# Bridging the Gap: A Phenomenological Study of Transfer Students’ Journey into Professional Nursing

## TL;DR

This study explores the challenges faced by transfer students in nursing school in South Korea and suggests the need for better support systems to help them succeed.

## Contribution

The study provides new insights into the unique experiences of nursing transfer students and emphasizes the need for targeted support systems.

## Key findings

- Four key themes emerged from interviews with transfer students: second-chance pursuit under anxiety, navigating ambiguous uncertainty, standing alienated at the community periphery, and reshaping professional identity.
- Transfer students face significant adaptation challenges during their first year in nursing school.
- Structured support systems, mentorship, and personalized learning pathways are recommended to improve student success.

## Abstract

Background/Objectives: South Korea has expanded nursing transfer programs to address its ongoing nursing shortage, but research on transfer students’ experiences remains scarce, and studies on academic persistence and attrition remain limited. This study aimed to explore the lived experiences of nursing transfer students during their first year in nursing school and to emphasize the need for a targeted support system within nursing programs. Methods: in-depth interviews with 15 nursing transfer students were analyzed using Colaizzi’s method to identify key adaptation challenges and coping strategies. Results: Four key themes emerged: (1) second-chance pursuit under anxiety, (2) navigating ambiguous uncertainty, (3) standing alienated at the community periphery, and (4) reshaping: embracing professional identification. The themes explain transfer students’ challenges when adapting to nursing education. Conclusions: This study provides valuable insights into the unique experience of nursing transfer students. The findings highlight the importance of structured support systems, mentorship, academic advice, and personalized learning pathways to facilitate a positive transition.