<![CDATA[Introduction: Final-year students often face a gap between idealistic expectations and academic reality, triggering Quarter-Life Crisis (QLC). This study explores cognitive conflict among nursing students facing this clash. Method: A qualitative study using an Interpretative Phenomenological Analysis (IPA) approach was conducted at a health sciences institution in East Java, Indonesia. Six female nursing students aged 22–23 years in their seventh semester were selected through purposive sampling based on the inclusion criterion of experiencing all seven characteristics of Quarter-Life Crisis (QLC). The all-female composition of the participants provided a relatively homogeneous sample, allowing for an in-depth exploration of subjective experiences among individuals with similar characteristics. Data were collected through semi-structured, in-depth interviews lasting 50–70 minutes. Results: Analysis generated five overarching themes. First, “When Expectations Turn into Despair” reflected cognitive dissonance arising from the discrepancy between idealistic expectations and challenging academic realities. Second, “Stranded in a Harbor I Did Not Choose” described a loss of personal autonomy resulting from parental dominance in decision-making. Third, “Hating Myself for Every Failure” reflected a maladaptive internal attribution pattern characterized by negative self-labeling. Fourth, “When Fear Paralyze Every Step” illustrated decision-making paralysis driven by intolerance of uncertainty. Fifth, “The Future as a Corridor Without an End” represented future disorientation and existential anxiety. Conclusions: QLC experienced by all participants represented an existential crisis rooted in the discrepancy between expectations and reality, loss of autonomy, destructive thought patterns, decision-making paralysis, and future disorientation. decision-making support is needed to help students navigate and cope with this crisis.]]>
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