A systematic review of placement-related attrition in nurse education

Eick, Susan; Williamson, Graham R.; Heath, Val

doi:10.1016/j.ijnurstu.2011.12.004

Cited by 104 publications

(72 citation statements)

References 47 publications

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“…However, vocation does not appear in any of the systematic reviews of the literature [1][2][3][4] as important in attrition or retention and so it seems to have been overlooked recently as a motivating factor amongst student nurses.…”

Section: Discussionmentioning

confidence: 99%

“…There are now also several well-conducted systematic reviews of the literature which inform the evidence-base [1][2][3][4]. Cameron et al [1,2] have identified from the literature reasons why students stay [2], and reasons why they leave [1].…”

Section: As Higher Education Institutions [Heis] In the Unitedmentioning

confidence: 99%

“…International concern about retention of student nurses who begin undergraduate programmes is widespread [1][2][3]. Why students leave is complex and multifaceted, with rarely just one reason responsible for non-completion [1,4,5].…”

Section: Introductionmentioning

confidence: 99%

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Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Williamson¹

2013

TONURSJ

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Abstract:Introduction: There is international concern about retention of student nurses on undergraduate programmes. United Kingdom Higher Education Institutions are monitored on their attrition statistics and can be penalised financially, so they have an incentive to help students remain on their programmes beyond their moral duty to ensure students receive the best possible educational experience.Aims: to understand students' and staff concerns about programmes and placements as part of developing our retention strategies.Design: This study reports qualitative data on retention and attrition collected as part of an action research study.Setting: One University School of Nursing and Midwifery in the South West of England.Participants: Staff, current third year and ex-student nurses from the adult field.Methods: Data were collected in focus groups, both face-to face and virtual, and individual telephone interviews. These were transcribed and subjected to qualitative content analysis.Results: Four themes emerged: Academic support, Placements and mentors, Stresses and the reality of nursing life, and Dreams for a better programme. Conclusions:The themes Academic support, Placements and mentors and Stresses and the reality of nursing life, resonate with international literature. Dreams for a better programme included smaller group learning. Vocation, friendship and resilience seem instrumental in retaining students, and Higher Education Institutions should work to facilitate these. 'Vocation' has been overlooked in the retention discussions, and working more actively to foster vocation and belongingness could be important.

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Section: Discussionmentioning

confidence: 99%

Section: As Higher Education Institutions [Heis] In the Unitedmentioning

confidence: 99%

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Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Williamson¹

2013

TONURSJ

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“…It is a topic of interest to researchers, educationalists and to policy makers, because it represents a loss of resources both in financial and human terms. Researchers have explored direct causal factors such as academic or practice failure, together with wider issues including socioeconomic features, demographics and disconnects between theory and practice (Trotter and Cove 2005;Cameron et al 2010;Elick et al 2012;Hamshire et al 2013). There is evidence to suggest the importance of identifying and developing resilience in students to help them with both attainment and registrant…”

Section: Introductionmentioning

confidence: 99%

Attrition from midwifery programmes at a midwifery school in the English midlands 1939–1973: A historical study

McIntosh

2016

Nurse Education Today

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Setting: Mid-twentieth century England. The period was a time of significant change in the maternity services, at both a philosophical and organisational level with the creation of the National Health Service and a move towards institutional rather than community based maternity care. Midwifery pupils were regulated by the Central Midwives Board, the national body which governed midwifery, and sat national exams based on national syllabi. Participants: Pupil midwives based at the Midwifery Training School whose records are being explored. These included pupils who were had nursing qualifications and those who did not.Findings: Numbers of pupils entering training varied across the period in relation to external workforce factors. The greatest proportions of those in training were pupils who already held a nursing qualification, although numbers of untrained pupils rose across the period. Rates of attrition were particularly high within this group, but across all groups rates rose across the period.Conclusions: The evidence suggests that despite the very different organisation of midwifery training and care across the period in comparison to contemporary practice, rates of attrition from training programmes appear remarkably consistent.

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“…In addition, practice placements influence students' perceptions and expectations of nursing, with unsatisfactory placement experiences and lack of support being shown to contribute to student nurse attrition. [7] Currently in the UK, the practice element is supervised and assessed by registered nurses or midwives who have undergone additional approved training in order to take on the role of mentor. [1] These mentors are employees of the practice organisation and their educational role is in addition to their clinical responsibilities.…”

Section: Introductionmentioning

confidence: 99%

The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry

Maxwell

Black

Baillie

2014

JNEP

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High quality, supportive practice learning experiences are crucial for ensuring that student nurses and midwives develop into competent practitioners who are fit for practice. The practice educator role is one model of practice learning support but the role is relatively new and has been little investigated. This paper reports on an appreciative inquiry that explored the current practice educator role at one university in England, with the aim of reaching a consensus for how the role could be enhanced. The first phase involved in-depth interviews with 18 participants: practice educators (n = 10); student nurse representatives (n = 5) and practice based education leads (n = 3). The interviews were analysed thematically. Three themes related to social processes involved in the role: being a bridge, being there, and social identity. The other themes described contributions to the practice learning environment: safeguarding, support, critical thinking. The second phase used a modified Delphi technique. Participants ranked trigger statements, related to the themes, in order of importance. Two consensus workshops were held where the statements were reviewed by practice educators, students and learning environment leads, following which principles and practices of the practice educator role were agreed. In conclusion, the strength of the practice educator role is that it bridges the worlds of university and practice. This bridging resulted from social processes that required a sustained presence in practice to engage in the reality of everyday practice and gain the shared social identity of a practitioner.

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A systematic review of placement-related attrition in nurse education

Cited by 104 publications

References 47 publications

Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Attrition from midwifery programmes at a midwifery school in the English midlands 1939–1973: A historical study

The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry

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