Comparative analysis of the perception of psychological crisis in groups of nursing and national security students
Department of Bioethics and Health Psychology, Jagiellonian University Medical College, Krakow, Poland
Mental Health Center of the 5th Military Clinical Hospital with Polyclinic, Krakow, Poland
Department of Photojournalism, Oslo Metropolitan University, Oslo, Norway
Nursing Problems 2026; 34
Introduction
This study analyzed and contrasted subjective perceptions of psychological crisis among graduate students in assistance-related (nursing) and security-related (national security) disciplines. Beyond identifying differences in perspective, the research examined the pedagogical value of Photovoice by linking the method to measurable educational outcomes. It evaluated the effectiveness of a modified Photovoice methodology as an innovative teaching tool designed to foster aesthetic knowing and critical reflection within clinical and security education.
Material and methods
The study employed a qualitative cross-sectional comparative design. Participants included 50 graduate nursing students (early-career professionals with at least one year of experience) and 49 national security students. A modified Photovoice assignment asked participants to submit a single photograph representing their perception of psychological crisis. Data were analyzed through collective SHOWeD inquiry sessions and thematic coding using MAXQDA.
Results
Ninety-seven students completed the assignment, producing 97 photographs: 50 from nursing students and 47 from national security students. Thematic analysis of images, captions, and descriptions identified four key themes: loss of health or life, financial difficulties, mental overload, and loneliness.
Overall, nursing students emphasized professional experiences, while security students focused more on personal experiences not directly linked to psychological crisis. This outcome may be attributed to the high demands of the field’s curriculum, which includes both theoretical coursework and clinical placements, leading to a substantial workload and time pressure.
Conclusions
Photovoice effectively reveals the hidden curriculum in professional education, particularly students’ unspoken beliefs and fears about psychological crisis. The method links theory to the lived realities of trauma and prepares professionals for behavioral health crisis responses that emphasize compassionate, health-centered care. As a pedagogical tool, Photovoice supports empathy, critical reflection, and professional resilience, and can be used to introduce challenging topics such as domestic violence and substance addiction while assessing student understanding of the curriculum.
Keywords
education, psychological crisis, Photovoice, early career nurses
Integrated with
