Approaching Suffering in Young University Students, New Challenge for a Compassionate University: A Qualitative Study of Undergraduate Nursing Students

Background/Objectives: Student distress is diverse and manifests itself in a variety of ways. Driven by the constant pressure to meet academic and personal expectations, many students experience a deep sense of insufficiency and hopelessness. Anxiety and depression are widespread and are often accompanied by self-critical thoughts and feelings of worthlessness. Seeking temporary relief that often exacerbates their long-term struggles, some students resort to self-harm as a way to manage their emotional pain. Methods: This study employs an exploratory qualitative design with a phenomenological approach to deeply examine students’ experiences of suffering. Using semi-structured interviews, the study captures detailed narratives from 17 purposely selected students, providing a rich understanding of their lived experiences. Adhering to COREQ guidelines (Consolidated Criteria for Reporting Qualitative Studies). Results: The analysis identified four main themes: the concept of suffering, its causes, students’ responses, and coping strategies. Eleven sub-themes were identified, highlighting the significant challenges students face, including low self-esteem, anxiety, depression, and self-harm. These problems are increased by academic stress and social pressure derived from the intensive use of social networks. The constant social comparison and the search for external validation on social networks generate feelings of inadequacy and emotional exhaustion. Students often lack effective strategies to manage these pressures. In addition, bullying and the absence of meaningful relationships in the academic environment increase their suffering. Conclusions: This study provides a novel contribution by focusing on the lived experiences of nursing students and emphasizing the importance of the compassionate university model as a framework for addressing student suffering. It highlights the urgent need to implement strategies for support and compassion in educational institutions centred on emotional management, presence, listening, and specific mindfulness and stress management programmes. Additionally, fostering healthier and more mindful use of social media is crucial to help students manage their expectations, reduce their suffering, and cultivate self-compassion.