Sisterhood ‘We’ll pull each other through.’ The lived experience of mature female students on a Bachelor of Nursing (Adult) programme: an interpretative phenomenological analysis

Simpson, Owena 2021. Sisterhood ‘We’ll pull each other through.’ The lived experience of mature female students on a Bachelor of Nursing (Adult) programme: an interpretative phenomenological analysis. Cardiff University. Item availability restricted.

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Abstract

The purpose of this research was to explore and gain insight into the lived experiences of mature female students undertaking a Bachelor of Nursing (Adult) programme. It explored the challenges and barriers faced by the students and investigated the factors that support students who have considered leaving, to stay and continue with their studies. Interpretative phenomenological analysis provided a methodological framework and analytical approach which enabled an exploration through the theoretical lens of the lifeworld, of participants’ individual and shared lived experiences. Eight female, mature students who were at the end of their second year of the programme at a Higher Education Institution in South Wales participated in semi-structured, face-to-face interviews, which were analysed idiographically before group level analysis was undertaken. This research expands on current literature regarding the needs of this growing student nurse demographic. The key finding of the study has surfaced the power and role that belonging played in the student nurses’ experiences across all elements of the programme. The concept of belonging is fundamental in fostering a positive student experience. The participants highlighted the importance of feeling accepted, valued and included within the nursing and university environments. Findings showed that the students’ ambitions towards the end goal of becoming a Registered Nurse were the strongest motivator and had the greatest influence on their drive to continue their studies, even when they struggled. However, the course-related challenges also had a significant influence on their decisions to stay or go. The academic pressures and clinical placement experiences varied throughout the course caused an acute period of stress for some or resulted in an accumulation of challenges leading to feelings of being unable to continue with their studies. Participants emphasised the importance of support from various sources as key to progression, however, peer support was highlighted as most important in influencing their continuation by providing encouragement and support throughout the programme. Each student had a unique history, their past and present social and psychological experiences were multifaceted and complex. These differences influenced and shaped each individual and resulted in varying degrees of resilience and different motivations to continue. Every student had a dynamic set of circumstances and this study demonstrated that the identification of ‘at-risk’ students, purely based on demographics or information on a Curriculum Vitae, is problematic and potentially futile. This essential insight and understanding of mature female students’ meaning–making could be used to tailor University support systems, and thus inform curriculum development and support systems for maximising student retention. These findings are important for ensuring that services continue to develop and provide effective support to maximise retention and completion and, ultimately, increase the number of students entering the Nursing and Midwifery Council register.

Item Type:	Thesis (Other)
Date Type:	Completion
Status:	Unpublished
Schools:	Healthcare Sciences
Date of First Compliant Deposit:	22 March 2022
Last Modified:	07 Oct 2022 01:17
URI:	https://orca.cardiff.ac.uk/id/eprint/148380

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