Reduced withdrawal and failure rates of accelerated nursing students enrolled in pharmacology is associated with a supportive intervention

Autor: Sheila A Doggrell, Sally Schaffer
Rok vydání: 2014
Předmět:
Program evaluation
Male
Student Dropouts
Alternative medicine
InformationSystems_GENERAL
International education
0302 clinical medicine
ComputingMilieux_COMPUTERSANDEDUCATION
Medicine
School Admission Criteria
030212 general & internal medicine
Young adult
Medicine(all)
030504 nursing
Education
Nursing
Baccalaureate
General Medicine
Retention
Withdrawal
Female
0305 other medical science
Research Article
Adult
Educational measurement
medicine.medical_specialty
Models
Educational
education
MEDLINE
Education
Domestic students with non-university qualifications
03 medical and health sciences
Social support
Young Adult
Nursing
Intervention (counseling)
International students
Humans
Pharmacology
Medical education
ComputingMilieux_THECOMPUTINGPROFESSION
business.industry
Australia
Social Support
Domestic graduate
Nurses
International
ComputingMilieux_COMPUTERSANDSOCIETY
Accelerated nursing students
Students
Nursing
Educational Measurement
business
Program Evaluation
Zdroj: BMC Medical Education
ISSN: 1472-6920
Popis: Background To 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. Methods The 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. Results The accelerated nursing students were five years older than the traditional students (p
Databáze: OpenAIRE
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