000			03375naa a2200373Ia 4500
003			OSt
005			20260418141608.0
008			260418s2017 xx 000 0 und d
040			_aFoundation University _bEng _cFoundation University _erda
050			_a(CON-Th) LG 221 D35 N87 _bA5 N87 2025 A73
099			_a799
100			_aAragones, Jonavir _91517 _eauthor.
245	1	0	_aFrom Humanities to Healthcare: Understanding the Transition of HUMSS Strand Students into Level I Nursing Student in Foundation University / _cby Jonavir Aragones, Valerie S. Bocboc, Antonette Ejara, and [others]
264			_aDumaguete City _bFoundation Uiniversity, _c2025. _42025.
300			_a135 leaves : _bill. (chiefly color) ; _c28 cm. _3volume _fresource
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_3rdacarrier _avolume _bnc
502			_aUndergraduate thesis (Bachelor of Science in Nursing) - - Foundation University, 2025.
504			_aIncludes bibliographical references and appendices.
520			_aAbstract 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.
650			_aNursing students _xEducation. _915516
650			_aStudents _915517 _vVocational guidance.
650			_aEducation, Secondary _914619 _xCurricula.
650			_aCareer change. _913723
658			_aNursing Research 2 (RLE) : _bNursing, Bachelor of Science in ; _cNUR 107
700			_aBocboc, Valerie S. _eco-author _915539
700			_aEjara, Antonette _eco-author _915540
700			_aPascual, Phil _eco-author _915541
700			_aRambonanza, Niño _eco-author _915542
700			_aTenido, Shaira _eco-author _915543
700			_aVadil, Gennie Rose _eco-author _915544
942			_2lcc _cTH _h LG 221 D35 N87 _iA5 N87 2025 A73 _k(CON-Th)
999			_c5762 _d5762