Enhancing Nursing Student Success: A Critical Realist Framework of Modifiable Factors

Abstract

There is a range of literature examining the predictors of academic success in nursing including age, entrance qualifi cation and background. However, these are factors that cannot be changed once a student is on a programme of study. However, there is currently little or no literature that focuses only on the modifi able behaviors and environmental factors in achieving good academic success. This project aimed to explore the modifi able factors that may infl uence academic performance and develop a framework to guide students and academic staff. A critical realist 'intensive' approach employing qualitative methods was used with pre-registration 3 rd year nursing students as participants. Unstructured interviews with use of academic grade documents as a point of reference. Thematic framework analysis enabled comparison on a case-by-case basis. Eight modifi able student themes were identifi ed: time management, understanding of learning outcomes, focus on the topic and its role in the wider programme, utilization of academic team, peer support, using feedback, life management, and management of stress factors. Four themes for academic staff were found under the headings: encourage, enable, empower and ennoble. The framework presented provides focus on the factors that can be changed and infl uenced in order to achieve success. This framework may be used by staff and students to develop guidance documents or in design of teaching and assessment.

Exploring the Barriers and Facilitators to Caregiver Engagement in Postural Management Training for Children with Complex Neurodisabilities: a qualitative study

“…This is a qualitative study underpinned by critical realism (CR), which uses components of positivism and constructivism, making it a comprehensive philosophy of science and useful for analysing problems and suggesting solutions for change (Fletcher, 2017). There are few precise guidelines for methods of data collection and analysis from a CR perspective; this study drew from previous applied qualitative research using CR to inform methods of recruitment, data collection, processing and analysis (Fletcher 2017;Ryan 2016). The design allowed in-depth understanding of the perceptions and experiences of parents of children with CP and other complex neurodisabilities, who had or had not attended PM training.…”