Perceptions of nursing staff and students regarding attrition: a qualitative study

Fragments of Community: Physician Assistant Student Perspectives on Experience of Community With Faculty

INTRODUCTION

Burnout is prevalent among both physician assistant (PA) students and faculty in the United States. Theories concerning the root cause of this burnout include a breakdown of community, which, in this context, serves as a framework comprising membership, influence, integration and fulfilment of needs, and shared emotional connection. A community framework has yet to be formally applied to the PA learning environment. The objective of this study was to explore the ways in which PA students experience community with faculty and how this perceived sense of community affects those students' perceived well-being.

METHODS

This was a qualitative study completed using semistructured, one-on-one virtual interviews with PA students of the graduating class of 2024 at one institution devised by using an interview guide created by the investigators based on a community framework. Interviews were recorded and transcribed by Microsoft Teams and analyzed using thematic analysis.

RESULTS

Three major themes were produced from four participant interviews: (1) Students felt interactions with faculty were uniquely positioned to affect their well-being as influenced by their level of vulnerability as a student in a rigorous program; (2) students observed a wide range of faculty actions, values, and personality qualities that promoted a sense of community with faculty; and (3) students perceived a fragmentation between faculty members and the class itself, as well as between the two entities, which impaired their sense of community.

DISCUSSION

PA students are vulnerable community members with a wide range of needs. Faculty interactions are crucial to meeting those needs. Future research can involve the recruitment of additional students, cohorts, or programs for diversified perspectives.

Mental health and university dropout among nursing students: A cross-sectional study

INTRODUCTION

Various factors and motivations linked to higher education dynamics can impact professional training, academic involvement, student well-being, and dropout. Knowledge of these factors enables the adoption of more appropriate strategies to promote student retention.

OBJECTIVE

Identification of potential motivations for dropping out of university and the relationship with symptoms of depression, anxiety and stress among undergraduate nursing students.

METHOD

A cross-sectional study was carried out with 179 undergraduate nursing students at a public university in northeastern Brazil. Students who were actively enrolled were included and those who were on withdrawal/leave of absence from university were excluded. Data was collected using the following instruments: Sociodemographic questionnaire; Scale of Reasons for Dropping Out of Higher Education and Depression, Anxiety and Stress Scale.

RESULTS

The variables linked to students' mental health were associated with the motivational domains for dropping out. Among students with depressive symptoms, they were almost 3.5 times more likely to drop out of university for reasons related to 'Academic performance' (3.448); while for anxiety and stress, the chances of dropping out related to 'Lack of support' increased by 3.85 and 3.2 times, respectively.

CONCLUSION

Indicators of student mental health are significantly related to motivations for dropping out of university. It is hoped that this study will broaden the understanding of this phenomenon, from a multifactorial perspective, and will be a driving force behind the planning of integrated actions to improve the well-being and retention of students.

Motivations for Enrolment and Dropout of First-Year Undergraduate Nursing Students: A Pilot Multimethod Study

BACKGROUND/OBJECTIVES

Higher education institutions must improve the attractiveness and retention of the nursing profession to address the widespread shortage. This pilot multimethod study aimed to preliminarily understand the relationship between motivations for enrolment and dropout among first-year undergraduate nursing students.

METHODS

A two-step approach was conducted among first-year nursing students from five Italian universities involving: (a) a baseline quantitative online survey collecting their characteristics and motivations for enrolment; (b) a follow-up semi-structured interview qualitative data collection among students who dropped out. Descriptive and inferential statistics were used to describe the motivations for enrolment and differences between universities. Dropout motivations emerged from inductive content analysis, with data categorisation according to Urwin's framework.

RESULTS

A total of 759 students completed the online survey. Primary motivations for enrolment included the desire to be useful (88.8%), help suffering people (84.3%), and find employment (74.2%); 22.3% cited unsuccessful admission to another university as motivation for enrolment. Of the 141 students who discontinued, 31 were interviewed (22%). Eleven categories and three themes were identified. More than half of the participants dropped out due to interest in other courses and lack of aptitude, while a smaller number cited personal circumstances. Other motivations for dropout were related to negative learning environments or feelings and difficulties related to course characteristics.

CONCLUSIONS

This study provides an initial insight into these complex phenomena that will be instrumental in understanding data from an Italian multicenter cohort study. The findings can inform recommendations and strategies to strengthen the future nursing workforce.