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

Abstract

Aim/ObjectiveWith the concept of self-efficacy as a theoretical framework, this qualitative research study explored the academic, social and psychological challenges faced by students transferring from a community college into a baccalaureate nursing program. BackgroundAs the demand for baccalaureate-prepared nurses rises to meet the needs of more complex health care delivery environments, the two-plus-two educational model to earn the Bachelor of Science in Nursing (BSN) degree is gaining popularity across the country. DesignInterpretative phenomenology was used to explore the lived experiences of students enrolled in a two-plus-two nursing program. MethodsA purposeful sample of 16 junior and senior students in a two-plus-two nursing program completed a questionnaire describing positive and negative factors related to the transition process and the impact of these factors on the students’ perceived levels of self-efficacy academically and psychosocially. ResultsLack of academic preparedness for baccalaureate-level work, high levels of anxiety during the transition period, reliance on internal and external social support systems and the need for guidance from faculty, staff and peer mentors were the primary themes reported by the participants. Several subthemes were also identified. ConclusionsMany themes and subthemes identified in data analysis were found to be interrelated, suggesting the value of a holistic, multifaceted set of supportive resources to address the challenges experienced by students transitioning into two-plus-two nursing programs.