Nursing Students' Engagement and Adjustment to University: A Case Study Approach in Nigeria

Background Transitioning to undergraduate education is critical for students, involving academic challenges and social and emotional adjustments. Moving from high school to university marks a significant milestone, as students shift from dependent to independent learners. They move from a structured environment to organizing their time and making mature decisions which may be challenging. This study examined the factors influencing student engagement and adjustment to the university setting among Nursing students . Methods The study was conducted with 114 undergraduate nursing students at the University of Medical Sciences, Ondo, Nigeria. A cross-sectional cohort case design assessed factors influencing student engagement and adjustment using the SACQ and the student engagement questionnaire. The aim to describe their most recent college experience among the students. Descriptive and bivariate analyses were adopted to identify correlations and patterns among variables. Results The study findings illustrate the academic adjustment differences between students categorized as having 'UnFavourable Adjustment' and those with 'Favourable Adjustment.' Students in the UnFavourable Adjustment group exhibited significantly lower academic confidence (A05, p = 0.02), weaker degree intentions (A08, p = 0.04), and reduced program satisfaction (A09, p = 0.02). On the other hand, there were no major differences found in how engaged students were in their studies or how clear their goals were, although there was a slight difference in how effort related to their results. Emotionally, these students reported fewer mood issues (p = 0.02), less difficulty with emotional regulation (p = 0.03), and did not perceive themselves as significantly different from their peers (p < 0.001). Additionally, they showed a lesser inclination to drop out (D04, p = 0.01) and demonstrated stronger intentions to remain enrolled (D05, p = 0.04). Conclusion The study revealed lower academic confidence and satisfaction. However, the participants reported better emotional regulation, fewer mood-related issues, and a more substantial commitment to remaining in college, highlighting a complex interplay between emotional resilience and academic adjustment.