Factors Influencing Retention among Regional, Rural and Remote Undergraduate Nursing Students in Australia: A Systematic Review of Current Research Evidence

Liu, Xianliang; Wang, Tao; Bressington, Daniel; Easpaig, Bróna Nic Giolla; Wikander, Lolita; Tan, Jing‐Yu

doi:10.3390/ijerph20053983

Cited by 8 publications

(11 citation statements)

References 39 publications

(141 reference statements)

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“…Completion rates in this study were largely consistent with tertiary education outcomes for non‐metropolitan students 31,32 . However, given the increased likelihood that rural origin students will contribute to the future rural health workforce, greater efforts to support them to complete their chosen health course at UTAS are needed 33 . Course completion rates were also notably lower among Indigenous students, male students and those studying social work.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…Regardless of mode of study, educational supports more broadly are needed given that the transition to academic demands is often challenging for rural students 22,33,38 . This educational support may be especially important for courses which have a lower academic entry requirement and a high proportion of mature aged students, both of which can impact attrition 31,36,39 .…”

Section: Discussionmentioning

confidence: 99%

“…Given the cost prohibitive nature of accessing higher education, especially when relocation is required, 22,23 rural students may fail to complete their course due to socioeconomic factors. 24,33,34 This is especially relevant in Tasmania where around half of the population are living in areas facing the highest disadvantage. 14 Ensuring rural students from disadvantaged backgrounds can access financial support for tuition and accommodation will likely improve course completion rates.…”

Section: Increasing Rural Origin Student Completionsmentioning

confidence: 99%

“…41,42 Finally, social supports should also underpin efforts to improve course completion rates among rural students. 22,33 With rural students having to relocate to study many health courses at UTAS, rural students face the challenge of transitioning from living in a small rural community to a larger university town, where they experience a sense of loss of community, feel like an 'outsider' in their new environment, and yet feel equally disconnected from their home town. 38 Mentoring and connection between fellow rural students who likely understand these unique experiences will be important to support retention efforts.…”

Section: Increasing Rural Origin Student Completionsmentioning

confidence: 99%

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Rural origin student representation in health courses at the University of Tasmania: 2011–2020

Jessup,

Tran,

Stevens

et al. 2023

Australian J Rural Health

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ObjectiveTo describe longitudinal trends in the admission and completion of domestic Tasmanian rural origin students in health courses at the University of Tasmania (UTAS).MethodsA retrospective audit of records for all domestic Tasmanian students admitted to, or who completed a health course offered by UTAS between 2011 and 2020 was conducted. Data extracted from student records included gender, age, Indigenous background, rural origin (based on residential address outside of Launceston or Hobart at the time of application), health discipline, year of admission and/or completion. Data were analysed in STATA.ResultsBetween 2011 and 2020, 7516 domestic Tasmanian students were admitted to health courses at UTAS, of which 22.6% were rural origin (vs. a rural population of 36.7%). Students admitted were mostly female (77.0%) and studying nursing (51.1%). Rural origin students were more likely to study at the regional campus in Launceston than in Hobart, the capital city (OR, 3.79 [3.4–4.3, p < 0.00]). Over this same period, 5086 students completed a health course. There was little difference in completion rates among regional vs. rural origin students (OR, 1.04 [1.0–1.1, p < 0.00]); however, completion rates decreased with increasing remoteness. Indigenous and male students were less likely to complete than non‐Indigenous (OR, 0.73 [0.7–0.8, p < 0.05]) and female students (OR, 0.97 [1.0–1.0, p < 0.05]) respectively.ConclusionsTasmanian rural origin students are admitted to a range of health courses at UTAS and many complete. However, additional measures are needed to attract a greater number of local rural origin students to study health courses and to support them through to course completion.

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Section: Discussionmentioning

confidence: 99%