Coping strategies used by undergraduate first-year nursing students during transition from basic to higher education: a qualitative study

• Published in: BMC nursing 2024-04, Vol.23 (1), p.276-276, Article 276
• Main Authors: Gause, Gopolang, Sehularo, Leepile Alfred, Matsipane, Molekodi Jacob
• Format: Article
• Language: English
• Subjects: Basic education; Coping; Coping (Psychology); Coping strategies; COVID-19; Curricula; Data collection; Educational aspects; Higher education; Management; Nursing education; Nursing students; Promotion (School); Psychological aspects; Research design; Students; Surveys; Undergraduate; Undergraduate first-year nursing students
• ISSN: 1472-6955; 1472-6955
• DOI: 10.1186/s12912-024-01938-5

The undergraduate first year of a nursing program is regarded as a difficult and challenging part of the nursing course, due to the variation experienced in the transition from basic to higher education compared to other first-year courses. This causes stress, which could contribute to students' lack of coping with the transition to the university. These challenges call for coping strategies to ensure resilience among this cohort of undergraduate nursing students. An exploratory descriptive qualitative research design was adopted to assess the coping mechanisms used by first-year nursing students during transition from basic to higher education. Data was gathered through four online focus group discussions which were conducted using the Microsoft Teams app, with participants purposefully selected from the two campuses where the study was conducted. The focus group discussions were recorded and transcribed verbatim for analysis. Data was analysed by the researcher and the co-coder using qualitative content data analysis. Three categories emerged from the data: experiences of transition from basic to higher education, coping with transition from basic to higher education, and recommendations for coping with transition from basic to higher education. Participants expressed that they use the following six coping strategies during the transition from basic to higher education: adaptive coping, appraisal-focused coping, emotion-focused coping, problem-focused coping, social coping, and seeking help from mentors. Transition from basic to higher education is challenging for undergraduate first-year nursing students. The study suggests that there is a need to standardize and contextualize the support measures for undergraduate first-year nursing students during their transition from basic to higher education in order to enhance their ability to cope.