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Becoming a nursing student within the first semester: A qualitative study.

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Title: Becoming a nursing student within the first semester: A qualitative study.
Authors: Aamlid, Hege Ingeborg1 (AUTHOR) hege.aamlid@vid.no, Tolpinrud, Wenche1 (AUTHOR), Steindal, Simen A.1,2 (AUTHOR), Bingen, Hanne Maria2 (AUTHOR)
Source: Teaching & Learning in Nursing. Apr2026, Vol. 21 Issue 2, pe548-e556. 9p.
Subject Terms: *Psychology of college students, *Qualitative research, *Universities & colleges, *Psychological adaptation, *Experience, *Students, *Social learning theory, *Research, *Learning strategies, *Nursing students, Descriptive statistics, Social role, Professional identity, Thematic analysis
Geographic Terms: Norway
Abstract: The first year of higher education is perceived as particularly challenging. The aim of this study was to explore students' experiences of becoming nursing students within a learning design using active learning strategies. The study employed a qualitative evaluation design to explore and capture students´ experiences. The sample consisted of baccalaureate nursing students in their first semester of a bachelor's programme in nursing at a university in Norway. Data were collected through written reflection notes (n = 135) and focus groups (n = 25). The data were analysed thematically. Three themes were generated: (1) Struggling to grasp ever-changing expectations and a new role, (2) Peers as supportive study buddies and (3) Educator as an allied facilitator. Nursing students experienced the first semester as challenging primarily due to difficulties in understanding what was expected of them as students and adapting to the student role. The study emphasises the importance of facilitating students' development of a professional identity and the crucial role of the social learning environment in shaping and strengthening their learning experience. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The first year of higher education is perceived as particularly challenging. The aim of this study was to explore students' experiences of becoming nursing students within a learning design using active learning strategies. The study employed a qualitative evaluation design to explore and capture students´ experiences. The sample consisted of baccalaureate nursing students in their first semester of a bachelor's programme in nursing at a university in Norway. Data were collected through written reflection notes (n = 135) and focus groups (n = 25). The data were analysed thematically. Three themes were generated: (1) Struggling to grasp ever-changing expectations and a new role, (2) Peers as supportive study buddies and (3) Educator as an allied facilitator. Nursing students experienced the first semester as challenging primarily due to difficulties in understanding what was expected of them as students and adapting to the student role. The study emphasises the importance of facilitating students' development of a professional identity and the crucial role of the social learning environment in shaping and strengthening their learning experience. [ABSTRACT FROM AUTHOR]
ISSN:15573087
DOI:10.1016/j.teln.2025.10.029