The Open UniversitySkip to content
 

Enhancing Nursing Student Success: A Critical Realist Framework of Modifiable Factors

Ryan, Gemma Sinead (2016). Enhancing Nursing Student Success: A Critical Realist Framework of Modifiable Factors. Archives of Nursing Practice and Care, 2(1) pp. 57–70.

Full text available as:
[img]
Preview
PDF (Version of Record) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (378kB) | Preview
DOI (Digital Object Identifier) Link: https://doi.org/10.17352/anpc.000015
Google Scholar: Look up in Google Scholar

Abstract

There is a range of literature examining the predictors of academic success in nursing including age, entrance qualification and background. However, these are factors that cannot be changed once a student is on a programme of study. However, there is currently little or no literature that focuses only on the modifiable behaviors and environmental factors in achieving good academic success.

This project aimed to explore the modifiable factors that may influence academic performance and develop a framework to guide students and academic staff. A critical realist ‘intensive’ approach employing qualitative methods was used with pre-registration 3rd year nursing students as participants.

Unstructured interviews with use of academic grade documents as a point of reference. Thematic framework analysis enabled comparison on a case-by-case basis.

Eight modifiable student themes were identified: time management, understanding of learning outcomes, focus on the topic and its role in the wider programme, utilization of academic team, peer support, using feedback, life management, and management of stress factors. Four themes for academic staff were found under the headings: encourage, enable, empower and ennoble.

The framework presented provides focus on the factors that can be changed and influenced in order to achieve success. This framework may be used by staff and students to develop guidance documents or in design of teaching and assessment.

Item Type: Journal Item
Copyright Holders: 2016 The Author
ISSN: 2581-4265
Project Funding Details:
Funded Project NameProject IDFunding Body
4Es of good degreesNot SetUniversity of Derby RTLF
Keywords: education; nursing; nursing student; curriculum design; academic attainment; qualitative
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care > Nursing
Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 49953
Depositing User: Gemma S Ryan
Date Deposited: 04 Jul 2017 14:11
Last Modified: 22 May 2019 03:15
URI: http://oro.open.ac.uk/id/eprint/49953
Share this page:

Metrics

Altmetrics from Altmetric

Citations from Dimensions

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU