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Strategies to support first-year nursing students' transition to higher education: An integrative review
Journal article   Open access   Peer reviewed

Strategies to support first-year nursing students' transition to higher education: An integrative review

Sarah Dwyer and May El Haddad
Nurse Education Today, Vol.167, pp.1-11
2026
DOI: https://doi.org/10.1016/j.nedt.2026.107259
PMID: 42401108
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1-s2.0-S026069172600287X-main705.52 kBDownloadView
Published Version Open Access CC BY V4.0

Abstract

Transition to higher education Nursing students Integrative review Supportive strategies Peer mentoring First-year experience
Background The first year of university represents a critical transition period for undergraduate nursing students as they adapt to the academic, social, and professional expectations of higher education. Difficulties navigating these demands can undermine engagement, confidence, and sense of belonging, contributing to early withdrawal from nursing programs. Targeted support strategies that address the multidimensional nature of transition are therefore essential. Aim To identify and synthesise current evidence on strategies that support first-year undergraduate nursing students in their transition to higher education. Design Integrative review. Data sources Four databases, CINAHL, SCOPUS, PubMed and Web of Science, were searched in April 2025 and included studies from 2015 to 2025. Review methods The review followed PRISMA guidelines. Study quality was assessed using the Mixed-Methods Appraisal Tool. Narrative synthesis informed by thematic analysis was undertaken to integrate findings from the included studies. Results A total of 175 studies were identified, with 25 studies included in the final review. Analysis revealed five overarching themes reflecting when and how transition support is most effectively provided: ‘Pre-Commencement Interventions’ and ‘First Clinical Placement’ as key transition points, and ‘Faculty-Led Interventions’, ‘Peer Mentoring and Tutoring’, and ‘Self-Regulation and Coping Strategies’ as primary modes of support. Together, these strategies addressed academic preparedness, social integration, professional identity development, and emotional wellbeing during the transition to university. Conclusions Effective support for first-year nursing students requires coordinated, multifaceted strategies that respond to the complex and evolving nature of transition to higher education. Peer mentoring and tutoring emerged as particularly effective and sustainable approaches for enhancing engagement and confidence. Future research should examine the cost-effectiveness of transition support strategies and incorporate the perspectives of students from equity groups to inform inclusive, evidence-based approaches that promote successful transition and retention.

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