PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “STUDENT DROPOUTS”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 55 records · Page 3Linked to original sources
PubMed1989

Individual stress and its relationship to termination of nurse training.

During interviews with 23 learners (student and pupil nurses) who left training as a response to stress, the following points were explored; knowledge of nursing before commencing training; reasons for wanting to nurse; situations which produced stress; the way in which individual stress responses were expressed; and methods for coping with stress. Clinical experiences had produced the most distress, related predominantly to negative attitudes of other nurses. Behavioural and physiological signs of stress were observed as well as psychological reactions such as worry. People had few adaptive coping strategies and received little support in their time of need. The majority expressed a desire to try nursing again.

Adaptation, Psychological↗
PubMed1989

An investigation into whether nurse teachers take into account the individual learning styles of their students when formulating teaching strategies.

Many factors have an effect on ways students learn, but differences in learning styles may not be reflected in the way they are taught. A small study of the learning styles of 119 students and 13 nurse teachers was carried out as part of a Certificate of Education Course. In addition a short questionnaire was used to determine teachers preferred teaching styles. The data collected demonstrated that the groups sampled did not express a very strong preference for any one learning style, but for a combination of styles as did the teachers sampled. The author concludes that nurse teachers should examine more closely the reasons why they favour one strategy over another. This in turn should make learning more challenging and rewarding for the students and teachers.

Education, Nursing↗
PubMed1991

The application of performance indicators to nurse education (Part 2).

In Part 1 of this paper the focus was on Performance Indicators (PIs) related to staff performance, teaching methods and learning environment, and it was argued that notions of student reports, student reviews and student perceptions would be useful as PIs when Colleges of Nursing are evaluated for effectiveness. In Part 2 the failure to apply indicators such as unit costs, student/staff ratio (SSRs), wastage and completion rates and value-added scores is discussed. Further argument is advanced to justify the application of these indicators to nurse education. The conclusion of this paper is that until concepts such as unit-costs, SSRs, wastage and completion rates and value-added scores are developed into PIs in nurse education, Colleges of Nursing are not sufficiently evaluated for their effectiveness.

Costs and Cost Analysis↗
PubMed1991

Individual stress among nurses in training: why some leave while others stay.

This study involves 413 learners (student and pupil nurses) training in the general nursing field. The study explores the nature of individual stress experienced by learners in both the educational and clinical environment. The latter is found to be more stressful. Stress is found to increase as training progresses. A comparison between learners in this study and those in a previous study (who left training) was made. Individual stress experiences were similar for learners who left training as a result of stress and those who remained. The study also presents a number of individual strategies for coping with stress.

Adaptation, Psychological↗
PubMed1992

Rita Kennedy: case analysis for decision-making.

For nurse educators, the teaching environment has changed drastically. During the past two decades, the pressures of public, professional and educational accountability have impacted on the nursing instructor. Clinical teaching of student nurses has not escaped these pressures and poses concerns for nursing instructors. The Rita Kennedy case illustrates some of today's issues. To illustrate some of the difficulties in dealing with such issues, the case will be analysed using the Schnelle's model. Although Schnelle's framework was initially used for analysis for business cases, the framework for analysis and decision-making is also applicable in nursing education. The following analysis will first discuss assumptions, followed by an alternative course of action, decision and recommendation. However, to assist understanding, the information in the Kennedy case has been categorised in the Table.

Decision Making↗
PubMed1993

Stressors to student nurses beginning tertiary education: an Australian study.

Stress placed upon student nurses entering tertiary education during a period of rapid change in the Australian system was examined. Overall findings were consistent with research elsewhere, for example, regarding students' experience of anxiety created in particular through assessment requirements. Older students experienced greater anxiety than others in relation to the science components of the curriculum; other groups were also found to experience particular problems. Changes in course design and appropriate support strategies which reduce stress for beginning students are likely to contribute to an improvement in student performance and a decrease in student attrition, and are deemed to be essential if nursing is truly to be viewed as a caring profession.

Adolescent↗
PubMedDate not supplied

The relationship among variables in Tinto's conceptual model and attrition of bachelor's degree nursing students.

This study examined the relationship among the constructs in Tinto's model of college student retention in a sample of 188 freshmen, 141 sophomores, and 236 junior bachelor's degree nursing students. Data for the independent variables, labeled pre-entry, academic and social institutional, and commitment, were gathered from subjects' American College Testing (ACT) assessments and the 104-item Student Attitude Questionnaire. Data for retention were gathered during a subsequent semester. Results of the t tests and chi 2 analyses determined that there were significant differences between retained and departed students, eg, retained freshmen scored higher than departees on the ACT subscores, Mathematics and Composite, two measures of high school grades, and high school class rank. Retained freshmen were also more likely to choose a major other than nursing at the time of the ACT assessment, perceived more external control from institutional rules and regulations, and were more certain of their ability to pay for their education. Eight pre-entry, four academic, four social-institutional, and nine commitment variables differed significantly in retained and departed freshmen. Subsequently, these variables were examined across academic classes to ascertain whether there were significant differences in retained students. Twelve of the variables differed significantly in retained students, and 13 did not.

Education, Nursing, Baccalaureate↗
PubMedDate not supplied

Freshmen baccalaureate nursing students' perceptions of their academic and nonacademic experiences: implications for retention.

As a component of the evaluation for a program designed to enhance recruitment and retention of disadvantaged nursing students, qualitative interviews were conducted, with a sample of 20 baccalaureate nursing students at the end of their freshman year. Students were asked to describe positive aspects of their academic and nonacademic experiences as well as problems that were experienced, with recommendations for resolving these problems. Positive aspects of the freshman experience that were identified included academic, social, familial, and financial support. Problems cited were related to two categories of factors, external and internal. Problems related to external factors included excessive academic loads, course-specific problems such as with the sciences, large class size, faculty inattentiveness, racial tensions, dorm/roommate problems, and parking or commuting time. Problems related to internal factors included poor study habits, loneliness, homesickness, family conflicts, and difficulties with peer relationships. The findings can be used by nursing faculty to determine the extent to which programs address students' perceived needs and to identify innovative retention strategies that would enhance students' perceptions of their college experience.

Alabama↗
PubMed2004

Perceptions of nursing: confirmation, change and the student experience.

Research has identified a number of negative societal perceptions of nursing related to gendered stereotyping, subordination to doctors, low academic standards, limited career opportunities and poor pay and conditions, and importantly how these perceptions may affect levels of recruitment into nursing. Focusing specifically on nurses, research has also considered the extent to which these societal perceptions are realities in their workplaces, and the direct experiences that contribute to attrition from both nursing courses and jobs. However, to date, few research has actually bridged the above approaches and considered the perceptions that nursing students hold as they first enter their education and how these change, or are confirmed, as a result of their experiences. In this context, the current study uses a combined questionnaire (n = 650), interview (n = 30) and focus group (n = 7) methodology to investigate the experiences of students based at two British Universities. The findings suggest that many students were surprised, yet not overwhelmed, by the high academic standards required of them and came to recognize and value the tremendous knowledge, skills set and responsibilities of nurses as they acquired them. However, their experiences reinforced both society's and their own image of an underpaid, overworked profession that lacks respect and has low morale. The findings support media initiatives that emphasize nurses' skills in order to influence public opinion. They also support a range of subtle changes in nurse education at the institutional level to make student life easier. Nevertheless, it is acknowledged that these may have a limited impact unless pay and conditions are adequately addressed at the national level.

Attitude of Health Personnel↗
PubMed2004

Keeping afloat: student nurses' experiences following assignment referral.

The retention of nursing students is an ongoing problem, both within the United Kingdom (UK) and internationally. While there is a plethora of literature relating to student attrition, there is an absence of evidence in relation to the experiences of those students who are struggling to meet the demands of nursing programmes. Using an inductive sociological enquiry based approach, this study sought to examine the experiences of student nurses after referral on the first attempt of a summative assessment. Nursing students who had failed an assignment (n=20) were invited to participate. Data was collected using focus groups, with the emergent themes collapsed into a concise format using thematic content analysis. Four key themes were identified: desire to succeed; acceptance of personal failure; recognition of personal attributes required for success; and responsibility for personal success and failure. Students remained on the programme, despite struggling with financial and personal difficulties, because the desire to become a qualified nurse outweighed transient hardships. This paper will illustrate the benefits of understanding the students' experiences, in order to ensure the support students receive is appropriate to their needs. Understanding the support strategies as perceived by the students may prevent further wastage from nursing programmes.

Adaptation, Psychological↗