Why here and why stay? Students' voices on the retention strategies of a widening participation university

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• 作者：Stephanie Mckendry ; ¹ ; ^{Stephanie.mckendry@gcu.ac.uk" class="auth_mail} ; Marty Wright¹ ; Keith Stevenson¹
• 关键词：Retention ; Support ; Expectations ; Identity
• 刊名：Nurse Education Today
• 出版年：May, 2014
• 年：2014
• 卷：34
• 期：5
• 页码：872-877
• 全文大小：235 K

文摘

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Summary

Background

Whilst concern about nursing student retention remains a key priority of governments and educators, much research is focussed on determining the causes and experiences of withdrawal. Further work is required to understand the perspectives of those students who successfully negotiate their programme of study.

Objectives

The study aimed to explore student motivations, experiences and support requirements during their first year to determine the efficacy of institutional retention initiatives.

Design

Qualitative data collection through focus groups at two intervals in the year.

Settings

University class rooms.

Participants

46 first year nursing and midwifery students.

Methods

After collection, the data was subjected to grounded theory-driven coding and thematic analysis. Coding was undertaken independently before mutual verification and theming took place.

Results

Students utilise a range of support mechanisms before and during their studies in order to maintain their motivation and to juggle the many demands on their time. These include university staff, fellow students, friends and family and those they currently know within the profession.

Conclusions

Expectations play a significant role in student satisfaction, suggesting that institutions should ensure prospective students have a realistic understanding of what a nursing/midwifery programme and career will entail. Nurturing a sense of belonging to both the university and profession appears beneficial in promoting retention.