Barriers and facilitators in adaptation to intensive care from the perspective of nursing students: a model-based qualitative study

Background: The intensive care unit (ICU) is an essential clinical training area for nursing students. However, early exposure to ICUs can negatively impact students’ motivation and attitudes towards nursing and nursing education. This study aimed to examine the clinical adaptation of novice nursing students undertaking intensive care practice, based on the Neuman Systems Model. Method: The study employed a descriptive phenomenological qualitative design. The study was conducted with 21 novice nursing students in the nursing faculty in X. Data were collected through individual in-depth interviews using a semi-structured interview form, and analysis was performed using the deductive content analysis method. The coding and interpretation process involved organizing the data into predefined categories based on the Neuman Systems Model, comparing researchers’ independent coding, and reaching consensus to develop the final interpretations. Results: Three main themes emerged from the study: [1] stressors affecting adaptation to the intensive care unit [2], students’ reactions to intensive care unit practice, and [3] strengthening the defense line. All students reported being exposed to stressors during intensive care practice, responding emotionally and physically, and emphasized the need for comprehensive orientation to intensive care units, improvement in nurses’ and educators’ attitudes, and emotional support to enhance their adaptation. Conclusion: This study revealed the experiences and recommendations of novice nursing students to improve their adaptation to intensive care practice. The findings may provide new insights for nurse educators and clinicians. Clinical trial number: Not applicable.