The influence of intimate partnerships on nurse student progression: An integrative literature review

Can We Predict Burnout among Student Nurses? An Exploration of the ICWR-1 Model of Individual Psychological Resilience

“…A large proportion (68%) were also working whilst studying. As noted Andrew et al ( 2015 ) these external demands add pressure to an already demanding degree. The results of this study indicate that several variables are key in understanding the resilience and associated psychological adjustment of student nurses.…”

“…It has been noted (Andrew et al, 2015 ) that nursing students tend to have “non-traditional” student profiles in the sense that there are high numbers from lower socio-economic backgrounds, “first-in-family” students (i.e., first person in their family to attend university), mature age students and female students. They suggest that this profile makes it more likely that they will have external commitments that compete with their studies, such as work commitments and caring for dependents.…”

“…They suggest that this profile makes it more likely that they will have external commitments that compete with their studies, such as work commitments and caring for dependents. Indeed, a review of the literature (Andrew et al, 2015 ) confirmed that nursing students identified the major stressors facing them were time demands of family and financial concerns. As such, it is highly probable that they may experience stress, fatigue and burnout before they even complete their final exams and enter into the profession as a registered nurse.…”

Connections between academic burnout, resilience, and psychological well‐being in nursing students: A longitudinal study

“…From an applied perspective, the findings show a need to prevent emotional exhaustion, as this is the dimension of academic burnout that has been shown to have most influence on students’ well‐being. Various academic situations have been related to academic burnout, including an overload of academic tasks with limited time for their completion, examinations, public interventions, fear of unknown situations during clinical practice, methodological deficiencies of teachers, and finance problems (Andrew, Maslin‐Prothero, Costello, Dare, & Robinson, ; Rees et al., ). From an educational context, it would be advisable to adopt strategies that minimize such stressors, which frequently affect students during the course of their studies (Pulido‐Martos et al., ).…”

Experiencing term-time employment as a non-traditional aged university student: a Welsh study

“…Vaccaro and Lovell (2010) found concerns about the level of support partners would provide was displayed amongst mature students about to return to education. In a review of 14 international papers Andrew et al (2015) identified that partner support can be a key influence in supporting or constraining academic progressions and social involvement in university life. Whilst Norton et al (1998) found that the most significant buffer for mature students coping with the transition into HE during the first year of their course was the support from partners.…”