Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Program disinclination

Abstract

The study aimed to determine the reflections related to program disinclination among fourth-year nursing students based on their experiences. The grand question asked to the participants was: “Based on your experiences as a BSN student, what are your reflections on your program disinclination?”. A qualitative descriptive approach was used to investigate the reflections of level 4 BSN students with program disinclination. Online and face-to-face interviews were conducted, and audio-recordings were transcribed. Line-by-line and open coding were utilized to identify and generate themes. A total of four (4) themes and two (2) subthemes were directly derived from sixty-three (63) significant responses of eight (8) participants. Theme 1, “When Duty Overshadows Desires,” highlighted that the initial program disinclination of the participants was rooted in lack of personal choice caused by familial influences on career decision-making, and from external and internal barriers and challenges—externally, the impact of pandemic, the proximity of schools and availability of programs, and challenging learning environments; and internally, personal fears, such as aversion to blood or reservations about the hospital environment. Theme 2, “The Unintended Path That Made Sense,” showed that while nursing was not the first choice for many, interests in science and practical needs led them to it; over time, clinical experiences helped shift their mindset from viewing nursing as a practical option to seeing it as a rewarding and sensible career choice. Theme 3, “The Impact of Interpersonal Relationships,” emphasized how relationships—with peers, patients, and professors—offered crucial support that eased disinclination. Theme 4, “Uncovering The Hidden Calling,” revealed that hands-on practice and self-reflection on clinical experiences, such as personal interactions with patients, gradually transformed reluctance into commitment, as students found deeper meaning and purpose in the nursing profession. The fourth-year BSN participants’ program disinclination stemmed from a confluence of external pressures that significantly deprived them of autonomy in academic decision-making and in choosing their career paths, which were primarily familial influences brought by preconceptions about the nursing profession. Academic experiences and social dynamics were also found to be significant in furthering the initial disinclination of the participants. These findings advocate the importance of engaging in self-reflection early in the nursing students’ academic journey and for the nursing education to integrate more interdisciplinary exposure to allow the students to align the profession with their interests.

First Advisor

Nenette A. de Leon, RN, MAN

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