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Factors affecting the progression of first-year student nurses

This study explored the first-year progression of a cohort of degree nursing students. A psychosocial Model of Student Progression (MoSP) was designed based on student nurse attrition literature and three theories: a student development theory by Chickering and Reisser, an identity theory by Erikson and a student departure model by Tinto. The MoSP provided a framework for the research design and a pragmatic, mixed-method approach was used to explore the progression of 59 students. Data collection included questionnaires, semi-structured interviews and first-year assessment results. Data was analysed using descriptive statistics, comparisons with components of the MoSP and thematic analysis. Findings indicated that a number of factors were associated with student progression, including pre-entry attributes and experiences. End-of-year interviews indicated the importance of student preparation for university study, transitional processes related to academic skill development, social integration, levels of support and changes to student identity and purpose. In conclusion, the MoSP was found to provide a suitable framework for exploring student progression; however, further adaptions to the model are needed to reflect the dynamic and personal nature of student progression from before university study to the end of the first year of study and beyond.

Identiferoai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:693354
Date January 2016
CreatorsBreakwell, Richard Lee
PublisherUniversity of Birmingham
Source SetsEthos UK
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Sourcehttp://etheses.bham.ac.uk//id/eprint/6905/

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