Dreams and disappointments regarding nursing: Student nurses' reasons for attrition and retention. A qualitative study design

Hoeve, Yvonne ten; Castelein, S.; Jansen, Gerard; Roodbol, Petrie F.

doi:10.1016/j.nedt.2017.04.013

Cited by 98 publications

(66 citation statements)

References 27 publications

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“…The themes and topics of the interview guide were derived from relevant literature (e.g. Dante et al, 2011;Glogowska et al, 2007;Glossop, 2002;Hamshire et al, 2012;Kukkonen et al, 2016;Ten Hoeve et al, 2017), and formulated in discussions with all co-authors. All the in-depth interviews took place at a location according to the preferences of the interviewees, mostly a quiet location at the university.…”

Section: Data Collectionmentioning

confidence: 99%

“…Andrew et al, 2008;Griswold, 2014;Harvey and McMurray, 1994;Harvey and McMurray, 1997;O'Donnell, 2011;Rankin, 2009), or mixed samples of early and late dropped out students, without performing separate analyses differentiating between these subgroups (Dante et al, 2011;Glogowska et al, 2007;Glossop, 2002;Hamshire et al, 2012;Kukkonen et al, 2016;Wilson and Levy, 1978). In contrast, recently a relevant study was performed in the Netherlands following a group of 17 third-year Bachelor of Nursing students (Ten Hoeve et al, 2017). That study concluded that support from lecturers and mentors as well as working in a pleasant team were important factors in ensuring students completed the programme.…”

Section: Introductionmentioning

confidence: 97%

“…In addition, associations have been described with professional and educational characteristics: e.g. a feeling of having made a wrong choice (Glossop, 2002), and unmet or unrealistic expectations (O'Donnell, 2011), theory-practice gap (Ten Hoeve et al, 2017), lack of faculty support (Griswold, 2014), and unpleasant experiences and lack of support during clinical placements (Eick et al, 2012). Finally, social or economic factors, such as problems in the family and financial difficulties, have been associated with dropout (Glossop, 2002;Last and Fulbrook, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Late dropout from nursing education: An interview study of nursing students’ experiences and reasons

Bakker

Verhaegh

Kox

et al. 2019

Nurse Education in Practice

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The global shortages of nurses require a closer look at why nursing students stop in the later years of their degree programme. The purpose of this study is to explore nursing students' experiences and reasons that lead to this late dropout. Semi-structured interviews were held in 2017 with eleven former nursing students who dropped out in the third year of their Bachelor's Nursing degree programme in the Netherlands. Data was collected and analysed iteratively, following the principles of Thematic Analysis. Two core themes were identified: 'ending up in a downward spiral of physical, psychological and social problems' and 'experiencing an increasing mismatch between expectations and reality'. Reasons for late dropout from nursing education are diverse and interlinked. In contrast with studies on early dropout, academic difficulties did not play a major role in late dropout. Negative experiences during clinical placements led to This is a Nivel certified Post Print, more info at nivel.nl 2 dropout in both groups. One group lacked a safe learning environment in clinical placements, study coaching and psychological support. The other group missed realistic information provision about nursing education and the broad range of career opportunities in nursing.

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Section: Data Collectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Late dropout from nursing education: An interview study of nursing students’ experiences and reasons

Bakker

Verhaegh

Kox

et al. 2019

Nurse Education in Practice

View full text Add to dashboard Cite

show abstract

“…Mentorship has been shown as crucial to nursing students during clinical placement (Jack et al, 2018). Effective mentorship could reduce anxiety among nursing students (Sprengel & Job, 2004) and helps them persist in their educational programmes (ten Hoeve, Castelein, Jansen, & Roodbol, 2017). As nursing students graduate and enter into professional practice, they may continue to value peer-mentoring.…”

Section: Social Capital Theory and Mentorship In Nursingmentioning

confidence: 99%

The impact of mentor–mentee rapport on nurses’ professional turnover intention: Perspectives of social capital theory and social cognitive career theory

Pham

Teng

Friesner

et al. 2019

Journal of Clinical Nursing

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Aims and objectives This study examines the impacts of mentor–mentee rapport on willingness to mentor/be mentored, self‐efficacy, outcome expectations, career interest and subsequently on nurses’ professional turnover intention. Background Workplace relationships, whether positive or negative, influence nurse turnover within an organisation. Yet little is known about the effects of mentoring on nurses’ intentions to leave the nursing profession. Design A cross‐sectional, survey‐based research design was used to collect data from a large medical centre in Northern Taiwan. Methods Study concepts were measured using scales from social capital theory (SCT), social cognitive career theory (SCCT) and the nursing literature. Partial least square structural equation modelling was used to test all study hypotheses. The STROBE statement was chosen as the EQUATOR checklist. Results For mentors, rapport was positively related to willingness to mentor, which was positively related to outcome expectations, and further, positively related to career interest and negatively related to professional turnover intention. For mentees, rapport was positively related to willingness to be mentored, which was positively related to self‐efficacy, outcome expectations and ultimately to career interest. Career interest was negatively related to professional turnover intentions. Conclusions Rapport between mentors and mentees may be an important means to retain nurses in the profession. Relevance to clinical practice Managers should consider taking steps to enhance rapport between mentors and mentees. In doing so, managers improve nurse retention, a critical component of providing high‐quality patient care.

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“…Institutional factors Quality of the programme. It was found that a well-organised study programme and the competence of teaching staff improve student persistence (Ten Hoeve et al, 2017;Yang et al, 2017). Dissatisfaction with a training programme is often associated with the low quality of the programme and its teaching staff.…”

Section: Factors For Student Retention and Dropoutmentioning

confidence: 99%

Student persistence in open and distance learning: success factors and challenges

Wong³

2018

AAOUJ

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Purpose The purpose of this paper is to identify the success factors and challenges for students studying in an open and distance learning (ODL) mode and recommend strategies for student persistence based on the findings. Design/methodology/approach Three groups of ODL students with various levels of study performance – nine high-level, nine mid-level and eight low-level students – were invited to participate in three focus group interviews. They were asked about their motivation, success factors and challenges in their studies. Findings The different groups of participants showed observable variations in their response. The mid-level students believed that word-by-word rote memorisation was their best strategy in preparing for examinations. The low-level students believed that they needed to master multitasking to learn well in tight schedules. All these weak student participants considered quitting at some points, but no high-level student did so. To improve student persistence, the authors focus on meeting the needs of weak students and recommend the following actions for student persistence: add a time management and study skills component to existing courses for students to practise; appoint advisors to distance learning students to help them create an appropriate study plan and acquire a sense of belonging; make learning videos short and engaging; consider adopting student leaders or peer tutors that have been used successfully in full-time study; and conduct focus periodically with students to hear their views. Originality/value This study revealed the factors contributing to student persistence in ODL for the students of various levels of study performance. The results help in formulating measures to meet the diverse needs of ODL students for persistence in their studies.

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Dreams and disappointments regarding nursing: Student nurses' reasons for attrition and retention. A qualitative study design

Cited by 98 publications

References 27 publications

Late dropout from nursing education: An interview study of nursing students’ experiences and reasons

Late dropout from nursing education: An interview study of nursing students’ experiences and reasons

The impact of mentor–mentee rapport on nurses’ professional turnover intention: Perspectives of social capital theory and social cognitive career theory

Student persistence in open and distance learning: success factors and challenges

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