Should I stay or should I go? A study exploring why healthcare students consider leaving their programme

Hamshire, Claire; Willgoss, Tom; Wibberley, Christopher

doi:10.1016/j.nedt.2012.08.013

Cited by 59 publications

(69 citation statements)

References 17 publications

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“…The response rate obtained in this study is comparable to similar surveys with nursing students and health professional students described in the literature (39). Although there is an increased interest in global health among students and faculties (40), a low response rate was observed.…”

Section: Discussionsupporting

confidence: 82%

A province-wide survey on self-reported language proficiency and its influence in global health education

Veras¹,

Pottie²,

Welch³

et al. 2017

Rev. salud pública

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Objective Literature has reported that language is the most common barrier in a health care setting and a risk factor associated with negative outcomes. The present study reports the differences between nursing students who speak one language and nursing students who speak two or more languages (self-reported language proficiency) and their skills and learning needs in global health. Method An observational cross-sectional study was performed among nursing students from five Ontario universities. A survey was designed to measure knowledge, skills and learning needs in global health. Results Students who speak more than two languages are more likely to have more interest in learning global health issues, such as health risks and their association with travel and migration (p=0.44), and social determinants of health (p=0.042). Conclusion Language training is needed for nursing students to be able to face language barriers in health care settings and improve global health, locally and internationally.Key Words: Global health, health education, language, cultural competency, nursing (source: MeSH, NLM). RESUMENObjetivo De acuerdo con la literatura, el idioma es el obstáculo más común en el contexto de la atención médica y un factor de riesgo asociado con resultados negativos. El objetivo de este estudio es presentar las diferencias percibidas entre los estudiantes de enfermería que hablan un idioma y aquellos que hablan dos o más (competencia lingüística reportada por ellos mismos) y sus habilidades y necesidades de aprendizaje en salud global. Método Estudio observacional de corte transversal entre estudiantes de enfermería de cinco universidades de Ontario. Se diseñó una encuesta para medir el conocimiento, las habilidades y las necesidades de aprendizaje en salud global. Resultados Se observó que los estudiantes que hablan más de dos idiomas tienen mayor probabilidad de interesarse más en aprender sobre problemas de salud global, los riesgos para la salud y su asociación con los viajes y la migración (p=0,44), así como sobre los determinantes sociales de la salud (p=0,042). Conclusión Es necesario que se brinde capacitación en aprendizaje de otros idiomas a los estudiantes de enfermería para que puedan afrontar las barreras impuestas por el lenguaje en los contextos de atención médica y mejorar la salud global, de manera local e internacional.Palabras Clave: Salud global, educación para la salud, idioma, competencia cultural, enfermería (fuente: DeCS, BIREME).

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Section: Discussionsupporting

confidence: 82%

A province-wide survey on self-reported language proficiency and its influence in global health education

Veras¹,

Pottie²,

Welch³

et al. 2017

Rev. salud pública

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“…Kingdom are monitored on their retention and attrition statistics and can receive financial penalties if these are excessive, there is a focus on how students can be enabled to remain on their programmes of study [6,7]. Areas including financial difficulties, family commitments, unpleasant placement experiences, and academic requirements are frequently cited as being responsible for attrition [8,9].…”

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

confidence: 99%

“…Plymouth University, Drake Circus, Plymouth, PL48AA, UK; Tel: 01752587476; E-mail: gwilliamson@plymouth.ac.uk students' leaving, but personal resilience and determination to succeed can overcome this [11]. Nearly half of all students considered leaving their course in a large regional study of healthcare students in the United Kingdom [6] and this is similar to non-healthcare students, where up to 42% consider leaving [12]. Other aspects that are particularly challenging for healthcare students are the level of academic demands encountered [10,13], the 'reality shock' of practice experiences [3] for those with no previous nursing background [14], feeling unvalued, unmet expectations and stress [15].…”

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

confidence: 99%

“…The international evidence-base on student nurse recruitment and retention has developed since Glossop et al [18] and Gaynor et al [19] remarked that there was a lack of systematic evaluation of the issues from students' perspectives; and international studies have subsequently attempted to describe and quantify these factors [8,6,11,17,[20][21][22]. There are now also several well-conducted systematic reviews of the literature which inform the evidence-base [1][2][3][4].…”

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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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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“…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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Should I stay or should I go? A study exploring why healthcare students consider leaving their programme

Cited by 59 publications

References 17 publications

A province-wide survey on self-reported language proficiency and its influence in global health education

A province-wide survey on self-reported language proficiency and its influence in global health education

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

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