Transition and Adaptation to Higher Education in Brazilian First-Year Nursing Students

ABSTRACT

This study aimed to identify the main stressors in the transition and adaptation processes to higher education in nursing students. Two reflective groups were conducted with 136 students. The thematic-reflexive analysis revealed that the main stressors were the excessive workload of course activities, the need for maturation, psychological pressure, and lack of financial resources. The results demonstrated the need for monitoring students throughout the course, especially in the early years, as well as the continuity of welcoming activities. University care programs can help adapt to the course, also functioning as mental health promoters.

KEYWORDS:

• Mental health
• psychological adaptation
• higher education
• nursing students
• group processes
• university

Acknowledgments

The first author has received research grants from Coordination for the Improvement of Higher Education Personnel (CAPES), organization linked to the Ministry of Education of Brazil. The second author received financial support from the University of São Paulo, through a scholarship from the Unified Scholarship Program for Support and Training of Undergraduate Students. The third author has financial support from the Nacional Council for Scientific and Technological Development (CNPq), organization linked to the Ministry of Science, Technology and Innovations of Brazil.

Ethics approval

This article was approved by the Research Ethics Committee of University of São Paulo at Ribeirão Preto College of Nursing, and is in accordance with to Brazilian legislation for research involving human beings. All participants read and signed the Free and Informed Consent Form. The research registration protocol number is: 99,807,118,000,005,393 - can be consulted on the website: https://plataformabrasil.saude.gov.br/login.jsf

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The first author has received research grants from Coordination for the Improvement of Higher Education Personnel (CAPES), organization linked to the Ministry of Education of Brazil. The second author received financial support from the University of São Paulo, through a scholarship from the Unified Scholarship Program for Support and Training of Undergraduate Students. The third author has financial support from the Nacional Council for Scientific and Technological Development (CNPq), organization linked to the Ministry of Science, Technology and Innovations of Brazil.