Abstract
BackgroundTo reduce nursing shortages, accelerated nursing programs are available for domestic and international students. However, the withdrawal and failure rates from these programs may be different than for the traditional programs. The main aim of our study was to improve the retention and experience of accelerated nursing students.MethodsThe academic background, age, withdrawal and failure rates of the accelerated and traditional students were determined. Data from 2009 and 2010 were collected prior to intervention. In an attempt to reduce the withdrawal of accelerated students, we set up an intervention, which was available to all students. The assessment of the intervention was a pre-post-test design with non-equivalent groups (the traditional and the accelerated students). The elements of the intervention were a) a formative website activity of some basic concepts in anatomy, physiology and pharmacology, b) a workshop addressing study skills and online resources, and c) resource lectures in anatomy/physiology and microbiology. The formative website and workshop was evaluated using questionnaires.ResultsThe accelerated nursing students were five years older than the traditional students (p < 0.0001). The withdrawal rates from a pharmacology course are higher for accelerated nursing students, than for traditional students who have undertaken first year courses in anatomy and physiology (p = 0.04 in 2010). The withdrawing students were predominantly the domestic students with non-university qualifications or equivalent experience. The failure rates were also higher for this group, compared to the traditional students (p = 0.05 in 2009 and 0.03 in 2010). In contrast, the withdrawal rates for the international and domestic graduate accelerated students were very low. After the intervention, the withdrawal and failure rates in pharmacology for domestic accelerated students with non-university qualifications were not significantly different than those of traditional students.ConclusionsThe accelerated international and domestic graduate nursing students have low withdrawal rates and high success rates in a pharmacology course. However, domestic students with non-university qualifications have higher withdrawal and failure rates than other nursing students and may be underprepared for university study in pharmacology in nursing programs. The introduction of an intervention was associated with reduced withdrawal and failure rates for these students in the pharmacology course.
Highlights
To reduce nursing shortages, accelerated nursing programs are available for domestic and international students
The main aim of this study was to determine whether an intervention strategy, based on the factors identified by Yorke & Thomas (2003) [11], could support a diverse cohort of accelerated students in the pharmacology course
The mean age of the accelerated students was significantly greater by about 5 years than the traditional students (Table 1)
Summary
To reduce nursing shortages, accelerated nursing programs are available for domestic and international students. One of the universal primary strategies for increasing participation in nursing education, including in Australia, has been the introduction of accelerated nursing programs Students, entering these programs, are granted academic credit for prior learning in a related, or an unrelated, field or for equivalent life or workplace experience. Yorke & Thomas (2003) identified six Universities in the UK who were performing above the average for completion rates for one of the following groups: young entrants from working-class backgrounds, young entrants from neighbourhoods with low participation rates, and mature entrants with no familial experience of high education and from low participation neighbourhoods [11] These low SES backgrounds are probably similar to those of our nonuniversity graduates with diplomas from TAFE [12, 13]. Students are more likely to persist at university, if they have developed a relationship with the Institution and consider the Institution will help them realise their goals
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