What are reasonable expectations? Healthcare student perceptions of their programmes in the North West of England

Hamshire, Claire; Willgoss, Tom; Wibberley, Christopher

doi:10.1016/j.nedt.2012.02.014

Cited by 28 publications

(27 citation statements)

References 16 publications

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“…Findings from this study suggest that friendship groups are important in building belonging, and where these are not strong, students are more inclined to leave. One issue mentioned in the theme Dreams for a better programme was having small groups, meeting regularly to debrief and share experiences, and this belief in the efficacy of small group work is reported elsewhere [13]. These have been established at this university and others in the UK through the national PALS scheme, where second year students are trained to run informal support groups for first years.…”

Section: Discussionmentioning

confidence: 99%

“…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]. Leaving usually takes place in the first year of the programme [7] and being older is associated with staying [8].…”

Section: Introductionmentioning

confidence: 99%

“…Improved pastoral support and consideration of a wide variety of supporting activities and behaviour are recommended to help students stay [4, 8, 11, 13], with ‘belonging’ a crucial concept in understating why they stay [12] and specific university welcoming’ activities noted as useful on entry [12, 23]. …”

Section: Introductionmentioning

confidence: 99%

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Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Williamson

Proctor-Childs²

2013

TONURSJ

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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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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Williamson

Proctor-Childs²

2013

TONURSJ

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“…23 Rationale for design Despite these characteristics, the exploratory sequential design is the method of choice when the variables that may come into play are unknown and there is no guiding framework. 23 This design has been used for complex research projects like mental-health assessment in older adults, 24 healthcare students' educational expectations, 25 health system research, 26 alcohol use among people with liver disease and tobacco use. 27 28 Text messaging interventions are relatively new and, to the best of our knowledge, community ownership has not been investigated for a text messaging programme.…”

Section: Methods and Analysis Study Designmentioning

confidence: 99%

Investigating community ownership of a text message programme to improve adherence to antiretroviral therapy and provider-client communication: a mixed methods research protocol

2013

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IntroductionMobile phone ownership and use are growing fastest in sub-Saharan Africa, and there is evidence that mobile phone text messages can be used successfully to significantly improve adherence to antiretroviral therapy and reduce treatment interruptions. However, the effects of many mobile health interventions are often reduced by human resource shortages within health facilities. Also, research projects generating evidence for health interventions in developing countries are most often conducted using external funding sources, with limited sustainability and adoption by local governments following completion of the projects. Strong community participation driven by active outreach programmes and mobilisation of community resources are the key to successful adoption and long-term sustainability of effective interventions. Our aim was to develop a framework for community ownership of a text messaging programme to improve adherence to antiretroviral therapy; improve communication between patients and doctors and act as a reminder for appointments.Methods and analysisWe will use the exploratory sequential mixed methods approach. The first qualitative phase will entail focus group discussions with people living with HIV at the Yaoundé Central Hospital in Yaoundé, Cameroon (6–10 participants/group). The second quantitative phase will involve a cross-sectional survey (n=402). In this study, binary logistic regression techniques will be used to determine the factors associated with community readiness and acceptability of ownership. Data from both phases will be merged.Ethics and disseminationThis study has been approved by the Yaoundé Central Hospital Institutional Review Board. The results of this paper will be disseminated as peer-reviewed publications at conferences and as part of a doctoral thesis.

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“…Those who feel they do not fit in have difficulty settling at university (Christie, Munro & Fisher, 2004;Kane et al, 2014). Students' perceptions of how welcoming a university is can thus have a significant impact on their perceptions of their learning experiences (Hamshire, Willgoss & Wibberley, 2013) and their 'will to learn' (Barnett, 2007).…”

Section: Introductionmentioning

confidence: 99%

Fitting in with the team: Facilitative mentors in physiotherapy student placements’

Wibberley

Hamshire

2017

TLI

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Clinical placements are central to physiotherapy students' education, providing an environment in which students can apply learning they have been introduced to in academic settings. However placement learning has been identified as fraught with problems and resultant stress, and there is limited evidence available on what exactly makes a good placement for physiotherapy students. This paper reports on selected findings from a study exploring narratives of physiotherapy students over three years, relating to their overall experiences of being a student. A narrative prompt provided an opportunity for the students to speak about 'episodes' of their learning experiences. A number of these 'episodes' related to the students' experiences of clinical placements; thus it was decided to extract these from the narratives and undertake a separate qualitative analysis of these placement experiences. The majority of the students reported positive experiences of placements overall; however, it was clear that some placement teams and mentors did not support students appropriately. A welcoming team and a mentor who facilitated learning from an individual student perspective were considered to be key to a good placement experience, whilst an unwelcoming team and a mentor who objectified the student resulted in bad placement experiences.

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What are reasonable expectations? Healthcare student perceptions of their programmes in the North West of England

Cited by 28 publications

References 16 publications

Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Investigating community ownership of a text message programme to improve adherence to antiretroviral therapy and provider-client communication: a mixed methods research protocol

Fitting in with the team: Facilitative mentors in physiotherapy student placements’

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