An analysis of the experiences of radiography and radiotherapy students who are carers at one UK university

Hussain, Zainab; Pickering, Vicki; Percy, Dave; Crane, Julie; Bogg, Jan

doi:10.1016/j.radi.2010.08.006

Cited by 2 publications

(5 citation statements)

References 10 publications

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“…The findings have resonance with previous studies (Cuthbertson et al, 2004;Glackin and Glakin, 1998;Hussain et al, 2011;Kevern and Webb, 2004) and show a highly motivated group of students who, similar to the students described by Cappleman-Morgan (2005) are prepared to go to extreme lengths to overcome the 'obstacles' of the course. The student experience reflects the analysis of Edwards (1993), who describes students as struggling to compete with the demands of two 'greedy' institutions -the public (education) and the private (family).…”

Section: Discussionsupporting

confidence: 83%

“…Kevern and Webb (2004) recommended that changes should be made to the philosophy and organisation of future programmes to improve their appropriateness and acceptability to non-traditional women nursing students. Hussain et al (2011) undertook a mixed methods study of radiography and radiotherapy students who were carers and suggested a range of actions to improve the student experience such as flexible arrangements for placements, care-givers leave and targeted advice regarding child care.…”

Section: Introductionmentioning

confidence: 99%

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The juggling act: Do student nurses who care for dependants need an adapted course? An applied policy research study

Kiernan

Proud

Jackson

2015

Nurse Education Today

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BackgroundIn line with many countries worldwide, the Department of Health mandate to Health Education England seeks to promote the diversity of applicants by widening participation in nurse education. A number of studies have explored the experience of non-traditional students undertaking nursing courses. ObjectivesThis study aimed to explore and understand the experiences of student nurses undertaking their nurse education whilst caring for dependant family. DesignThe study used an applied qualitative research approached based on methods developed for applied social policy research. SettingsThe study was undertaken in an institution of higher education in the North East of England. ParticipantsThe study population consisted of a convenience sample of 14 respondents, 13 female and 1 male. Ten respondents lived with partners and 3 had disabled dependants within the family. The age range of dependent children ranged from 3 months to 19 years. MethodsData was collected through focus groups and telephone interviews using a semistructured interview schedule. Framework analysis was used to analyse the data. ResultsThree superordinate themes were identified, Altruism and Commitment, Maturity and Family and Social Mobility, that best encapsulate the characteristics that enable this group to function well and complete their nurse education. Analysis identified a highly motivated group of students who's' individual accounts showed that their lives, whilst in nurse education, were a constant series of compromises and 'juggling' between the demands of the course and the demands of their families. ConclusionsThis group of students do not need an adapted course, but instead wish for a realistic nursing course where expectations are managed in an honest way. Basic common sense and good management of nursing courses will help ensure that this motivated group of people achieve their goals with minimum hardship or difficulties.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

The juggling act: Do student nurses who care for dependants need an adapted course? An applied policy research study

Kiernan

Proud

Jackson

2015

Nurse Education Today

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“…Given the diverse demographics of the student population, which includes a significant number of mature students (those aged 21-years-old or over at the start of their undergraduate studies), there is likely a section of the student population who have a range of caring responsibilities (Hussain et al, 2011;Office for Students, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…However, currently, the exact number of students in higher education who are carers is unknown (Hussain et al, 2011). Complicating this, students may not disclose their caring responsibilities, or their status as a carer can change throughout their time studying (Carers Trust, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, student carers' choices of what and where to study have been found to be linked to their caring role, and many sacrificed elements of the student experience, such as social events, to provide better care (Burns et al, 2019). Research has also identified that student carers may experience lower wellbeing than those without caring responsibilities (Day, 2019;Hussain, 2011;NUS, 2015), and face increased financial strain (NUS, 2015). However, current understanding of this diverse group is limited.…”

Section: Introductionmentioning

confidence: 99%

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Student carer experiences of higher education and support: a scoping review

Runacres

Herron

Buckless

et al. 2021

International Journal of Inclusive Education

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Student carers are students who provide unpaid support to an individual who could not manage without their care. A scoping review was undertaken to determine the themes and concepts which underpin student carers' experiences within higher education, examine student carers' experiences of support, and identify any gaps in the literature. A comprehensive literature search was conducted between February and May 2020. The search yielded 2,484 items, of which 14 articles were included in the review. Data from each article were extracted, charted, and analysed using a thematic analysis. The articles revealed that caring responsibilities can have a negative impact on student carers physical and mental health, university performance, and financial status. Both formal and informal sources of support were referenced. Further, it was noted that universities had rigid rules and policies which did not suit the flexible needs of student carers. A paucity of research examined the impact studying had on student's ability to provide care. Finally, issues relating to research design were observed, and a lack of demographic information, or detail on the caring duties performed was found. A more robust evidence base is required to facilitate the development of interventions to support student carers in education.

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An analysis of the experiences of radiography and radiotherapy students who are carers at one UK university

Cited by 2 publications

References 10 publications

The juggling act: Do student nurses who care for dependants need an adapted course? An applied policy research study

The juggling act: Do student nurses who care for dependants need an adapted course? An applied policy research study

Student carer experiences of higher education and support: a scoping review

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