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Clipstone E, Ambrosio L. Strategies to attract school-leavers to nurse education programmes: an integrative literature review. Nurs Manag (Harrow) 2024:e2123. [PMID: 38680046 DOI: 10.7748/nm.2024.e2123] [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: 02/15/2024] [Indexed: 05/01/2024]
Abstract
The shortfall of nurses in the UK has led to concerns that there are insufficient staff to ensure safe and high-quality care. To address this shortfall, one group to focus on for recruiting nursing students is school-leavers. This article reports on an integrative literature review that was conducted to explore the educational strategies used to attract school-leavers to undergraduate nurse education programmes. The review identified that a variety of educational strategies were used, and all of the included studies reported positive effects on school pupils' intention to undertake nursing studies. These strategies often included interactions with nursing staff and/or nursing students, as well as observing and practising clinical skills, for example via simulation. However, most participants likely had a pre-existing interest in healthcare or nursing, the interventions were delivered predominantly to young women, and the included studies lacked longer-term follow-up. This highlights a need to conduct further research to assess the longitudinal impact of recruitment strategies aimed at broader audiences.
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Affiliation(s)
- Emily Clipstone
- School of Health Sciences, University of Southampton, Southampton, England
| | - Leire Ambrosio
- School of Health Sciences, University of Southampton, Southampton, England
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Sheppard-Law S, Lamb A, Zeng L, Axisa C, Causby B, Matiuk S, Levett-Jones T. The measured impact of the COVID-19 pandemic on nursing students' wellbeing, clinical placement and learning experiences: a cross sectional study. Contemp Nurse 2024; 60:7-20. [PMID: 38193929 DOI: 10.1080/10376178.2023.2300414] [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: 02/27/2023] [Accepted: 12/23/2023] [Indexed: 01/10/2024]
Abstract
Background: The epidemiological patterns of COVID-19 varied across Australia and differed from most other countries. Few studies describe the impact that the pandemic had on nursing student wellbeing, education and career.Aim: This study aimed to investigate how the COVID-19 pandemic impacted on nursing students' well-being, clinical placement and learning.Design: Cross-sectional survey.Setting: Sydney, Australia.Participants: Second- and third-year nursing students.Methods: Second- and third-year nursing degree students were asked to participate in an ethically approved study during March to May 2021. The de-identified on-line survey consisted of 63 closed end question and one open ended question. On completion, the dataset was exported from Redcap and imported into SPSS for analysis. Open ended text data were analysed by two researchers.Results: Of the 105 participating nursing students, a third (n = 26/83, 31%) thought about changing their degree to a non-nursing degree. The acknowledged risk of caring for a COVID-19 patient incrementally increased stress (β-coefficient = 0.6, p value = 0.009, 95% CI 0.2-0.9). Conversely students who intended to complete their degree were less likely to report stress. Students who had prior nursing experience were three times more likely to report an increased generalised anxiety level (OR 3.8, p-value = 0.02, 95% CI 1.2-12.2), yet they were less likely to experience personal accomplishment burnout compared to other students. Nursing students who contemplated a change of degree to a non-nursing degree were 15.7 times more likely to experience emotional exhaustion and were 3.5 times more likely to be report a risk of depersonalisation (p = 0.03, 95% CI, 1.3-11.5).Conclusion: The COVID-19 pandemic compromised nursing student well-being, and theoretical and practical learning. Findings have implications for healthcare and academic staff who teach nursing students. Implementation of student-centred evidence-based strategies to manage stress, burnout and anxiety, and to sustain a healthy student cohort is essential to retain the future nursing workforce.
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Affiliation(s)
- Suzanne Sheppard-Law
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
| | - Aimee Lamb
- Western Sydney University, Building 3, Level 4, Liverpool, NSW, Australia
| | - Ling Zeng
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
| | - Carmen Axisa
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
| | - Belinda Causby
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
- Clinical Nurse Specialist, Intensive Care Unit, St Vincent's Hospital, 390 Victoria St, Darlinghurst, 2010 NSW, Australia
| | - Sonia Matiuk
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
| | - Tracy Levett-Jones
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
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Garrow A, Borwell J, Knight KH, Wright K, Whaley V, Roberts D, Monks R, Leigh J, Kenny A. Key changes to NMC programme standards: an opportunity for progress. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:854-856. [PMID: 37737858 DOI: 10.12968/bjon.2023.32.17.854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/23/2023]
Affiliation(s)
- Amanda Garrow
- Programme Lead - MSc Pre-Registration Nursing, School of Nursing and Allied Health, Liverpool John Moores University
| | - Juliet Borwell
- Programme Lead for Practice Learning, Health Education England (South East), Otterbourne, Winchester
| | - Kate H Knight
- Head of Practice Learning, Faculty of Health and Social Care, University of Chester, Chester
| | - Karen Wright
- Professor of Nursing, School of Nursing, University of Central Lancashire, Preston
| | - Victoria Whaley
- Deputy Director Practice Learning, Faculty of Health and Social Care, University of Chester, Birkenhead
| | - Debbie Roberts
- Professor of Learning & Teaching in Nursing and Midwifery, Faculty of Health, Social Care and Medicine, Edge Hill University, Ormskirk
| | - Rob Monks
- Associated Head of Adult Nursing and Primary Care, Faculty of Health, Social Care and Medicine, Edge Hill University, Ormskirk
| | - Jacqueline Leigh
- Professor, Director of Nursing & Midwifery Education, Faculty of Health, Social Care and Medicine, Edge Hill University, Ormskirk
| | - Amanda Kenny
- Professor Emerita, La Trobe University, Bendigo, Victoria, Australia, and Visiting Professor, University of Lincoln, Lincoln
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Sanderson L, Choma L, Cappelli T, Arrey S, Noonan I, Prescott S, Essen C, McCrorie C, Bland A. Developing online simulated practice placements: a case study. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:636-643. [PMID: 37410679 DOI: 10.12968/bjon.2023.32.13.636] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/08/2023]
Abstract
The Nursing and Midwifery Council recognises that using simulated practice learning within the pre-registration nursing curriculum is a valuable way for students to develop nursing knowledge and skills. The University of Huddersfield developed simulated placements in the pre-registration nursing curriculum in 2021. Simulated placements are now embedded within all fields of the BSc and MSc programmes, providing structured, innovative learning experiences that embrace online technology in supporting the development of skills and knowledge relevant to all fields of nursing. Developing these placements has provided an opportunity for faculty staff to work collaboratively with clinical colleagues, service users and carers, academics and technologists. This article offers an overview of that work, addressing challenges, operational issues, and insight into some of the activities developed to support students' learning.
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Affiliation(s)
- Linda Sanderson
- Head of Practice Education (Blended Learning), School of Human and Health Sciences, University of Huddersfield
| | - Lisa Choma
- Senior Lecturer in Nursing (Adult), School of Human and Health Sciences, University of Huddersfield
| | - Tim Cappelli
- Head of Technology Enhanced Learning, School of Human and Health Sciences, University of Huddersfield
| | - Sally Arrey
- Senior Lecturer in Nursing (Learning Disability), School of Human and Health Sciences, University of Huddersfield
| | - Ian Noonan
- Consultant Nurse for Mental Health, Calderdale and Huddersfield NHS Foundation Trust
| | - Stephen Prescott
- School Director for Clinical Skills Education, School of Human and Health Sciences, University of Huddersfield
| | - Christopher Essen
- Service User and Carer Involvement Development Lead, School of Human and Health Sciences, University of Huddersfield
| | - Carolyn McCrorie
- Academic Lead for Simulated Placements, School of Human and Health Sciences, University of Huddersfield
| | - Andrew Bland
- School Director for Simulation-based Learning, School of Human and Health Sciences, University of Huddersfield
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Garrow A, Roberts D, Kenny A, Leigh J, Borwell J, Knight KH, Whaley V, Monks R, Wright KM. How many practice hours are required to become a registered nurse? BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2022; 31:908-909. [PMID: 36149430 DOI: 10.12968/bjon.2022.31.17.908] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Affiliation(s)
- Amanda Garrow
- Programme Lead, Pre-Registration Nursing, School of Nursing and Allied Health, Liverpool John Moores University
| | - Debbie Roberts
- Professor and Director of Simulation, Faculty of Health Studies, University of Bradford
| | - Amanda Kenny
- Professor Emerita, La Trobe University, Bendigo, Victoria, Australia and Visiting Professor, University of Lincoln
| | - Jacqueline Leigh
- Professor and Director of Nursing and Midwifery Education, Faculty of Health, Social Care and Medicine, Edge Hill University, Ormskirk
| | - Juliet Borwell
- Programme Lead for Practice Learning, Health Education England (South East), Hampshire
| | - Kate H Knight
- Head of Practice Learning, Faculty of Health and Social Care, University of Chester
| | - Victoria Whaley
- Deputy Director Practice Learning, Faculty of Health and Social Care, University of Chester
| | - Rob Monks
- Associated Head of Adult Nursing and Primary Care, Faculty of Health, Social Care and Medicine, Edge Hill University, Ormskirk
| | - Karen M Wright
- Professor of Nursing, University of Central Lancashire, Preston
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