The juggling act: Do student nurses who care for dependants need an adapted course? An applied policy research study

Abstract

BackgroundIn line with many countries worldwide, the Department of Health mandate to Health Education England seeks to promote the diversity of applicants by widening participation in nurse education. A number of studies have explored the experience of non-traditional students undertaking nursing courses. ObjectivesThis study aimed to explore and understand the experiences of student nurses undertaking their nurse education whilst caring for dependant family. DesignThe study used an applied qualitative research approached based on methods developed for applied social policy research. SettingsThe study was undertaken in an institution of higher education in the North East of England. ParticipantsThe study population consisted of a convenience sample of 14 respondents, 13 female and 1 male. Ten respondents lived with partners and 3 had disabled dependants within the family. The age range of dependent children ranged from 3 months to 19 years. MethodsData was collected through focus groups and telephone interviews using a semistructured interview schedule. Framework analysis was used to analyse the data. ResultsThree superordinate themes were identified, Altruism and Commitment, Maturity and Family and Social Mobility, that best encapsulate the characteristics that enable this group to function well and complete their nurse education. Analysis identified a highly motivated group of students who's' individual accounts showed that their lives, whilst in nurse education, were a constant series of compromises and 'juggling' between the demands of the course and the demands of their families. ConclusionsThis group of students do not need an adapted course, but instead wish for a realistic nursing course where expectations are managed in an honest way. Basic common sense and good management of nursing courses will help ensure that this motivated group of people achieve their goals with minimum hardship or difficulties.

Understanding why veterans are reluctant to access help for alcohol problems: Considerations for nurse education

“…Framework analysis has been developed to help achieve specified aims and outputs as well as to facilitate systematic analysis of data (Ritchie and Spencer, 2002); it was chosen for its capacity to handle data in a rigorous, transparent and logical process of thematic analysis. The framework approach was developed in the UK specifically for applied or policy relevant qualitative research to meet set objectives of investigation within limited time periods (Bryman and Burgess, 1994;Kiernan et al, 2015;Pope et al, 2000;Ritchie et al, 2013). To aid in the analysis of textual data NVivo 10 Server software was used.…”

Student nurses' lived experience of patient safety and raising concerns

“…This essentially consists of thematic matrices displaying all participants and themes plus subthemes. This allows the researcher to move back and forth between different levels of abstraction without losing sight of the raw data and furthermore it provides transparency (Richie et al 2014, Kiernan et al 2015, Kiernan and Hill 2018.…”

Widening participation in nurse education: An integrative literature review

“…Hasson et al's (2013) paper explored the impact of part-time work as a Health Care Assistant (HCA) by 32 nursing students, identifying advantages and disadvantages. Although the study did not identify a specific WP group, it is known that mature students with caring responsibilities and those from lower socioeconomic groups often undertake additional work during their studies due to financial constraints (McKendry et al 2015;Kiernan et al 2015). The study identified advantages of part-time work, which included increasing confidence and greater exposure in the clinical environment, which in turn assisted the transition to the reality of nursing practice.…”

“…Several of the papers focussed upon specific WP characteristics either directly (Sharples 2013), or indirectly (Harris et al 2013, Hasson et al 2013, Kiernan et al 2015, McKendry 2014, Ross 2013, Young 2016. Sharples (2013) paper presented a study exploring the experiences of eight deaf women and their access to mental health nurse education.…”