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Second-career baccalaureate nursing students: a lived experience
Paula Scharf Kohn1, Marie Truglio-Londrigan
1Pace University, Lienhard School of Nursing, Pleasantville, New York 10570, USA. pscharf@pace.edu
The Journal of Nursing Education
|October 5, 2007
Summary
Second-career nursing students navigate unique challenges and emotions transitioning into a new profession. This study explores their lived experiences, offering insights for program improvements.
Area of Science:
- Nursing Education
- Qualitative Research
- Phenomenology
Background:
- Second-career baccalaureate nursing programs emerged in the 1970s.
- These programs attract students pursuing a career change into nursing.
- Understanding the student experience is crucial for program development.
Purpose of the Study:
- To explore the meaning of the lived experience for second-career baccalaureate nursing students.
- To gain insight into the challenges and transitions faced by these students.
- To inform curriculum revisions and support strategies.
Main Methods:
- Phenomenological inquiry guided by van Manen's method.
- Unstructured, in-depth, face-to-face interviews with five participants.
- Thematic analysis of interview data.
Main Results:
- Identified themes include questioning one's place, re-seeing one's place, preparing for the transition, emotional complexity, and faculty-student dynamics.
- Students experience a mix of emotions and challenges during their transition.
- Key themes highlight the psychological and academic adjustments required.
Conclusions:
- The findings provide a deeper understanding of the second-career nursing student experience.
- Implications for curriculum revision and enhanced student support are discussed.
- Addressing student needs can improve retention and success in these programs.
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