GROUP-4-RESEARCH-2_123534 (1)

CHAPTER I INTRODUCTION

1.1 Background of the Study

The transition to a nursing program—particularly as students reach their third year—poses significant emotional and financial challenges. Third-year nursing students face an increased academic load, demanding clinical duties, and higher expectations. These stressors can detrimentally impact their grades and overall well-being. Effective time management, critical thinking skills, and emotional resilience are crucial for navigating these challenges.
The journey of a college student involves balancing various responsibilities while meeting academic deadlines amidst the pressures inherent to academic life. Successful students often employ strategies such as prioritizing daily tasks, engaging in discussions with peers, taking necessary breaks, and maintaining a clear focus during difficulties. At the Universal College Foundation of Southeast Asia and the Pacific, Inc., students are required to balance responsibilities including online learning, real-life clinical experiences (RLE), examinations, and personal commitments. Many students report feeling overwhelmed by these expectations, leading to increased levels of stress and anxiety, which are commonplace during this academic phase. However, students also develop coping mechanisms and adapt their study strategies to better manage these pressures.

1.2 Statement of the Problem

The transition into the third year of nursing studies is critical due to escalating academic demands. Students experience challenges such as complex coursework and the integration of theoretical knowledge with practical hands-on activities. As the intensity of these academic demands grows, many students encounter significant obstacles, leading to stress, emotional strain, and potential academic setbacks. This adjustment process, paired with the inherent challenges, significantly impacts students' academic performance, motivation, and emotional health.
Despite the critical nature of this phase in a nursing student’s education, limited studies exist that address how third-year nursing students cope with these demands and what challenges are most pertinent to their experiences. Therefore, this study aims to investigate the academic adaptation processes for third-year nursing students at the Universal College Foundation of Southeast Asia and the Pacific, Inc. The focus will include identifying academic challenges, exploring coping strategies, and assessing the adjustments made to enhance academic performance. Understanding these factors is paramount for developing effective support systems that assist students during this pivotal educational stage.

1.3 Research Questions

  1. What are the primary academic challenges faced by third-year nursing students at Universal College Foundation of Southeast Asia and the Pacific, Inc.?

  2. What coping strategies do third-year nursing students implement to manage the academic demands of their program?

  3. How do students adjust their study habits and learning methods to fulfill the academic demands of their nursing program?

  4. What effects do academic challenges, coping strategies, and adjustments have on the academic performance of third-year nursing students?

1.4 General Objective

The primary aim of this study is to explore the academic adaptation process of third-year nursing students at the Universal College Foundation of Southeast Asia and the Pacific, Inc., with a particular focus on the challenges they encounter, the coping strategies they adopt, and the academic adjustments they make to improve their academic performance.

Specific Objectives:

  • To explore the lived experiences and key academic challenges encountered by third-year nursing students in the academic year 2025–2026.

  • To describe how students perceive the academic adjustments they make to meet performance requirements during the same academic year.

  • To understand how personal factors, such as socioeconomic status and mental health, influence the academic adaptation of these nursing students in 2025–2026.

  • To investigate the role of academic self-efficacy in students' journeys toward managing academic and clinical demands throughout the current academic year.

  • To examine how these students balance academic responsibilities with personal obligations and how this balance affects their academic adjustment in 2025–2026.

1.5 Hypotheses

  • Null Hypothesis (H₀): There is no significant relationship between the academic challenges faced by third-year nursing students and their academic performance at Universal College Foundation of Southeast Asia and the Pacific, Inc.

  • Alternative Hypothesis (H₁): There is a significant relationship between the academic challenges faced by third-year nursing students and their academic performance at Universal College Foundation of Southeast Asia and the Pacific, Inc.

1.6 Significance of the Study

The significance of this study lies in its examination of third-year nursing students' experiences at the Universal College Foundation of Southeast Asia and the Pacific, Inc., particularly as they navigate heightened academic challenges.

Student Nurses

Student nurses will benefit from increased awareness of common academic challenges encountered during their third year of nursing studies. Awareness of effective coping strategies can contribute to better academic management and improved overall well-being.

Parents

Parents will gain insight into the academic pressures their third-year nursing children face, which can guide them on how to provide appropriate emotional and practical support during this challenging phase of education.

Clinical Instructors

Clinical instructors will find value in the perspectives shared by students regarding their academic and clinical challenges. This understanding will enable instructors to enhance their mentorship practices and provide more effective support methodologies to assist student growth.

School Administrators

Findings can inform school administrators, providing foundational data for developing academic policies, reforming curricula, and creating strategies to support nursing students to achieve educational success.

Future Researchers

Future researchers can use insights from this study as a foundation for further exploration into the academic pressures faced by nursing students, offering a basis for more in-depth investigations.

1.7 Scope and Limitation

Scope

This research focuses on the experiences of third-year nursing students at the Universal College Foundation of Southeast Asia and the Pacific, Inc., specifically looking at their academic adaptation, challenges, coping strategies, and adjustments during their education process.

Limitation

The study's limitations include its focus on individual experiences which may impact the reliability of the data, along with a potential bias due to the study being limited to a small sample size, making the results less generalizable to a broader population of nursing students across different institutions.

1.8 Definition of Terms

  • Academic Adjustment: Refers to modifications in schoolwork, time management, learning strategies, and behaviors that third-year nursing students adopt to meet the academic demands presented in their nursing program.

  • Academic Demands: Refers to the expectations placed on third-year nursing students, encompassing course requirements, clinical responsibilities, assignments, exams, and other performance-related tasks.

  • Challenges: Refers to the varied academic, emotional, physical, and social issues faced by students as they navigate increased demands in their studies.

  • Coping Strategies: Refers to a range of cognitive, emotional, and behavioral techniques utilized by students to manage stress and challenges associated with nursing education.

  • Experiences: Refers to the personal perceptions and emotional responses of students pertaining to their adaptation to the academic demands encountered in their nursing studies.

  • Nursing Students: Individuals currently enrolled as third-year students in the Bachelor of Science in Nursing program at the Universal College Foundation of Southeast Asia and the Pacific, Inc.

  • Third-Year Nursing Students: Specifically those in their third year of nursing study, facing increased academic and clinical responsibilities.

  • Stress: Refers to the body's and mind's responses to the academic demands, such as exams and clinical requirements.

CHAPTER II THEORETICAL BACKGROUND

2.1 Review of Related Literature

This section analyzes relevant literature concerning the experiences of third-year nursing students at the Universal College Foundation of Southeast Asia and the Pacific, Inc.
Nursing education is structured to be both substantial and rigorous, escalating in intensity particularly during the third year when students grapple with major nursing courses, complex projects, research demands, clinical rotations, and impending licensure examinations. Global studies indicate that nursing students consistently experience heightened levels of stress attributable to academic obligations, performance expectations in clinical settings, and time constraints. For instance, Pitt et al. (2012) demonstrated that adopting an active learning approach positively correlated with improved academic performance and effective adjustment.
Similarly, Ewertsson et al. (2015) emphasized the beneficial impact of reflective practices on nursing students’ coping skills and confidence, particularly in upper classes.
The Stress and Coping Transactional Model, introduced by Lazarus and Folkman (1984), posits that stress emerges when individuals perceive the demands placed upon them as exceeding their available coping resources. Academic adjustments necessitate effective coping strategies, categorized into problem-focused coping—such as time management and seeking academic assistance—and emotion-focused coping—including relaxation and effective emotional regulation. If students view academic demands as manageable, they are more likely to employ positive coping mechanisms; conversely, overwhelming demands diminish motivation and performance potential.

Chernomas and Shapiro (2013) underscore the significance of peer mentoring, mindfulness, and self-care practices in alleviating nursing student stress. Strategic modifications to study routines and schedules, alongside resource utilization, are vital adjustments that ensure equilibrium between theoretical insights and practical requirements in nursing curricula.
In the Philippines, nursing programs are governed by CHED