BACKGROUND: Nursing students encounter various adjustments during their first year of nursing school, including challenging coursework, competing demands, and clinical preparation. Limited research exists on first-year nursing students' experiences and the impact these experiences have on their success. This study examined nursing students' transitional experiences during their first year of university and identified support requirements needed. Meleis' Transition Theory was used to explore students' experiences. METHOD: A qualitative thematic analysis design was used. A convenience sample of first-year nursing students (N = 42) were recruited, and six semistructured focus groups were conducted. RESULTS: The focus group discussions identified four themes: learning through others, confronting postsecondary demands, importance of relationships, and transition of self. CONCLUSION: The study findings highlighted students' transitional experiences regarding knowledge sources, relationships, and perceived supports that would promote a positive transition. The findings can assist faculty in enhancing interventions that support nursing students' success. [J Nurs Educ. 2020;59(5):263-268.]. Copyright 2020, SLACK Incorporated.
BACKGROUND: Nursing students encounter various adjustments during their first year of nursing school, including challenging coursework, competing demands, and clinical preparation. Limited research exists on first-year nursing students' experiences and the impact these experiences have on their success. This study examined nursing students' transitional experiences during their first year of university and identified support requirements needed. Meleis' Transition Theory was used to explore students' experiences. METHOD: A qualitative thematic analysis design was used. A convenience sample of first-year nursing students (N = 42) were recruited, and six semistructured focus groups were conducted. RESULTS: The focus group discussions identified four themes: learning through others, confronting postsecondary demands, importance of relationships, and transition of self. CONCLUSION: The study findings highlighted students' transitional experiences regarding knowledge sources, relationships, and perceived supports that would promote a positive transition. The findings can assist faculty in enhancing interventions that support nursing students' success. [J Nurs Educ. 2020;59(5):263-268.]. Copyright 2020, SLACK Incorporated.