The lived experience of first year undergraduate student nurses: A hermeneutic phenomenological study

Porteous, Debra; Machin, Alison

doi:10.1016/j.nedt.2017.09.017

Cited by 54 publications

(47 citation statements)

References 19 publications

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“…Students expressed concern of the stigma associated with seeking out academic learning support -especially for mature aged students, due to the fear of failure, and high expectations of family and friends and, in some circumstances, community expectations. Again, Porteous and Machin (2018) support this finding stating "… with positive supportive experience … students develop resilience … feel more confident and competent. Students expected and valued positive constructive feedback from tutors and mentors" (p.60).…”

Section: What Guidance and Support Do Firstyear Students Need?supporting

confidence: 54%

Exploring the first-year experience in a diverse population: Using participatory action research to explore strategies to support student transition into fast-track undergraduate degree programs

Rickard

Bramble

Maxwell

et al. 2018

SUCCESS

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As the cohort of students in Australian universities become increasingly diverse, attention to ensuring their success is an emerging issue of social justice in tertiary education. Navigating transitions through the student journey is crucial to their success. Exploring and responding to the needs of a cohort of first-year students is the focus of this research. Using a participatory action approach, this project aimed to discover what is meaningful for first-year students, by exploring how students experienced the processes of admission, enrolment, commencement, and learning and teaching in two fast-track and one online health degrees. Nine students were partnered with nine academics for a six-month period. The analysis offers insights into equity issues in relation to the institution’s admission processes, the quality of support and engagement from academics to students when transitioning to university life, and how students find their ‘place’. Strategies to support the transition process for first-year students are identified and discussed.

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Section: What Guidance and Support Do Firstyear Students Need?supporting

confidence: 54%

Exploring the first-year experience in a diverse population: Using participatory action research to explore strategies to support student transition into fast-track undergraduate degree programs

Rickard

Bramble

Maxwell

et al. 2018

SUCCESS

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“…These conditions were critical to the successful transition by the end of twelve months. 1 Regarding the self-esteem scores, there was a predominance of moderate self-esteem, with a mean of 23.48, which was not related to the variables studied. Heterogeneous prevalence of this variable in college population were found in the literature, ranging from low, 2,6 to moderate 24 and even high.…”

Section: Discussionmentioning

confidence: 80%

“…Some challenges include the following: being away from home for the first time, changes in the daily routine, need for greater responsibility and organization, exposure to professional practice, demands, expectations, and limited support for leaving family and friends. 1 The experience in this still unknown context can generate tensions, worries, anxiety and emotional instability.…”

Section: Introductionmentioning

confidence: 99%

Impact of Self-Esteem and of the Sociodemographic Factors on the Self-Efficacy of Udergraduate Nursing Students

Ribeiro

Bragiola

Eid

et al. 2020

Texto contexto - enferm.

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Objectives: to identify self-efficacy and self-esteem levels in undergraduate nursing students and to verify the mutual relationship between these constructs and with sociodemographic variables. Method: a cross-sectional study, with a sample of 264 students from two universities. Self-esteem and self-efficacy were measured by the Brazilian versions of the Rosenberg's Self-Esteem and of the General and Perceived Self-Efficacy scales, respectively. Results: a predominance of moderate to high self-efficacy was identified, with a mean score of 35.29 and moderate self-esteem, with a mean of 23.48. Self-efficacy was associated with the male gender, priority option in the college entrance examination by nursing, satisfaction with the course and absence of overload, besides correlating positively with age and self-esteem. Conclusion: self-efficacy and self-esteem levels were moderate/high and moderate, respectively. These constructs have shown a mutual relationship and assume an indispensable role both in the individual's personal life and in the professionalization process. These findings point to the need to strengthen mental health in this population, especially in vulnerable students (female, activity overload, dissatisfaction with the course and low self-esteem and self-efficacy), in order to foster their sense of value and the belief in their abilities.

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“…With lived experiences, we refer to the description of and reflections on weekly experiences of novice nurses during their first 2 years on a clinical ward after graduation as a nurse (cf. O'Shea & Kelly, ; Porteous & Machin, ).…”

Section: Introductionmentioning

confidence: 99%

The voice of nurses: Novice nurses’ first experiences in a clinical setting. A longitudinal diary study

Hoeve

Kunnen

Brouwer

et al. 2018

Journal of Clinical Nursing

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The lived experience of first year undergraduate student nurses: A hermeneutic phenomenological study

Cited by 54 publications

References 19 publications

Exploring the first-year experience in a diverse population: Using participatory action research to explore strategies to support student transition into fast-track undergraduate degree programs

Exploring the first-year experience in a diverse population: Using participatory action research to explore strategies to support student transition into fast-track undergraduate degree programs

Impact of Self-Esteem and of the Sociodemographic Factors on the Self-Efficacy of Udergraduate Nursing Students

The voice of nurses: Novice nurses’ first experiences in a clinical setting. A longitudinal diary study

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