Limitations, frustrations and opportunities: a follow‐up study of nursing graduates from the University of Birmingham, England

Abstract

This paper reports an ongoing study of the progress of nursing graduates from the University of Birmingham, England. The aim of the research was to follow-up early graduates from the programme, to assess their progress and study feedback indicators that could help further the development of this relatively new programme. The study also aims to contribute to the growing body of knowledge about United Kingdom nursing graduates, following the recent shift of nurse education from Schools/Colleges of Nursing into universities. Due to objection from some quarters as to the value of a university education for nurses, even such a small-scale study is considered to be important. A questionnaire was sent to the first three cohorts of graduates. It revealed interesting findings in relation to work patterns, continuing professional and academic development and perceptions of the value of the degree in practice. The graduates made recommendations regarding changes that might enhance the quality of the Birmingham degree and nursing practice generally.

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

“…In a previous study, lack of staffing was positively correlated with a perception of lack of support (Wheeler et al, 2000) with resulting inference to high attrition rates. Mooney (2007a) further asserts that short staffing is associated with adverse effects for patients.…”

“…The transition from student nurse to qualified staff nurse has always been challenging and this is particularly noticeable in the first six months of practice (Charnley, 1999;Wheeler et al, 2000). It has been long acknowledged that there is a disparity between the ideological teachings in the classroom and the reality in clinical nursing practice (Kramer, 1974).…”

An exploratory study of role transition from student to registered nurse (general, mental health and intellectual disability) in Ireland

“…It is acknowledged that staff shortages has meant that newly qualified nurses are expected to take on increased responsibility prematurely (Dublin Academic Teaching Hospitals and St. Luke's Hospital, 2001, Wheeler et al, 2000, Casey et al, 2004and Bates, 2005. The disparity between student expectations and reality may be reflective of the diverging expectations of educators and service providers.…”