Nursing student profiles and occurrence of early academic failure: Findings from an explorative European study

DANTE, Angelo; Sónia FERRÃO; Darja JAROSOVA; Loreto LANCIA; Carla NASCIMENTO; Venetia NOTARA; Andrea POKORNÁ; Lubica RYBAROVA; Brigita SKELA-SAVIČ a Alvisa PALESE. Nursing student profiles and occurrence of early academic failure: Findings from an explorative European study. Nurse Education Today. Edinburgh: Churchill Livingstone, 2016, roč. 38, MAR, s. 74-81. ISSN 0260-6917. Dostupné z: https://doi.org/10.1016/j.nedt.2015.12.013.

Základní údaje

Originální název

Nursing student profiles and occurrence of early academic failure: Findings from an explorative European study

Autoři

DANTE, Angelo; Sónia FERRÃO; Darja JAROSOVA; Loreto LANCIA; Carla NASCIMENTO; Venetia NOTARA; Andrea POKORNÁ; Lubica RYBAROVA; Brigita SKELA-SAVIČ a Alvisa PALESE

Vydání

Nurse Education Today, Edinburgh, Churchill Livingstone, 2016, 0260-6917

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Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

30000 3. Medical and Health Sciences

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Impakt faktor

Impact factor: 2.533

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14110/16:00092581

Organizační jednotka

Lékařská fakulta

DOI

https://doi.org/10.1016/j.nedt.2015.12.013

UT WoS

000371951000014

EID Scopus

2-s2.0-84961050784

Klíčová slova anglicky

Nursing education; Nursing student; Profile; Explorative study; Early academic failure; Intention to leave; European; Bologna process

Štítky

EL OK

Příznaky

Mezinárodní význam, Recenzováno

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Anotace

V originále

Background: In the European context regulated by the Bologna Process principles, there is little evidence to date on the different profiles, if any, of nursing students enrolled in the 1st academic year and their academic outcomes. Aims: To describe and compare the nursing student profiles and their academic outcomes at the end of the 1st year across European Bachelor of Nursing Science (BNS) courses. Design: An exploratory multicentre cohort study involving five countries: Nursing students who were enrolled in nursing programmes for the academic year 2011/2012 in the participating BNS courses, willing to participate and regularly admitted to the 2nd academic year, were included in this study undertaken in 2013. Individual and faculty level variables were collected after having ensured the validity of the tools developed in English and then appropriately translated into the language of each participating country. Findings: A total of 378/710 (53.2%) students participated in the study. They attended from 390 to 810 h of lessons, while clinical experience ranged from 162 to 536 h. The students reported a mean average age of 21.4 (Confidence of Interval [CI] 95%, 21.0-22.3) and foreign students were limited in number (on average 3.7%). The students reported adopting mainly individual learning strategies (92.9%), duplicating notes or lecture notes prepared by professors (74.4%), and concentrating their study before exams (74.6%). The majority reported experiencing learning difficulties (49.7%) and a lack of academic support (84.9%). Around 332% reported economic difficulties and the need to work while studying nursing on average for 24 h/week. Personal expectations regarding the nursing role were different (45.6%) than the role encountered during the 1st year, as learning workloads were higher (57.2%) with regard to expectations. Around one-third of students reported the intention to leave nursing education while the proportion of those reporting early academic failure was on average 5.6%. Conclusions: More strategies aimed at harmonising nursing education across Europe, at supporting nursing students' learning processes during 1st year, and identifying factors influencing their intention to leave and their academic failure, are recommended.