Students' experiences of embedded academic literacy support in a graduate entry nursing program: A qualitative study.

Autor: Ramjan LM; Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: l.ramjan@westernsydney.edu.au., Maneze D; South Western Sydney Local Health District, Ground Floor, Suite 3, 1 Bolger Street, Campbelltown, NSW, 2560, Australia; Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: della.maneze@sswahs.nsw.gov.au., Everett B; Ingham Institute for Applied Medical Research, Western Sydney University, School of Nursing and Midwifery, South Western Sydney Local Health District, Locked Bag 7017, Liverpool BC, NSW 1871, Australia. Electronic address: bronwyn.everett@sswahs.nsw.gov.au., Glew P; Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: p.glew@westernsydney.edu.au., Trajkovski S; Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: s.trajkovski@westernsydney.edu.au., Lynch J; Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: joan.lynch@westernsydney.edu.au., Salamonson Y; Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: y.salamonson@westernsydney.edu.au.
Jazyk: angličtina
Zdroj: Nurse education in practice [Nurse Educ Pract] 2018 Jan; Vol. 28, pp. 302-309. Date of Electronic Publication: 2017 Dec 11.
DOI: 10.1016/j.nepr.2017.12.001
Abstrakt: Graduate entry nursing (GEN) programs were designed to address the predicted nursing shortfall. In Australia, although these programs attract students from culturally and linguistically diverse (CALD) backgrounds, the workload is compounded by cultural differences and a new academic learning environment which presents additional challenges. This qualitative descriptive study explored the experiences of GEN students enrolled in the introductory unit of their nursing program with embedded academic literacy support in Sydney, Australia. Twenty-four commencing GEN students were interviewed in January 2016. Interviews were transcribed verbatim and thematically analysed. Three main themes emerged which illustrated that GEN students were 'diamonds in the rough'. They possessed a raw natural beauty that required some shaping and polishing to ensure academic needs were met. To ensure retention is high, institutions need to evaluate how best to support and harness the potential of these unique students.
(Copyright © 2017 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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