Evaluating Academic Help-Seeking Behavior of Nursing and Midwifery Students in a Nursing Training College

Background: Academic help-seeking behavior is essential for student success, yet it remains underexplored in nursing and midwifery education, particularly in Ghana.

Aim: This study assessed the academic help-seeking behavior of nursing and midwifery students at a nursing training college in Tamale, Northern Ghana.

Methods: A descriptive cross-sectional study design was employed. A sample of 283 nursing and midwifery students was randomly selected using a simple random sampling technique. Data were collected using a demographic form, the Computer Science Help-Seeking Scales (CSHS) questionnaire, and additional questionnaires on preferred help-seeking methods and barriers. Data analysis was performed using one-way analysis of variance (ANOVA) and independent sample t-tests.

Results: Most students were aged 21-24 years and were predominantly female. Overall, students exhibited a high level of academic help-seeking behavior (M = 6.32, standard deviation (SD) = 1.16), with instrumental help-seeking being the most prevalent (M = 5.89, SD = 1.34). Study groups (76.4%) were the most preferred method of seeking academic help. Younger students (≤ 24 years) demonstrated significantly higher academic help-seeking behavior (M = 6.35, SD = 1.13) compared to older colleagues (≥ 25 years; M = 5.71, SD = 1.26). Registered Midwifery students exhibited higher help-seeking behavior (M = 6.48, SD = 1.18) than Registered General Nursing students (M = 6.19, SD = 1.14). The major barrier to academic help-seeking was concerns about confidentiality and trust (75.6%).

Conclusion: Confidentiality and trust issues emerged as major barriers to academic help-seeking behavior. As policymakers and educational institutions strive to cultivate a supportive learning environment, understanding and addressing these barriers can enhance students’ overall academic well-being and success.