Coping processes and strategies used by Hispanic/Latino(a) prelicensure baccalaureate nursing students

This study examined the coping processes and strategies used by Hispanic/Latino(a), prelicensure, baccalaureate nursing students to develop a theory for coping. The aims of this study were to identify what facilitates or inhibits development of adaptive coping strategies and to identify the supports and resources students used as part of their coping processes. A constructivist grounded theory design using semi-structured interviews guided data collection. Data analyses were conducted using systematic comparison with initial, focused, and theoretical coding. Twenty one participants were recruited using purposive and snowball sampling. The Theory of Coping in Hispanic/Latino(a) Prelicensure Baccalaureate Nursing Students was developed from the six categories The categories were Navigation, Representation Awareness Zone, Resource, Challenge, Linear Progression vs. Stress-Distress-Desperation Cycle, and Emerging Process. The key components to coping in the context of nursing education were effective development, adaptation, and utilization of appropriate resources and strategies. Two distinct groups of participants emerged, Accomplished Navigators (Acc Navs) and Apprentice Navigators (App Navs). Acc Navs had experienced previous significant life challenges and maintained the linear trajectory of academic progression by effective adaptation or development of the coping strategies necessary to overcome challenges and progress. App Navs, those without significant previous life challenges, diverged from the linear path and entered into the Stress-Distress-Desperation Cycle to avoid facing challenges. Some participants in the App Nav group were able to crossover into the Acc Nav group by departing from the Stress-Distress-Desperation Cycle via the Emerging Process. The Emerging Process began with recognition of the need to make changes to be successful and ended with advancing into sustained effective adaptation and develop of coping strategies to meet presented challenges. Despite challenges, App Navs possessed the capacity to improve their coping responses as they proceeded through the program. Early interactions with nursing faculty members affected students’ perceptions of the nursing faculty and the program. This theory can serve as a guide to better understand coping in Hispanic/Latino(a) Prelicensure Baccalaureate Nursing Students and enable early identification of students who are App Navs to provide them with education on coping strategies and self-care.