Purpose: This presentation describes the coping resources of a cohort of transitioning second career students. Conceptual Framework: The study uses the Transformative Learning Model augmented by Schlossberg’s Transition Theory which posits that four factors can make a difference in how individuals manage change: situation, self, supports and strategies. Every transition is unique; hence, the effectiveness in coping with transition depends on the individual’s ratio of assets and liabilities in each of these four areas at that time.

Research Question: What are the views of second career students regarding their coping resources during their career transition into nursing?

Methods:

Twenty-four second career students in an accelerated master’s entry nursing program in Southern California completed The Transition Guide and Questionnaire. The measure assesses the students’ views on their coping resources with change, which includes: (a) situation--what is going on their lives at the time of change; (b) self—their internal resources for dealing with change, (c) supports—the people and activities they count on for support during this transition; and (d) strategies—their ability to use a variety of coping strategies. With this sample, the measure obtained Cronbach’s alpha ranging from .55 (for supports) to .81 (for strategies).

Results and Implications: Generally, the second career students perceived that they have medium to high resources to manage their transition into nursing in each of the four factors. The results served as the springboard for helping maximize their high coping resources and strengthen their “low” coping resources, and for instituting multi-level interdisciplinary mentoring programs to enhance their success in nursing.

See more of Transformational Learning: Nurturing the Second Career Student
See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)