Learning experiences of first year graduate entry nursing students in New Zealand and Australia: a qualitative case study.

Winnington, R; Shannon, K; Turner, R; Jarden, R; McClunie-Trust, P; Jones, V; Merrick, E; Donaldson, A; Macdiarmid, R

Learning experiences of first year graduate entry nursing students in New Zealand and Australia: a qualitative case study.

Winnington, R Shannon, K Turner, R Jarden, R McClunie-Trust, P Jones, V Merrick, E

Donaldson, A Macdiarmid, R

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Publisher:: Springer Nature
Publication Type:: Journal Article
Citation:: BMC Nurs, 2023, 22, (1), pp. 74
Issue Date:: 2023-03-20

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Field	Value	Language
dc.contributor.author	Winnington, R
dc.contributor.author	Shannon, K
dc.contributor.author	Turner, R
dc.contributor.author	Jarden, R
dc.contributor.author	McClunie-Trust, P
dc.contributor.author	Jones, V
dc.contributor.author	Merrick, E https://orcid.org/0000-0003-4269-6360
dc.contributor.author	Donaldson, A
dc.contributor.author	Macdiarmid, R
dc.date.accessioned	2023-09-08T00:56:48Z
dc.date.available	2023-03-04
dc.date.available	2023-09-08T00:56:48Z
dc.date.issued	2023-03-20
dc.identifier.citation	BMC Nurs, 2023, 22, (1), pp. 74
dc.identifier.issn	1472-6955
dc.identifier.issn	1472-6955
dc.identifier.uri	http://hdl.handle.net/10453/171983
dc.description.abstract	BACKGROUND: Graduate entry nursing programmes provide students with an accelerated pathway to becoming a registered nurse. Motivations for study, together with commonly shared characteristics of students enrolling in such programmes is becoming well documented, however, their experiences of studying for a professional qualification in this manner is less understood. As a means of maintaining the relevance of these fast-tracked programmes in the future, an understanding of graduate entry nursing students' experiences of academic teaching and clinical placements is imperative. OBJECTIVE: To explore the academic and clinical experiences of students enrolled in the first year of graduate entry nursing programmes in New Zealand and Australia. METHODS: A qualitative case study approach was taken. Here we report the experiences of nine students enrolled in their first year of a two-year graduate entry nursing programme during 2020. Semi-structured interviews were used for data collection and analysed using Braun and Clarke's thematic analysis. FINDINGS: Three overarching themes were developed-affirmation, reflections on expectations and clinical experiences. CONCLUSION: This study highlights the experiences of first year graduate entry nursing students, with many experiencing affirmation that their altruistic career visions came to fruition. The findings indicate that these graduate-entry nursing students interviewed for this study tended to be flexible and adaptable in their approach to study as a means of meeting the challenges of the programme, all of which are key characteristics for a registered nurse; with personal growth and the development of the self, providing preparation for their second year of study.
dc.format	Electronic
dc.language	eng
dc.publisher	Springer Nature
dc.relation.ispartof	BMC Nurs
dc.relation.isbasedon	10.1186/s12912-023-01233-9
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1110 Nursing
dc.subject.classification	Nursing
dc.subject.classification	4204 Midwifery
dc.subject.classification	4205 Nursing
dc.title	Learning experiences of first year graduate entry nursing students in New Zealand and Australia: a qualitative case study.
dc.type	Journal Article
utslib.citation.volume	22
utslib.location.activity	England
utslib.for	1110 Nursing
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	open_access	*
dc.date.updated	2023-09-08T00:56:45Z
pubs.issue	1
pubs.publication-status	Published online
pubs.volume	22
utslib.citation.issue	1

Abstract:

BACKGROUND: Graduate entry nursing programmes provide students with an accelerated pathway to becoming a registered nurse. Motivations for study, together with commonly shared characteristics of students enrolling in such programmes is becoming well documented, however, their experiences of studying for a professional qualification in this manner is less understood. As a means of maintaining the relevance of these fast-tracked programmes in the future, an understanding of graduate entry nursing students' experiences of academic teaching and clinical placements is imperative. OBJECTIVE: To explore the academic and clinical experiences of students enrolled in the first year of graduate entry nursing programmes in New Zealand and Australia. METHODS: A qualitative case study approach was taken. Here we report the experiences of nine students enrolled in their first year of a two-year graduate entry nursing programme during 2020. Semi-structured interviews were used for data collection and analysed using Braun and Clarke's thematic analysis. FINDINGS: Three overarching themes were developed-affirmation, reflections on expectations and clinical experiences. CONCLUSION: This study highlights the experiences of first year graduate entry nursing students, with many experiencing affirmation that their altruistic career visions came to fruition. The findings indicate that these graduate-entry nursing students interviewed for this study tended to be flexible and adaptable in their approach to study as a means of meeting the challenges of the programme, all of which are key characteristics for a registered nurse; with personal growth and the development of the self, providing preparation for their second year of study.

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http://hdl.handle.net/10453/171983