Exploring the Transitional Experience of First-Year Undergraduate Nursing Students

Area of Science:

• Nursing Education
• Higher Education
• Student Transition

Background:

• First-year nursing students experience significant adjustments, including academic rigor and clinical preparation.
• Limited research exists on the specific transitional experiences of these students and their impact on success.
• This study addresses the gap by examining first-year nursing students' university transitions and support needs, guided by Meleis' Transition Theory.

Purpose of the Study:

• To explore the transitional experiences of first-year nursing students during their initial year of university.
• To identify the support requirements necessary for a successful transition into nursing education.
• To apply Meleis' Transition Theory as a framework for understanding student experiences.

Main Methods:

• Qualitative thematic analysis design.
• Convenience sample of 42 first-year nursing students.
• Six semistructured focus groups conducted to gather in-depth insights.

Main Results:

• Four key themes emerged: learning through social interactions, managing postsecondary academic demands, the significance of interpersonal relationships, and the process of self-transformation.
• Students identified crucial knowledge sources and relationship dynamics influencing their transition.
• Perceived support systems were highlighted as vital for fostering a positive transition into nursing school.

Conclusions:

• Findings illuminate the multifaceted transitional experiences of nursing students, encompassing knowledge acquisition, relational aspects, and support mechanisms.
• These insights can inform faculty in developing targeted interventions to improve nursing student success and retention.
• Understanding student transitions is essential for optimizing nursing education programs and supporting future nurses.