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    REVIEW OF RELATED LITERATURE 1styr

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    Sheena Marie M. Tarle

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    REVIEW OF RELATED LITERATURE 1styr

    Uploaded by

    Sheena Marie M. Tarle
    8 views2 pages

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    8 views2 pages

    REVIEW OF RELATED LITERATURE 1styr

    Uploaded by

    Sheena Marie M. Tarle

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    REVIEW OF RELATED LITERATURE

    CHALLENGES

    Undergraduate first-year nursing students often find the adjustment to

    the university environment difficult and challenging due to the demands of the

    nursing program (McDonald M, et al., 2018, Rossato L, et al., 2022). On the

    clinical side of the nursing program, literature shows that undergraduate first-

    year nursing students face challenges that require coping mechanisms

    (Bodys-Cupak, et al., 2018, Lavoie-Tremblay M, et al., 2022). Some

    challenges reported by undergraduate nursing students at clinical facilities

    include, among others, theory and practice discrepancies, inability to master

    the clinical skills taught, and discrepancies between real-life clinical

    requirements and inducted procedures (Bodys-Cupak, et al., 2018).

    In addition, a study conducted by Lavoie-Tremblay et al. (Lavoie-

    Tremblay M, et al., 2022) highlighted fear of harming the patient,

    demonstration of clinical skills under close supervision, poor knowledge about

    patients’ medical condition, and the need to care for a dying patient as

    additional stressors among the undergraduate first-year nursing students in

    clinical facilities. These challenges contribute to poor academic resilience

    among the cohort of students referred to in this study.

    One challenge that is relatively obvious is the need to adapt to the

    teaching modalities used in higher education, which are totally different from

    those used during basic schooling (Rossato L, et al., 2022, Irvine S, et al.,
    2021). Furthermore, issues related to the curriculum, that is rich in content

    which translates to intensive lecture hours, long study hours to grasp the

    content, and daily schedules swamped with a variety of lectures covering

    different aspects of the curriculum, are challenging for undergraduate first-

    year nursing students (Rossato L, et al., 2022, Lavoie-Tremblay M, et al.,

    2022)

    COPING STRATEGIES

    In a study conducted by Alshahrani et al. (Alshahrani Y, et al., 2018)

    “venting out frustrations” to peers was earmarked as one of the coping

    strategies used to deal with academic stressors amid the transitioning period.

    Some authors suggest learning through others, especially at higher levels of

    training, as a key strategy to cope with transitioning to university for first year

    students (Pryjmachuk S, et al., 2019, Hughes M, et al., 2020).

    Although some undergraduate nursing students would resort to

    psychoactive substances to cope with academic stressors, a study conducted

    by Bodys-Cupak et al. (Bodys-Cupak, et al., 2018) elucidated that the use of

    such substances is less common. Instead, the majority of the students use

    active coping mechanisms such as seeking support, while a significant number

    would go to the extent of ceasing the activities which they are not coping with

    (Bodys-Cupak, et al., 2018).

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