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Liu XL, Nic Giolla Easpaig B, Garti I, Bressington D, Wang T, Wikander L, Tan JYB. Improving success and retention of undergraduate nursing students from rural and remote Australia: A multimethod study protocol. Nurse Educ Pract 2024; 75:103876. [PMID: 38266568 DOI: 10.1016/j.nepr.2024.103876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 12/06/2023] [Accepted: 01/02/2024] [Indexed: 01/26/2024]
Abstract
AIM The aim of the proposed research is to develop, pilot and evaluate a novel, bespoke intervention with in-built consideration of the factors influencing attrition and barriers to retention for rural and remote undergraduate nursing students. BACKGROUND There are high rates of attrition in nursing students with rural and remote backgrounds in Australia. However, there is a lack of understanding of what enables or impedes these students to progress in their studies and the strategies available to support them to become part of the nursing workforce. Addressing these gaps is critical to informing the efforts of those involved in nursing education, training and workforce planning. DESIGN A multi-methods study. METHOD A project involving a multi-methods approach will be undertaken at an Australian higher education institution. In the first exploratory study, interviews and student cohort data will be used to understand attrition and retention, influencing factors and barriers to retention among rural and remote undergraduate nursing students. Findings from this study will be used to guide the development and implementation of a novel tailored student support service targeted to increase retention for this cohort. In the final evaluation study, the attrition and retention outcomes of participating students will be examined via interviews, surveys and existing cohort retention data. EXPECTED RESULTS The study will provide insights into the factors that can shape the retention experiences of rural and remote undergraduate nursing students and generate much needed evidence concerning what Higher Education Institutions can do to support the retention for this specific student cohort.
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Affiliation(s)
- Xian-Liang Liu
- School of Nursing, Faculty of Health, Charles Darwin University, Ellengowan Drive, Darwin, NT 0810, Australia; School of Nursing and Health Studies, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong SAR, China.
| | - Bróna Nic Giolla Easpaig
- School of Nursing, Faculty of Health, Charles Darwin University, Ellengowan Drive, Darwin, NT 0810, Australia
| | - Isabella Garti
- School of Nursing, Faculty of Health, Charles Darwin University, Ellengowan Drive, Darwin, NT 0810, Australia
| | - Daniel Bressington
- School of Nursing, Faculty of Health, Charles Darwin University, Ellengowan Drive, Darwin, NT 0810, Australia
| | - Tao Wang
- School of Nursing, Faculty of Health, Charles Darwin University, Ellengowan Drive, Darwin, NT 0810, Australia
| | - Lolita Wikander
- School of Nursing, Faculty of Health, Charles Darwin University, Ellengowan Drive, Darwin, NT 0810, Australia
| | - Jing-Yu Benjamin Tan
- School of Nursing and Midwifery, University of Southern Queensland, Ipswich Campus, 11 Salisbury Rd, Ipswich, QLD 4305, Australia
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Patel SE, Chrisman M, Bennett K. DEVELOPMENT AND PSYCHOMETRIC TESTING OF THE SENSE OF BELONGING IN NURSING SCHOOL SCALE. J Nurs Meas 2023; 31:19-29. [PMID: 36941043 DOI: 10.1891/jnm-2021-0005] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background and Purpose: While sense of belonging is essential for human motivation, impaired belonging among nurses can impact the care and safety of patients. This article reports the development and psychometric testing of the Sense of Belonging in Nursing School (SBNS) scale to assess nursing students' sense of belonging in three different environments: Clinical, classroom, and among the student cohort. Method: Principal component exploratory factor analysis with varimax rotation was used to determine the construct validity on the 36-item SBNS scale with a sample of 110 undergraduate nursing students. Cronbach's alpha was used to determine the scale's internal consistency. Results: The scale was reduced to 19-items with high internal consistency (α = 0.914). Principal component analysis then identified four factors (sub-scales) with high internal consistency: Clinical staff (α = 0.904), clinical instructor (α = 0.926), classroom (α = 0.902), and classmates/cohort (α = 0.952). Conclusion: The SBNS scale is a reliable and valid tool to measure sense of belonging across three environments among nursing students. Further research is needed to determine the scale's predictive validity.
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Affiliation(s)
- Sarah E Patel
- College of Nursing, University of New Mexico, Albuquerque, NM, USA
| | - Matthew Chrisman
- School of Nursing and Health Studies, University of Missouri-Kansas City, Kansas City, MO, USA
| | - Kymberly Bennett
- Department of Psychology, University of Missouri-Kansas City, Kansas City, MO, USA
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Edge D, Gladstone N. Exploring support strategies for improving nursing student retention. Nurs Stand 2022; 37:28-33. [PMID: 35912439 DOI: 10.7748/ns.2022.e11914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/19/2022] [Indexed: 11/09/2022]
Abstract
Nursing student attrition is a significant concern in many countries, including the UK. Higher education institutions (HEIs) are seeking creative ways of improving retention and it is crucial to understand which support strategies encourage students to persist with their studies. This article describes a systematic review of the literature exploring nursing students' experiences and perceptions of support strategies used by HEIs to reduce attrition and improve retention. Having a sense of belonging, a connection with the university, self-confidence, self-efficacy and motivation appeared to make students more likely to stay on their course. Several support strategies appeared to enhance retention, including an automated text messaging system, an Academic, Personal and Professional Learning (APPL) support mechanism, a pastoral care support adviser service and an extracurricular student support group. Developing a holistic and multifaceted approach to retention involves working collaboratively with students to enhance the understanding of their needs.
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Affiliation(s)
- Danielle Edge
- School of Nursing and Midwifery, Faculty of Health, University of Plymouth, Plymouth, England
| | - Nicholas Gladstone
- School of Nursing and Midwifery, Institute of Health and Social Care, London South Bank University, London, England
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Tippetts MM, Davis B, Nalbone S, Zick CD. Thx 4 the msg: Assessing the Impact of Texting on Student Engagement and Persistence. RESEARCH IN HIGHER EDUCATION 2022; 63:1073-1093. [PMID: 35194300 PMCID: PMC8853065 DOI: 10.1007/s11162-022-09678-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Accepted: 01/25/2022] [Indexed: 06/14/2023]
Abstract
UNLABELLED As colleges and universities strive to increase persistence and aid students in reaching graduation, they are utilizing alternative communication strategies like text messaging. Behavioral economics researchers suggest personalized, regular nudges can help college students make decisions that positively impact their college career and keep them on track for graduation. The current study presents the results of a randomized field experiment where a text messaging program was implemented in a large college at a public university. The intervention utilized a mixture of automated and personalized text messages from academic advisors and allowed for two-way communication between individual students and their major advisor. Mulitvariate analyses revealed the intervention had no impact on university persistence, but it did increase the odds of persisting in the college to the end of the semester, moving the average, overall college persistence rate from 93 to 95%. Effects were concentrated on underclass students, whose persistence rate moved from 87 to 93% at the college level. Underclass students also showed statistically significant university persistence effects, moving from 90 to 95%. Students who received texts but never engaged with the texting program were significantly less likely to request an advising appointment or to apply to be a student ambassador than were students in the control group. More research is needed to understand what motivates a student to engage with the texting software and to identify what the longer-term consequences of using text messaging to communicate with students might be. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11162-022-09678-8.
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Affiliation(s)
| | - Bobbi Davis
- Department of Educational Leadership and Policy, CSBS Student Success Center, University of Utah, Salt Lake City, UT USA
| | - Stephanie Nalbone
- University of Utah Office of Institutional Analysis, University of Utah, Salt Lake City, UT USA
| | - Cathleen D. Zick
- Department of Family and Consumer Studies, University of Utah, Salt Lake City, UT USA
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Torbjørnsen A, Hessevaagbakke E, Grov EK, Bjørnnes AK. Enhancing students learning experiences in nursing programmes: An integrated review. Nurse Educ Pract 2021; 52:103038. [PMID: 33813344 DOI: 10.1016/j.nepr.2021.103038] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 03/17/2021] [Accepted: 03/19/2021] [Indexed: 11/30/2022]
Abstract
Nursing as a profession is both fragmented and complex. The education setting is demanding, and prepared students are more clinically and academically robust. Therefore, nursing programmes should implement high-quality teaching based on the best available scientific evidence to improve learning quality and students' experience. This study aimed to identify the teaching tools used to enhance students' perceived experiences in undergraduate nursing programmes. Nine databases were systematically searched to identify quantitative and qualitative studies regarding the teaching tools utilised across nursing education programmes. Results were summarised following a systematic integrated review framework. The searches identified 15,886 citations, and after title/abstract/full-text screening, 66 primary research studies were included comprising data from 4,411 participants with a mean sample size of 66 (range 6-447). Educators utilising a student-centred wrapping approach exploiting knowledge building and self-development were found to improve students' experiences; however, consensus on success factors was lacking. The findings indicate that educators' knowledge and pedagogical skills used in a flexible way, tailored and sensible to students and the learning context, enhance student experiences. Nursing educators should identify learning situations that make students vulnerable and pay particular attention to the students' learning experiences. We identified several tools accommodating the students' experience.
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Affiliation(s)
- Astrid Torbjørnsen
- Oslo Metropolitan University - OsloMet, Faculty of Health Sciences, Department of Nursing and Health Promotion, P.O. Box 4, St. Olavs plass, N-0130 Oslo, Norway.
| | - Elisabeth Hessevaagbakke
- Oslo Metropolitan University - OsloMet, Faculty of Health Sciences, Department of Nursing and Health Promotion, P.O. Box 4, St. Olavs plass, N-0130 Oslo, Norway.
| | - Ellen Karine Grov
- Oslo Metropolitan University - OsloMet, Faculty of Health Sciences, Department of Nursing and Health Promotion, P.O. Box 4, St. Olavs plass, N-0130 Oslo, Norway.
| | - Ann Kristin Bjørnnes
- Oslo Metropolitan University - OsloMet, Faculty of Health Sciences, Department of Nursing and Health Promotion, P.O. Box 4, St. Olavs plass, N-0130 Oslo, Norway.
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Evidence-Based Interventions for Retention of Nursing Students: A Review of the Literature. Nurse Educ 2020; 45:312-315. [PMID: 31972843 DOI: 10.1097/nne.0000000000000797] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND There is a need to better understand effective student retention strategies in nursing. PURPOSE This review of course and program interventions reported in the nursing literature is intended to highlight interventions, supported by evidence, to graduate more enrolled students and recommend areas of retention efforts that need further research. METHODS The PRISMA search strategy was used to identify and narrow the number of relevant studies. A scoring instrument to evaluate rigor, reliability, and validity of interventions was adapted from a valid and reliable tool used to evaluate studies using a health care education intervention. RESULTS Evidence-based interventions that improved retention included retention program/specialist, robust orientation, mentoring and tutoring, stipends, and remediation. CONCLUSION Nurse educators are independently striving to improve retention rates of nursing students. Implementing evidence-based interventions will advance this effort.
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Webster NL, Oyebode JR, Jenkins C, Bicknell S, Smythe A. Using technology to support the emotional and social well-being of nurses: A scoping review. J Adv Nurs 2019; 76:109-120. [PMID: 31599997 DOI: 10.1111/jan.14232] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2018] [Revised: 07/25/2019] [Accepted: 10/03/2019] [Indexed: 11/30/2022]
Abstract
AIMS (a) To review the literature on the use of technology to offer emotional and social support to nurses; (b) to identify and evaluate gaps in the research; (c) to assess whether a systematic review would be valuable and (d) to make recommendations for future research. DESIGN A robust methodological scoping framework was used as the basis for this review design. A manualized systematic approach to quality appraisal was implemented. DATA SOURCES Between 11-12 June 2018, five databases were searched. A search of the grey literature was conducted alongside hand searching reference lists of included studies. REVIEW METHODS Two researchers conducted the literature search, data extraction and quality appraisal. Three searches were conducted, combining nursing and technological terms. A narrative review approach to knowledge synthesis was used to compare and evaluate included studies. RESULTS Eleven articles were retrieved. Results are presented under three subheadings: (a) text messaging and messenger apps; (b) social media and online forums; and (c) online interventions accessible via PC, smartphone and tablet. All included studies described how such provision could be beneficial; decreasing stress, isolation and anxiety and fostering a sense of community. CONCLUSION The review identified a dearth of research into how technology can support the well-being of nurses. A high proportion of studies were based on student nurse populations using small sample sizes, therefore further research is needed. IMPACT Technology may offer a sustainable and accessible means of providing support for nurses who find it difficult to communicate in person due to time pressures at work. It is important that the psychological well-being of nurses is seriously addressed as more nurses are now leaving than joining the profession. Online interventions may offer a sustainable and accessible means of providing support for busy nursing staff who have difficulty finding time to communicate with one another face-to-face. Nurse retention is an international issue linked to quality of patient care. There are financial implications for healthcare providers who compensate for the workforce deficit by employing costly agency staff. This scoping review aims to map and evaluate the available literature on technology-mediated support for the emotional and social well-being of nurses. Recommendations for future research, policy and practice will be offered from the findings of the review.
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Affiliation(s)
| | | | | | - Sarah Bicknell
- Birmingham and Solihull Mental Health NHS Foundation Trust, Birmingham, UK
| | - Analisa Smythe
- Birmingham and Solihull Mental Health NHS Foundation Trust, Birmingham, UK
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