Mental Well-Being and Emotional Regulation in Preparing for the Master’s Nursing Thesis Defense: An Interpretative Thematic Analysis

Background: The master’s thesis defense requires students to demonstrate research maturity, a high-stakes phase often causing significant stress. Understanding student challenges and the process of emotional regulation is crucial to improving pedagogical support, promoting academic well-being, and reducing the associated anxiety. Aim: To explore master’s nursing students’ experiences of the interplay between mental well-being and emotion regulation, during their thesis defense preparation. Methods: A qualitative study, conducted in accordance with COREQ guidelines, explored the perceptions of 29 master’s nursing students (average age of 35.62 years) in Portugal. Data was collected through four face-to-face focus groups, each comprising six to eight students, between October and November 2024, and was analyzed using Braun and Clarke’s systematic thematic analysis. Results: We found three main themes: (i) the pervasive nature of performance anxiety, characterized by significant fear of judgment and cognitive blocks; (ii) preparedness as a central strategy for fostering mental well-being, which included emotional regulation strategies such as researching the jury and practice sessions to manage uncertainty; and (iii) institutional support as a key mediator of well-being, which highlighted a demand for clearer information and formal training in oral communication skills to mitigate anxiety. Conclusions: The findings suggest that relying solely on students’ informal emotional regulation strategies creates vulnerability. To reduce defense-related anxiety and enhance mental well-being, structured institutional support, including clear guidelines, simulated rehearsals, and communication training focused on emotional regulation, is essential to transform the defense process into an opportunity for professional growth and academic well-being.