Degree and diploma student nurse satisfaction levels

Development and evaluation of an online, interactive information and advice tool for pre-registration nursing students

Attrition rates for student nurses on academic programmes is a challenge for UK Higher Education Institutions. Reasons for leaving a programme of study include personal, financial issues or practice placement experiences. Research has shown systematic and integrated support mechanisms may improve attrition rates and student experience. This project explored the sources of, and support needs of nursing and allied health students, develop and evaluate and interactive online tool: 'SignpOSt'. Enabling students to access 'the right support, at the right time, from the right place'. Focus groups were carried out with 14, 3rd year students and 8 academic staff including personal tutors, programme/module leaders. Thematic analysis of transcribed data under four key themes for support and advice: 1. Financial 2. Programme 3. Personal 4. Study/academic, found poor student knowledge and little clarity of responsibilities of academic staff and services leads to students sourcing support from the wrong place at the wrong time. Students valued the speed and accessibility of information from informal, programme specific Facebook groups. Conversely, there were also concerns about the accuracy of these. Further research into the use of informal Facebook groups may be useful along with additional evaluation of the SOS tool.

Factors that enhance rates of completion: what makes students stay?

BACKGROUND

This study was one of four projects commissioned by NHS London to examine the readiness for work of nurses upon completion of their pre-registration programmes. The study examined the factors that contribute to students completing their nursing programmes.

OBJECTIVES

The objectives of the study were to explore understanding the factors that influence the attrition and completion rates of year 2 students on the adult field of a pre-registration nursing programme.

DESIGN

An ethnographic case study methodology was employed in two large London NHS Acute trust hospitals, both partnered with the same Higher Education Institution. Data was collected between 2010 and 2011 through a combination of document review, non-participant observation in practice settings, focus groups and interviews

PARTICIPANTS

A self-selected group of 50 year 2 student nurses from a total population of 200 participated in this study. All students were from the same cohort group at one London-based university who undertook practice learning experiences at two NHS Acute Trust hospitals.

RESULTS

The study found a number of factors that impacted on retention which included student identify and the organisation, fostering resilience and clinical support. In addition the Higher Education Institute does not appear to be the most significant factor in a student's decision to continue on the programme, but that practice placement mentors and clinical placements have the greatest impact on student retention.

CONCLUSIONS

The study is important in that its findings contradict much of the literature on student nurse attrition and retention in that the clinical placement experiences emerges as the most important factor in whether a student chooses to stay or leave the course.

Understanding student nurse attrition: learning from the literature

Student attrition in nursing causes concern, but is not a new phenomenon. Challenges in defining and understanding attrition, changes in the commissioning of nurse education and developments within the United Kingdom National Health Service (UKNHS) and the profession contribute more generally to making this a complex topic for managers and for research. In this paper we discuss findings from an integrative review of the UK literature and discuss three levels of possible contributory factors identified from the literature (micro/individual; meso/institutional; and macro/political and professional). In conclusion, we argue that a concern with attrition is legitimate and that strategies should be put in place to respond to each level of contributory factors. Factors contributing to attrition are complex and interact. We argue that some degree of attrition is inevitable if we are to maintain standards within the profession. There is, therefore, an ethical and professional imperative for attrition in some circumstances. We suggest that Tinto's model relating to social integration might inform further research.