Exploring the motivations, expectations, and experience of graduate-entry nursing students: A qualitative research study

Abstract

Current research demonstrates a sparsity of United Kingdom-focused research into graduate-entry nursing programmes, as well as a need for further research into motivations and expectations of graduate-entry nursing students. The aim of this study was to explore a graduate-entry nursing programme from a student perspective, with a specific focus on a) motivations for enrolling, b) expectations of the programme, and c) experience of the programme to date. A qualitative descriptive design was utilised. Three focus groups and one interview were conducted with students from two cohorts at a British university at multiple points during the two years of the programme. Qualitative data were analysed thematically, and findings presented back to participants. It was found that student motivations were consistent with previous research and key stressors were identified relating to both academic and placement elements of the programme. It is proposed that the underlying cause of stress amongst graduate-entry nursing students was a lack of perceived control over their experience. This finding is supported by Karasek's (1979) Job Demand-Control Model. It is suggested that increasing students' perceived control could decrease student stress, therefore improving retention and enhancing the student experience.