Students' experiences of embedded academic literacy support in a graduate entry nursing program: A qualitative study

Lucie M Ramjan; Della Maneze; Bronwyn Everett; Paul Glew; Suza Trajkovski; Joan Lynch; Yenna Salamonson

doi:10.1016/j.nepr.2017.12.001

Students' experiences of embedded academic literacy support in a graduate entry nursing program: A qualitative study

Nurse Educ Pract. 2018 Jan:28:302-309. doi: 10.1016/j.nepr.2017.12.001. Epub 2017 Dec 11.

Authors

Lucie M Ramjan¹, Della Maneze², Bronwyn Everett³, Paul Glew⁴, Suza Trajkovski⁵, Joan Lynch⁶, Yenna Salamonson⁷

Affiliations

¹ Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: l.ramjan@westernsydney.edu.au.
² South Western Sydney Local Health District, Ground Floor, Suite 3, 1 Bolger Street, Campbelltown, NSW, 2560, Australia; Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: della.maneze@sswahs.nsw.gov.au.
³ Ingham Institute for Applied Medical Research, Western Sydney University, School of Nursing and Midwifery, South Western Sydney Local Health District, Locked Bag 7017, Liverpool BC, NSW 1871, Australia. Electronic address: bronwyn.everett@sswahs.nsw.gov.au.
⁴ Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: p.glew@westernsydney.edu.au.
⁵ Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: s.trajkovski@westernsydney.edu.au.
⁶ Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: joan.lynch@westernsydney.edu.au.
⁷ Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: y.salamonson@westernsydney.edu.au.

PMID: 29249629
DOI: 10.1016/j.nepr.2017.12.001

Abstract

Graduate entry nursing (GEN) programs were designed to address the predicted nursing shortfall. In Australia, although these programs attract students from culturally and linguistically diverse (CALD) backgrounds, the workload is compounded by cultural differences and a new academic learning environment which presents additional challenges. This qualitative descriptive study explored the experiences of GEN students enrolled in the introductory unit of their nursing program with embedded academic literacy support in Sydney, Australia. Twenty-four commencing GEN students were interviewed in January 2016. Interviews were transcribed verbatim and thematically analysed. Three main themes emerged which illustrated that GEN students were 'diamonds in the rough'. They possessed a raw natural beauty that required some shaping and polishing to ensure academic needs were met. To ensure retention is high, institutions need to evaluate how best to support and harness the potential of these unique students.

Keywords: Academic literacy support; Curriculum design and delivery; Graduate entry nursing; Teaching and learning.

MeSH terms

Australia
Cultural Diversity*
Education, Nursing, Baccalaureate
Education, Professional, Retraining*
Humans
Literacy*
Qualitative Research
Students, Nursing / psychology*