. (P4, 21 years) are mothers face challenges having to split their time between roles.
Students who live with their children needed to maximise their time at
4.2.4. Theme 4: Recommendations to mitigate challenges affecting nursing university because when they get home, childcare needs dominate their
students who are mothers time. This finding is similar to that of Manalang, Lionson and Bayubay
The theme emerged from the participants’ responses when they were (2016), who reported that mothers experienced difficulties managing
asked to give their opinions on mitigating the challenges affecting stu­ their dual roles of being a student and a parent. Missing classes because
dents who are mothers. The following subthemes were identified: uni­ of a child, as well as struggling to build a close relationship with their
versity to consider introducing a kindergarten at the campus; opening a children, are some of the hardships they face.
Participants reported that task shifting to prioritise roles was another

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D.O. Ashipala and S. Natanael International Journal of Africa Nursing Sciences 17 (2022) 100447

challenge, as motherhood was prioritised over schoolwork. This is in addition, mother-friendly educational policies could be formulated and
line with Barnes (2013), who revealed that combining motherhood and implemented as a result of these findings. This study may also serve as an
studying, without compromising the activities of either one, is a chal­ additional source of reference for other researchers and students who
lenging dilemma for students who are mothers. This dual role challenge are examining the experiences and coping strategies of students who are
may cause women to abandon one role for the sake of the other. Maisela mothers.
and Ross (2018) reported that the student role becomes secondary, as
women attempt to integrate it with the primary role of being a mother. 8. Implications of the findings for higher education institutions
Cabaguing (2017) noted that due to societal expectations, mothers also and clinical practice
face the challenge of prioritising responsibilities as they are equally
important. This study revealed that nursing students who are mothers experi­
ence challenges balancing the dual roles of motherhood and studying.
5.3. Challenges of dual roles Tiredness and absences from the classroom and clinical duties lead to
poor performances and sometimes failure. A failure to complete clinical
This study revealed that there are challenges that students who are hours also leads to delays in the awarding of qualifications, and a
mothers encounter in balancing their dual roles. Among these challenges decreased number of qualified registered nurses in the institution and
are child neglect due to studying, late attendance to classes, and an country at large. The challenges these students face result in increased
inability to complete clinical books. This is in line with Manalang et al.’s levels of stress and exhaustion, which affects their performance. Higher
(2016) study, which found that student struggle to manage their roles of education institutions need to forge public cooperation in advocating for
being a student and a parent. Egenti and Omoruyi (2011) reported that both these students and faculty to make the dual roles viable. This can be
students who are mothers may come late for, or miss, lectures as a result achieved by re-designing their courses, delivery and assessment strate­
of parenting demands, which affects their learning and level of gies so that they become more efficient and effective at targeting and
achievement. addressing the identified deficits and developing programmes that are
An inability to build a close relationship with a child is one of the consistent with addressing the needs of these students. Alternative
hardships mothers who are studying go through. Participants also re­ teaching strategies, such as self-directed learning and special assessment
ported a lack of paternal support, which puts a financial burden on them. strategies, be they formative or summative, should be geared towards
This is as per Maisela and Ross (2018), who reported that financial addressing low completion rates among these students.
conditions are barriers to the simultaneous management of the roles of
mother and student. This finding also agrees with that of Mamhute
9. Recommendations for future research
(2011), who argued that nursing students who are mothers have their
studies negatively affected by financial problems when financial re­
Current and previous research have highlighted the experiences of
sources are insufficient.
students who are pursuing their undergraduate nursing and midwifery
education while raising children. A quantitative study, using this study’s
6. Strengths and limitations of the study
findings, should generate a questionnaire and roll it out to other fac­
ulties. This could even include a comparative section. Further research is
The qualitative research design method utilised in this study enabled
also recommended to compare the wider student population with full-
the researchers to explore the complex phenomenon of nursing students
time undergraduate students and distance learning studies, to explore
who are mothers trying to balance their dual roles. The researchers had
whether the issues facing full-time students who are mothers are
first-hand experience with the participants, and were able to develop a
different from those studying through distance learning. This could be
real sense of the participants’ perspectives in their own words. The goal
used to develop university policies to assist students with different needs
of the research was to understand these students’ reality in a public
and backgrounds.
nursing school. The participants only represented one public nursing
school, however, and students in other schools and faculties may have
different viewpoints, therefore a comparative study in other schools and Availability of data and materials
faculties could be a consideration for future research.
The datasets used and/or analysed during the current study are
available from the corresponding author on reasonable request.
7. Conclusion

It can be concluded that the role conflict experienced by students Funding

who are mothers affects their academic performance. Their struggles
include poor academic performance, failing, incompleteness of clinical This research received no specific grant from any funding agency
books, and delayed completion of studies. The inability to perform their from the public, commercial and/or not-for profit sectors.
childcare functions adequately at times can result in poor social bonding
with their children, while a lack of paternal support from their children’s CRediT authorship contribution statement
fathers results in financial challenges, leading to them make many
personal sacrifices which affects their well-being. Adopting coping Daniel Opotamutale Ashipala: Conceptualization, Data curation,
strategies such as identifying carers and leaving their children with Formal analysis, Investigation, Methodology, Software, Supervision,
family members aids these students to cope with the dual role chal­ Validation, Visualization, Writing – review & editing. Saima Natanael:
lenges. The significance of this study is that it has expanded the Conceptualization, Data curation, Formal analysis, Investigation,
knowledge of the plight of students who are mothers pursuing higher Methodology.
education. These findings can inform mothers who are pursuing higher
education in other tertiary institutions about effective coping strategies
that could make their studies less burdensome. It is hoped that this study Declaration of Competing Interest
will enable the university administration to better understand the ex­
periences, challenges and coping strategies of students who are mothers. The authors declare that they have no known competing financial
In this way, the university authorities may take appropriate measures interests or personal relationships that could have appeared to influence
that will assist the educational and domestic lives of these students. In the work reported in this paper.

6
D.O. Ashipala and S. Natanael International Journal of Africa Nursing Sciences 17 (2022) 100447

Acknowledgements Manalang, D. C., Liongson, P. & Bayubay, N. T. (2016). The lived experiences of college
student mothers in managing their dual roles. (MA thesis). Department of Psychology,
College of Art and Science, Angeles City: Angeles University Foundation. Retrieved
We express our deep appreciation to nursing students who partici­ on 10 October, 2021, from https://www.academia.edu/download/40939629/.
pated in this study. We also thank Sitembile Muvumwaeni for assisting Mamhute, R. (2011). The Educational Challenges of Pregnant and Nursing Adult Learners: A
in the data collection process. Case Study of Morgenstern Teacher’s College. (Master’s dissertation.) Stellenbosch
University, Stellenbosch. Retrieved on 10 October, 2021, from http://hdl.handle.
net/10500/4809.
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