Abstract
Objectives: Relationships between perceived faculty support and prevalence of depression, anxiety, and stress among undergraduate nursing students were explored. Methods: A mixed method design was used for this descriptive, cross-sectional pilot study. Depression, Anxiety and Stress Scale-21 (DASS-21), Perceived Faculty Support Scale (PFSS), a demographic questionnaire, and open-ended questions were used to collect data. Results: Nursingstudentsexperiencedmoderatedepressionandstress,andsevereanxiety.Perceivedfaculty support was moderate. An inverse correlation between select perceived faculty supportive behaviors and depression, anxiety, and stress was evident. Student stressors were related to faculty actions. The theme being attentive to student stress emerged from the qualitative data. Conclusions: Symptoms of poor mental health among undergraduate nursing students are prevalent and represent a significant public health concern among nursing students. Nurse educators must develop psy chological and functional supportive behaviors to promote mental health during nursing students’ transition throughout the nursing program and beyond.