PERCEIVED SATISFACTION OF THE KUMUSTAHAN PROGRAM AMONG NURSING STUDENTS AT NATIONAL UNIVERSITY – MANILA
Keywords:
nursing students, satisfaction, peer support program, webinarAbstract
Grounded in the necessity of providing strong psychosocial interventions during rigorous academic training, this study investigated the Kumustahan Program by evaluating nursing students' demographic profiles alongside their perceived satisfaction levels across three specific domains (mental health, stress level, and social relationships), while determining if significant differences exist between these demographic profiles and their satisfaction with the program. Utilizing a comparative analytical design, this study selected 229 nursing students (Levels 2 to 4) via stratified random sampling and Cochran's formula to assess variations in satisfaction and perceptions of the Kumustahan Program across year levels, ages, and genders using descriptive statistics and ANOVA. In mental health, Level 2 scored lowest in distraction-free thinking (M=3.1667), followed by Level 4 (M=3.3458) and Level 3 (M=3.4600). For stress, Levels 2 (M=2.9722) and 3 (M=3.2400) had the lowest self-awareness/emotional resilience and unexpected-event-handling scores, respectively, with Level 4 (M=3.1402) having the lowest in life control. Socially, Level 3 (M=2.4400) scored lowest in having a confidant for fears/concerns, followed by Level 4 (M=2.6916) and Level 2 (M=2.8750). Program satisfaction differed significantly by age (p=0.043) and year level (p=0.009), but not by sex (p=0.231, gender-neutral). The Kumustahan Program serves as an effective, inclusive peer-support initiative that provides essential emotional, connection, and coping support for nursing students' demanding workloads. Satisfaction levels vary significantly across Levels 2, 3, and 4 by age and academic stage, yet remain gender-neutral, benefiting male and female students equally. Findings suggest implementing year-level-specific interventions, curricular mental health awareness, faculty wellness check-ins, professional referral systems for cognitive overload, and junior-senior peer mentorship loops.
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