MENTAL ILLNESS AMONG GRADUATING NURSING STUDENTS: MYTH OR A DETERMINED AND AVOIDABLE REALITY?

Abstract

Mental illness during the Nursing undergraduate course, particularly among graduating students, moves beyond myth to establish itself as a reality determined by complex academic, sociodemographic, and psychosocial vulnerabilities. This Integrative Literature Review (ILR) primarily aimed to analyze scientific evidence regarding the determinant factors for mental suffering in graduating bachelor of nursing students. The methodology strictly followed the six steps of an ILR, searching the Scientific Electronic Library Online (SCIELO) database for publications spanning 2016 to 2025. The final sample comprised 11 articles, revealing alarming findings. The consolidated results show that a significant portion of academics reports severe or extremely severe symptoms of anxiety (42.4%), depression (35.6%), and stress (36.9%). Stress is not merely present but progressively intensifies as the course advances, becoming significantly higher in the final semesters (6th to 10th). Key determinant factors identified include Time Management difficulty, often cited as the most significant stress domain, pressures inherent to the Performance of Practical Activities and Professional Training (fear of errors, responsibility, and market uncertainty). Sociodemographic variables such as female gender, cost of studies, and low income also significantly contribute to increased stress levels. It is concluded that psychosocial and academic vulnerability is acute among graduating students, necessitating an urgent institutional reflection and the implementation of support policies to ensure a healthier transition into professional practice.