Quest to Belong: Nursing Students’ Perceptions while Transitioning from College to University
Bibliographic record
Abstract
Background: Students face challenges throughout their undergraduate nursing programs. Adapting to university, accessing resources, and transitioning from one year to the next and between institutions are examples of these challenges. Limited research exists on the perceptions of undergraduate nursing students’ sense of belonging while transitioning from college to university in a collaborative nursing degree program in Canada. Purpose of the Study: The purpose of the study was to examine third year undergraduate nursing students’ perception of sense of belonging while transitioning from college to university in a collaborative nursing degree program. More specifically, the study aimed to identify factors that have affected students’ experiences of their sense of belonging and identify strategies that have influenced the college site students’ sense of belonging while transitioning to the university. Methods: Interpretive Description qualitative methodology was used to explore nursing students’ perceptions of sense of belonging while transitioning from college to university. Participants were third year nursing students who had transitioned from the college site to university site. Data was collected in February 2020 by in-depth in-person semi-structured individual interviews. Thematic analysis was used to analyze the data. Results: Thirteen students participated. Four emergent themes were identified: journey of emotions, perception of barriers and challenges, facilitators to sense of belonging, and students’ suggestions for change. Conclusion: This study highlighted the factors that impacted nursing students’ sense of belonging while transitioning. Study findings revealed perceived challenges and supports from social, program, and institutional perspectives in students’ transition journey from college to university. These findings provide insights to guide faculty, collaborative programs, and academic institutions in ways to design specific strategies and guidelines to support nursing students’ success and to enhance their sense of belonging as they transition from college to university.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.003 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".