An analysis of digital stories of self-care practices among first- year students at a university of technology in South Africa

Abstract

This article reports on a qualitative study that explored self-care practices among first-year studentsin managing stressors related to the first-year experience in the context of the COVID-19 pandemic.Qualitative data were collected using a purposive sample between March and June 2022. A total of 26first-year students registered at a university of technology in South Africa participated in the study byproducing digital stories sharing how they practised self-care. The domains of self-care were adoptedas a framework and data were analysed using thematic analysis. Six domains of self-care practicesemerged from the data and were categorised as physical, emotional, spiritual, relational, professional,and psychological. The findings show that first-year students engaged in a range of self-care practicesacross the domains of self-care including exercising, listening to music, performing ancestral rituals,donating blood, following successful people on social media, and learning new skills. Further,
 relational self-care was the most fundamental domain that underpinned first-year students’ well-being. In contrast, oversleeping or sleep deprivation, reckless spending, and eating unhealthy food
 to cope with stressors related to the first-year experience pointed to unhealthy self-care practicesin managing the stressors. Unhealthy self-care practices can threaten first-year students’ well-beingand possibly academic success. Student affairs and services need to design self-care programmes andcurricula to prevent harm and support adequate self-care. In designing self-care programmes, socialinvolvement and engagement are fundamental principles that should be emphasised. Future studiescan develop a self-care inventory to identify students at risk of poor self-care and design targetedinterventions to promote self-care.

A Scoping Review of Mental Health Needs and Challenges among Medical Students within South African Universities

“…In navigating the complex landscape of mental health among medical students, it is imperative to assess the efficacy and accessibility of existing university support systems and interventions [33]. Our review sheds light on the diverse array of resources and initiatives implemented by South African universities to address mental health concerns among medical students.…”

“…These support systems encompass a spectrum of interventions, ranging from preventive measures such as stress management workshops, mental health awareness campaigns, and peer support networks to reactive strategies including counseling services, psychiatric consultations, and crisis intervention protocols. Additionally, academic accommodations and flexible scheduling options are instrumental in mitigating the academic burden on students experiencing mental health challenges [33][34][35]. However, despite the availability of these resources, significant barriers persist in accessing mental health support within South African universities [38].…”

“…Juggling academic responsibilities with personal commitments can result in feelings of overwhelm and isolation. Studies conducted among healthcare students found that many medical students struggle to find time for self-care activities and relaxation due to the demands of their studies [33]. This imbalance can exacerbate mental health issues, contributing to emotional exhaustion and decreased overall well-being.…”