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Research Paper | Nursing | Volume 14 Issue 2, February 2025 | Pages: 935 - 938 | India
A Study to Assess the Effectiveness of a Structured Teaching Program on Adaptation Problems and Coping Strategies among First-Year Nursing Students of Selected College of Nursing Noida, U.P.
Abstract: Many individuals perceive the transition from senior secondary school to college as a crucial milestone in their development from adolescence to adulthood. For many first-year college students, the first day of classes can be a stressful experience. The objective of this study was to evaluate the effectiveness of a structured teaching program designed to address adaptation problems and coping strategies among first-year nursing students at selected colleges in Noida. A pre-experimental one-group pre-test and post-test design was employed for the study. A total of 40 students were selected using a simple random sampling method to complete a self-structured questionnaire. Descriptive and inferential statistics were utilized for data analysis. The majority of first-year students faced serious academic problems, with 60% reporting severe social problems, 50% experiencing mild emotional problems, 60% struggling with moderate financial problems, and 50% lacking adequate coping mechanisms. The mean pre-test and post-test scores of first-year nursing students differed significantly, according to the results. An efficient way to increase understanding of adaption problems and coping mechanisms was through the use of a structured teaching program.
Keywords: Effectiveness, Structured teaching program, Adaptation problems, Coping strategies, Nursing students
How to Cite?: Swati, "A Study to Assess the Effectiveness of a Structured Teaching Program on Adaptation Problems and Coping Strategies among First-Year Nursing Students of Selected College of Nursing Noida, U.P.", Volume 14 Issue 2, February 2025, International Journal of Science and Research (IJSR), Pages: 935-938, https://www.ijsr.net/getabstract.php?paperid=SR25215111614, DOI: https://dx.doi.org/10.21275/SR25215111614