Undergraduate thesis (Bachelor of Science in Nursing) - - Foundation University, 2025.

Includes bibliographical references and appendices.

Abstract
This qualitative study examined the academic and personal transition of students
from the Humanities and Social Sciences (HUMSS) strand into Level 1 of the Bachelor of
Science in Nursing program. As an increasing number of senior high school graduates
from non-STEM backgrounds pursue careers in healthcare, it became essential to explore
how these students adapted to the scientific and clinical rigor of nursing education.
Guided by Braun and Clarke's six-phase thematic analysis framework, the
researchers conducted semi-structured interviews with 14 purposively selected first-
year nursing students from Foundation University in Dumaguete City who completed
their senior high school education under the HUMSS strand. Through systematic coding
and theme development, four major themes emerged: (1) initial academic adjustment
and learning gaps, (2) struggles in developing scientific competence, (3) emotional
resilience and coping strategies, and (4) strong internal motivation to pursue a nursing
career. Despite their limited exposure to science-oriented subjects in high school,
participants exhibited adaptability, determination, and a capacity to overcome academic
challenges through peer support, intrinsic motivation, and institutional guidance. The
findings underscored the importance of academic bridging programs, emotional support
mechanisms, and targeted interventions to assist non-STEM students entering health
science fields. This study offers valuable insights for educators, curriculum planners, and
policymakers in fostering a more inclusive and supportive nursing education
environment.