Please use this identifier to cite or link to this item: https://ahro.austin.org.au/austinjspui/handle/1/32562
Title: Learning experiences of first year graduate entry nursing students in New Zealand and Australia: a qualitative case study.
Austin Authors: Winnington, Rhona;Shannon, Kay;Turner, Rosemary;Jarden, Rebecca J. ;McClunie-Trust, Patricia;Jones, Virginia;Merrick, Eamon;Donaldson, Andrea;Macdiarmid, Rachel
Affiliation: Auckland University of Technology,
The University of Melbourne, Parkville, VIC, 3010, Australia.
Austin Health
Waikato Institute of Technology, Hamilton, 3240, New Zealand.
University of Otago, Christchurch, 8052, New Zealand.
Social Science Tower, Massey University, 826, Manawatu, New Zealand.
Issue Date: 20-Mar-2023
Date: 2023
Publication information: BMC Nursing 2023-03-20; 22(1)
Abstract: Graduate entry nursing programmes provide students with an accelerated pathway to becoming a registered nurse. Motivations for study, together with commonly shared characteristics of students enrolling in such programmes is becoming well documented, however, their experiences of studying for a professional qualification in this manner is less understood. As a means of maintaining the relevance of these fast-tracked programmes in the future, an understanding of graduate entry nursing students' experiences of academic teaching and clinical placements is imperative. To explore the academic and clinical experiences of students enrolled in the first year of graduate entry nursing programmes in New Zealand and Australia. A qualitative case study approach was taken. Here we report the experiences of nine students enrolled in their first year of a two-year graduate entry nursing programme during 2020. Semi-structured interviews were used for data collection and analysed using Braun and Clarke's thematic analysis. Three overarching themes were developed-affirmation, reflections on expectations and clinical experiences. This study highlights the experiences of first year graduate entry nursing students, with many experiencing affirmation that their altruistic career visions came to fruition. The findings indicate that these graduate-entry nursing students interviewed for this study tended to be flexible and adaptable in their approach to study as a means of meeting the challenges of the programme, all of which are key characteristics for a registered nurse; with personal growth and the development of the self, providing preparation for their second year of study.
URI: https://ahro.austin.org.au/austinjspui/handle/1/32562
DOI: 10.1186/s12912-023-01233-9
ORCID: 0000-0002-6504-2856
0000-0003-1062-2578
0000-0003-2731-8361
0000-0003-4643-7147
0000-0001-8772-0403
0000-0003-0267-057X
0000-0003-4269-6360
0000-0002-8548-4221
0000-0003-4791-7417
Journal: BMC Nursing
Start page: 74
PubMed URL: 36935483
Type: Journal Article
Subjects: Clinical placements
GEN
Graduate entry nursing programmes
Nursing education graduate
Nursing students
Practical nursing
Qualitative case study
Appears in Collections:Journal articles

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