PDF(Pubmed)
Abstract：
BACKGROUND: 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.
METHODS: 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.
RESULTS: 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.
CONCLUSIONS: 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.
METHODS: 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.
RESULTS: 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.
CONCLUSIONS: 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.
摘要：
背景：护理课程的本科第一年被认为是护理课程中困难而具有挑战性的部分，由于与其他一年级课程相比，从基础教育到高等教育的过渡经历了变化。这会导致压力，这可能导致学生缺乏应对向大学过渡的能力。这些挑战要求采取应对策略，以确保这批护理本科生的韧性。
方法：采用了探索性描述性定性研究设计，以评估从基础教育到高等教育过渡期间一年级护理专业学生使用的应对机制。数据是通过使用MicrosoftTeams应用程序进行的四次在线焦点小组讨论收集的，有目的地从进行研究的两个校园中选择参与者。对焦点小组讨论进行了记录和逐字转录，以供分析。研究人员和共同编码人员使用定性内容数据分析对数据进行了分析。
结果：从数据中出现了三个类别：从基础教育过渡到高等教育的经验，应对从基础教育到高等教育的过渡，以及应对从基础教育向高等教育过渡的建议。参与者表示，他们在从基础教育到高等教育的过渡过程中使用了以下六种应对策略：适应性应对，以评估为重点的应对，以情绪为中心的应对，以问题为中心的应对，社会应对，寻求导师的帮助。
结论：从基础到高等教育的过渡对于本科一年级护理学生来说是一个挑战。研究表明，有必要对本科一年级护生从基础教育向高等教育过渡期间的支持措施进行标准化和背景化，以增强其应对能力。
方法：采用了探索性描述性定性研究设计，以评估从基础教育到高等教育过渡期间一年级护理专业学生使用的应对机制。数据是通过使用MicrosoftTeams应用程序进行的四次在线焦点小组讨论收集的，有目的地从进行研究的两个校园中选择参与者。对焦点小组讨论进行了记录和逐字转录，以供分析。研究人员和共同编码人员使用定性内容数据分析对数据进行了分析。
结果：从数据中出现了三个类别：从基础教育过渡到高等教育的经验，应对从基础教育到高等教育的过渡，以及应对从基础教育向高等教育过渡的建议。参与者表示，他们在从基础教育到高等教育的过渡过程中使用了以下六种应对策略：适应性应对，以评估为重点的应对，以情绪为中心的应对，以问题为中心的应对，社会应对，寻求导师的帮助。
结论：从基础到高等教育的过渡对于本科一年级护理学生来说是一个挑战。研究表明，有必要对本科一年级护生从基础教育向高等教育过渡期间的支持措施进行标准化和背景化，以增强其应对能力。
