Transitional challenges in a two-plus-two nursing program: Phenomenology of student experiences

Area of Science:

• Nursing Education
• Higher Education
• Psychology

Background:

• The two-plus-two educational model for Bachelor of Science in Nursing (BSN) programs is increasingly popular.
• This model facilitates seamless transitions from community colleges to baccalaureate degrees.
• Meeting the demand for baccalaureate-prepared nurses in complex healthcare settings necessitates effective educational pathways.

Purpose of the Study:

• To explore the academic, social, and psychological challenges encountered by students transitioning from community college to a baccalaureate nursing program.
• To examine these challenges through the theoretical lens of self-efficacy.
• To understand the lived experiences of students in a two-plus-two nursing program.

Main Methods:

• Qualitative study utilizing interpretative phenomenology.
• Purposeful sampling of 16 junior and senior students in a two-plus-two nursing program.
• Data collection through questionnaires detailing transition factors and their impact on academic and psychosocial self-efficacy.

Main Results:

• Key themes included lack of academic preparedness for baccalaureate-level coursework.
• High levels of anxiety during the transition period were reported.
• Reliance on social support systems and the need for faculty, staff, and peer mentorship were significant factors.

Conclusions:

• Identified themes and subthemes are interconnected, highlighting the complexity of the transition process.
• A holistic and multifaceted approach to support is essential for students in two-plus-two nursing programs.
• Addressing academic, social, and psychological challenges can enhance student self-efficacy and success.