Winnington Rhona, Shannon Kay, Turner Rosemary, Jarden Rebecca, McClunie-Trust Patricia, Jones Virginia, Merrick Eamon, Donaldson Andrea, Macdiarmid Rachel
Auckland University of Technology, 90 Akoranga Drive, Northcote, Auckland, 0627, New Zealand.
The University of Melbourne, Parkville, VIC, 3010, Australia.
BMC Nurs. 2023 Mar 20;22(1):74. doi: 10.1186/s12912-023-01233-9.
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.
护理学研究生入学课程为学生提供了一条加速成为注册护士的途径。攻读此类课程的学生的学习动机以及他们的共同特征已有详尽记录，然而，以这种方式攻读专业资格的学生的经历却鲜为人知。为了使这些快速课程在未来保持相关性，了解护理学研究生入学学生在学术教学和临床实习方面的经历势在必行。
探讨新西兰和澳大利亚护理学研究生入学课程一年级学生的学术和临床经历。
采用定性案例研究方法。在此，我们报告了2020年参加为期两年的护理学研究生入学课程第一年的九名学生的经历。采用半结构化访谈收集数据，并使用布劳恩和克拉克的主题分析法进行分析。
形成了三个总体主题——肯定、对期望的反思和临床经历。
本研究突出了护理学研究生入学一年级学生的经历，许多学生都得到了肯定，他们利他的职业愿景得以实现。研究结果表明，参与本研究的这些护理学研究生入学学生在学习方法上往往灵活且适应性强，以此应对课程挑战，所有这些都是注册护士的关键特征；个人成长和自我发展为他们的第二年学习做好了准备。
