Experiences of undergraduate nursing students


The transfer of nursing education to the higher education sector has provided opportunities for students to study nursing that may not previously have been able to do so. The authors indicated the increased accessibility had increased the proportion of mature age students choosing to enrol in nursing. Birks, Chapman, Ralph, McPherson and Eliot (2013) explored the the experiences of first year student nurses by seeking responses to an on-line survey. The major themes identified were: adapting to the role of student; services and support mechanisms to assist in transition to the role of student and services would have assisted in the transition to the role of university student that were lacking.

Responses indicated that informatics literacy was low; learning to study and the development of a study-family life balance. Respondents indicated that juggling the competing elements in their lives to was challenging. Students indicated they sought assistance with academic writing and maths skills development from services available. Respondents indicated there was a lack of preparedness and skills in computer literacy; time management; and learning to study in isolation as on-line learners. Others mentioned orientation week was useful to gain an understanding of expectations. Respondents also indicated that other students, especially former students were a resource.

The respondents indicated they would have benefited from a hard copy information pack; and access to a course in basic computer skills, including training on the learning management system software used to host their course information. Students also indicated they would like more interaction with lecturers. The connection with lecturers also facilitated the learning journey for students. Participants indicated that being involved in a community of practice was beneficial for support, interaction and engagement. Connectedness was pivotal for learning. The need for an integrated support system is the key to success in the first year that impacts on satisfaction and retention rates within the course.

This study provided insights into the varied complex of factors that impacts on students during their foundation year. These factors are important to consider in later years when students are expected to undertake professional experience placements as part of their study.

The findings from this study have implications for clinical supervision. These factors include understanding the complexity of competing elements for students; supporting their learning journey through mentorship; orientation to the workplace; matching expectations; and providing timely and effective feedback. Support of students by  developing of strategies to guide these learners will assist in providing an effective learning experience.

If you have any comments about the first year student experience you are welcome to post them here.

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