Perceptions of Information Overload and Coping Mechanisms among Undergraduate Nursing Students at a Ghanaian Health University

Abstract

Aims: This study explored how nursing students experience and manage information overload within a technology-rich academic and clinical learning environment. Methodology: A descriptive qualitative design using thematic analysis was employed. Forty undergraduate nursing students across Levels 100-400 were purposively sampled. Semi-structured interviews captured experiences with information overload, sources of academic information, challenges, and coping strategies. Data were analysed following Braun and Clarke’s six-step thematic analysis framework. Trustworthiness was ensured via member checking and peer debriefing. Results: Participants reported high information volumes from lectures, clinical placements, assignments, and digital platforms, leading to stress, anxiety, mental fatigue, poor concentration, and reduced confidence. Digital notifications, excessive course materials, and unclear guidance were primary overload sources. Coping strategies included structured planning, prioritization, peer and lecturer support, and personal stress-reduction practices such as exercise, breaks, and meditation. Conclusion: Nursing students experience significant information overload, which affects emotional wellbeing, cognitive functioning, and academic performance. Structured guidance, clearer digital communication, and training in time management, digital literacy, and self-regulation can help students manage overload. These findings highlight the need for institutional interventions to enhance learning outcomes and support student wellbeing.