Widening participation in nurse education: An integrative literature review

Heaslip, Vanessa; Board, Michele; Duckworth, Vicky; Thomas, Liz

doi:10.1016/j.nedt.2017.08.016

Cited by 22 publications

(13 citation statements)

References 30 publications

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“…The studies on retention and success clustered around the academic experience, particularly overcoming academic challenges, and the provision of additional student support. The more recent review of the literature about WP in nurse education (Heaslip et al, 2017) identified ten empirical studies, and similar themes emerged in relation to both access and success. The focus of much of the work is on academic barriers to participation and the construction of alternative entry pathways.…”

Section: Learning From the Literaturementioning

confidence: 85%

“…Underpinning this paper are the assumptions that first, widening participation (WP) is necessary to recruit sufficient numbers of staff to meet demand from healthcare providers, and second that diversity of the healthcare workforce contributes to the quality of the care provided (Heaslip et al 2017). WP is understooad to mean expanding the diversity of students entering and succeeding in HE, with a particular focus on those from underrepresented and disadvantaged groups.…”

Section: Contextmentioning

confidence: 99%

“…Our on-going research is focusing more specifically on WP in nurse education. This has included an additional literature review (Heaslip et al, 2017), a survey of the nursing workforce, a review of applications data, and a stakeholder event to explore the views and experiences of practitioners in the health and HE sectors, and providing a rare opportunity for dialogue and learning between sectors. This paper draws from all of these sources to explore the actual and potential role of higher education institutions in widening participation in healthcare education, to both increase the number of healthcare professionals, and ensure the diversity is maintained to reflect the population that use health and social care services in England.…”

Section: About the Researchmentioning

confidence: 99%

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Maintaining the diversity of the professional healthcare workforce through higher education qualification routes

Thomas

Duckworth²

2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

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In England many professional healthcare qualifications, including nursing, are only achievable through higher education, for which tuition fees are payable from this year (2017-18) onwards. This paper is concerned about maintaining both the number and diversity of healthcare professionals to meet the needs of a diverse and ageing population. It reviews student views and the available statistical evidence about the impact of the introduction of tuition fees on applicants, and literature and empirical evidence about what higher education institutions are doing to recruit and retain students from different backgrounds to meet the health needs of the population. It concludes that because professions such as nursing have traditionally recruited from a diverse population minimal knowledge or practical expertise has been developed to widen participation in healthcare education in general and nurse education in particular. Moving forward, the healthcare and higher education sectors will need to work in joined up ways to develop strategies to both attract and retain a wide range of diverse students to higher education professional healthcare qualification courses – and maintain the supply of qualified healthcare professionals.

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Section: Learning From the Literaturementioning

confidence: 85%

Section: Contextmentioning

confidence: 99%

Section: About the Researchmentioning

confidence: 99%

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Maintaining the diversity of the professional healthcare workforce through higher education qualification routes

Thomas

Duckworth²

2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

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“…Globally, policy changes to tertiary education funding have placed an increasing financial burden on students (Devlin, James, & Grigg, ; Robotham, ). Concomitantly, the student demographic profile is diversifying in response to widening participation initiatives, with increasing numbers of “first‐in‐family” and mature‐aged students (Heaslip, Board, Duckworth, & Thomas, ; Robotham, ). In Australia, over half of all students enrolled in nursing degrees are nonschool leavers (Australian Bureau of Statistics, ) with a similar picture in the UK, where a quarter of all commencing students are over 30 years of age (Keogh, ).…”

Section: Introductionmentioning

confidence: 99%

“Juggling many balls”: Working and studying among first‐year nursing students

Christiansen

Salamonson

Crawford³

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To explore the experiences of first‐year nursing students, their motivations for working and how they juggled study and other commitments while engaging in paid work. Background There has been a global rise in the number of students balancing full‐time study, paid work and other commitments, with the main antecedent financial reasons. Design Qualitative exploratory study. Methods Drawn from a larger Australasian sequential exploratory mixed‐method study, this qualitative study was conducted with fifty first‐year undergraduate nursing and midwifery students who commenced their nursing studies in 2017. Telephone or face‐to‐face interviews were conducted with purposively selected students engaged in either nursing or non‐nursing fields of work. Interviews were conducted from April–July 2017. Interviews lasted from 15–40 min. Results were thematically analysed. EQUATOR guidelines for qualitative research (COREQ) applied. Findings Two main themes and accompanying subthemes were identified. The first theme explored students’ motivation behind combining work and study and identified the need for financial security and “me time”. The second theme “Juggling many balls” provided insights into the benefits students perceived, how they kept the “balls” in the air and at times dropped “balls” while balancing work, study and other commitments. Conclusions The motivation behind paid work was mainly financial; however, students also reported work allowed an escape and time for self which had social and health benefits. Working provided a range of positive benefits, including a sense of achievement, improved self‐esteem and financial independence. Relevance to clinical practice Being able to juggle and multi‐task improved skills such as organisation and the ability to prioritise, all skills that have applicability for the role as registered nurse.

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“…Heaslip et al. conducted a literature review into the extent of WP within the UK nursing profession . They revealed a paucity of research into groups targeted by nursing WP initiatives and retention rates for under‐represented nursing graduates.…”

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confidence: 99%

Widening participation: the value of diversity

Al-Jabir

2018

Clin Teach

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Widening participation (WP), the active encouragement and recruitment of student populations traditionally under-represented in medicine, has long been pertinent to medical school admissions policy. These applicants include those from ethnic minorities, lower socio-economic backgrounds (SEB) and those with a disability. Widening participation may be achieved through a heterogeneous group of initiatives, including workshops and recruitment policies. Recent literature has focused on the value WP can confer to medicine and nursing, and how medical schools express their policies on WP.1 . Ballejos MP , Olsen P , Price-Johnson T , Garcia C , Parker T , Sapién RE , Romero-Leggott V . Recruiting American Indian/Alaska Native students to medical school: a multi-institutional alliance in the US southwest . Acad Med 2018 ; 93 ( 1 ): 71 -75 .2 . Gore J , Patfi eld S , Holmes K , Smith M . Widening participation in medicine? New insights from school students' aspirations . Med Educ 2018 ; 52 ( 2 ): 227 -238 .

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Widening participation in nurse education: An integrative literature review

Cited by 22 publications

References 30 publications

Maintaining the diversity of the professional healthcare workforce through higher education qualification routes

Maintaining the diversity of the professional healthcare workforce through higher education qualification routes

“Juggling many balls”: Working and studying among first‐year nursing students

Widening participation: the value of diversity

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