Why did you choose this topic?
We chose this topic because nursing students, particularly Level 1 students, face numerous academic,
social, and psychological challenges as they transition into the nursing program. Many struggles with
adapting to the rigorous demands of coursework, clinical training, and personal responsibilities.
Understanding their coping mechanisms will help educational institutions develop better support
systems to enhance student well-being and academic success.
In a few sentences, can you tell us what your study is all about?
This study aims to explore the impact of nursing programs on Level 1 students and how they cope with
academic, psychological, and social challenges. It examines factors contributing to stress and identifies
effective coping strategies that help students navigate the rigorous demands of nursing education. The
findings will provide insights for nursing educators, students, and administrators to enhance support
systems within nursing programs.
Did you bridge any gap from your study?
Yes, our study addresses a gap in research regarding the specific coping mechanisms of non-STEM
students who enter the nursing program. While several studies explore nursing students' stress and
coping strategies, there is limited research focusing on Level 1 students transitioning from different
academic backgrounds. This study aims to highlight their unique challenges and how they adapt to the
nursing curriculum.
What specific research gap does your study address?
Our study addresses the lack of research on Level 1 nursing students' coping mechanisms, particularly
the differences between STEM and non-STEM students. It also explores not just academic stress, but also
psychological and social challenges that students face.
What is the significance of the study?
This study is significant for several stakeholders. For nursing students, it provides insights into common
challenges and effective coping mechanisms. For educators, it offers data-driven recommendations to
improve student support systems. Nursing administrators can use the findings to develop policies that
enhance student retention and performance. Additionally, parents can gain a better understanding of
the pressures their children face and how to support them effectively.
What limitations did you encounter?
One limitation of our study was the sample size, as some students were unwilling to participate in the
survey. Another challenge was time constraints in identifying non-STEM nursing students, as the
population is diverse. Additionally, responses may be subject to bias, as students might provide answers
based on perception rather than actual experiences. To minimize this, we ensured anonymity and
emphasized honest responses.
What statistical tool/s are you using to test each hypothesis?
We used the weighted mean to analyze the impact of challenges on students' psychological, social, and
academic performance. Additionally, percentage analysis was employed to determine the prevalence of
specific stressors and coping mechanisms. These tools allowed us to interpret the data effectively and
draw meaningful conclusions.
What sampling technique are you going to use? Why?
We used stratified random sampling to ensure representation from different academic backgrounds and
experiences. Since our study focuses on Level 1 nursing students from non-STEM strands, stratification
allows us to gather data from a diverse set of respondents while maintaining accuracy and relevance.
What are your dependent variables?
Our dependent variable is the coping mechanisms of Level 1 nursing students in psychological, social,
and academic aspects.
What are your independent variables?
Our independent variable is the impact of the nursing program on Level 1 students, particularly in terms
of academic workload, clinical training, and emotional well-being.
Why did you choose this research design?
We chose a descriptive quantitative research design because it allows for the systematic collection and
analysis of numerical data to identify trends and patterns. This design is suitable for understanding the
challenges faced by Level 1 nursing students and their coping strategies without manipulating variables.
How did you analyze your data?
We analyzed our data using frequency and percentage analysis to determine the prevalence of different
challenges and coping mechanisms. The weighted mean was used to assess the overall impact of the
nursing program on students’ well-being and performance.
How would you relate your findings to existing theories on the study?
Our findings align with the Transactional Model of Stress and Coping by Lazarus and Folkman, which
suggests that individuals assess stressors and adopt coping strategies based on their appraisal of the
situation. Nursing students experience high levels of stress and employ various coping strategies,
supporting the idea that stress management interventions can improve academic and emotional well-
being.
What motivated you to conduct this research?
We were motivated to conduct this research because we observed that many Level 1 nursing students
struggle with the transition into the program. The shift from high school, especially for non-STEM
students, brings unique challenges that can affect their academic performance, mental well-being, and
social relationships. Understanding how they cope can help improve student support systems.
What are the key findings of your study?
Our study found that Level 1 nursing students experience significant psychological, social, and academic
stress due to the demanding nature of the nursing program. The most common coping strategies include
time management, seeking peer support, and engaging in self-care practices. We also found that
students with strong social support systems tend to have better coping mechanisms and academic
performance.
How do your findings contribute to nursing education?
Our findings provide valuable insights into the challenges faced by Level 1 nursing students, particularly
those from non-STEM backgrounds. By identifying effective coping mechanisms, nursing educators and
administrators can implement targeted support programs such as mentorship, stress management
workshops, and academic assistance programs to enhance student success and well-being.
What recommendations do you have based on your findings?
We recommend that nursing schools implement structured support systems, such as mentorship
programs, peer counseling, and stress management workshops. Additionally, we suggest incorporating
time management and study skills training into the nursing curriculum to help students adapt more
effectively. Providing access to mental health resources is also crucial.
How does your study differ from previous research?
Unlike previous studies that focus on general nursing student stress, our research specifically examines
the experiences of Level 1 nursing students, particularly those from non-STEM backgrounds. This
distinction allows us to address unique challenges and suggest tailored coping strategies that may not
have been highlighted in other studies.
How can future researchers build on your study?
Future researchers can explore long-term coping strategies among nursing students as they progress
through the program. Additionally, they can compare the coping mechanisms of STEM vs. non-STEM
students or examine the effectiveness of specific interventions, such as stress management programs, in
improving student outcomes.
What are the practical applications of your research?
Our research can be used by nursing schools to develop targeted interventions that support first-year
students, improve retention rates, and enhance overall student well-being. It can also guide policies on
student mental health support and curriculum design.
Why is level 1 is your respondents
