Kerri Arcus & Ruth Crawford

403 – Kia Ora Hauora: Enthusing secondary school students about a nursing career

Introduction
Recruiting Māori into nursing and the health professions is part of the solution required to meet future Māori healthcare needs. Kia Ora Hauora (KOH) programmes provide a range of targeted interventions (activities) that expose secondary school students to focused, culturally appropriate experiences of health careers. Collaborative research undertaken between the Central Region KOH programme and Whitireia New Zealand, retrospectively investigated the efficacy of these programmes.
Background
Available evidence suggested that KOH was effective in enthusing Māori students about health careers, however further analysis was required to ascertain its effectiveness in the Central Region. KOH targeted activities include Tu Kaha conferences, work experience days, work observation days and weeks. Existing students’ evaluations from 2010 – 2015 were analysed. Data was examined using descriptive statistics and simple inferential statistics.

Results
Preliminary findings show that offering a range of interventions was effective. Of the 425 student engagements across all activities, approximately one third were male. Overall for all activities, 77.8% of males were interested in a health career, compared to 74.2% of females. Attendance was strongest at years 12 and 13, and peaked in year 12. However, interest in a health career was strongest in year 13 (89%), and 72.2% at year 12. Data analysis is ongoing.

Conclusion
Developing the Māori health workforce, particularly as nursing is the biggest professional group involved in health care delivery, is critical to ensure the quality of the future New Zealand health system. Identifying strategies that successfully promote these careers to Māori youth is essential.

Key words: Nursing; health professions; Māori health workforce; secondary school.

Yangama Jokwiro

404 – Improving students’ experiences and retention in advanced standing pathways of a bachelor of nursing in Australia

Introduction
This paper reports research conducted relating to factors promoting retention and success for advanced-standing pathway students in an Australian Bachelor of Nursing (BN) degree.

Background

Advanced-standing pathways are increasingly sought by students with previous degrees (Graduate Entry (GE) or nursing qualifications (enrolled nurses (EN)).  These students may have higher attrition and poorer academic performance, compared with students without advanced standing.

Method

To understand challenges and needs of nursing students enrolled in a GE or EN entry pathway of a BN degree, an anonymous survey was undertaken.  Clinical and classroom facilitators were interviewed to explore educators’ perceptions of challenges for these students.  Finally, routine progression data and students’ academic results were analysed in comparison with those of students not receiving credit for previous studies.

Results

GE/EN students were more likely to be older than full-programme students, and reported significant challenges in managing their work-life-study balance.   GE students had higher and EN students lower average marks compared with the main student body.  EN students were challenged by the transition from EN to student registered nurse status, while GE students found clinical nursing concepts/skills challenging.  Poor academic performance and financial pressures were associated with course attrition.

Conclusion
Students in advanced standing pathways need targeted support to promote academic success.

Key Words: Nursing, education; student retention; graduate entry; enrolled nurse

Jane Walker

405 – Students’ perceptions of a bachelor of nursing clinical fellowship
Co-authors Lauren McTier and Nicole M. Phillips

Introduction
A School of Nursing and Midwifery in Victoria, Australia has conceptualised and implemented a unique clinical programme called Clinical Fellowship Model. The aim of this research was to explore and describe student perceptions of a newly established Clinical Fellowship Model.

Background
Over twelve years the Clinical Fellowship Model has grown and the School and its partners currently offer ten different Models. All are underpinned by a world leading Bachelor of Nursing curriculum (Quacquarelli Symond Top Universities, 2015). The most recent Clinical Fellowship Model commenced in 2015, and it was important and opportune for the School of Nursing and Midwifery to investigate the newly established Clinical Fellowship Model.

Methods
This research study was conducted in 2015. An exploratory descriptive design was used and data was collected through a semi-structured focus group. All first year nursing students who had recently joined the Clinical Fellowship Model were invited to participate (n=25), 6 participated in the study.

Results
Data was analysed using Burnard’s (1991) method of analysing qualitative interviews. Five themes were identified from the thematic analysis; belonging, supportive environment, facilitation, physical environment and expectations.

Conclusion
Findings indicate that the students felt connected, nurtured and part of the team within the selected Clinical Fellowship Model. Being a member of one healthcare organisation, directly linking knowledge and skill through all aspects of learning, instilled confidence and enhanced learning for these fellowship students.

Key words: Nursing, Education; Nursing Student; Student Perceptions; Clinical Placement.

Margaret Vick & Gudrun Dannenfeldt

407 – A measure of compassion in healthcare students

Introduction and Background

The aim of this research was to measure whether students in health specific professions had compassionate attributes at the beginning of their course of study. The significance of compassion cannot be underestimated as a core attribute in healthcare, as highlighted in recent research from a number of different disciplines (Bramley & Matti, 2014; Hall, 2013; Radley & Figley, 2007). The word ‘compassion’ is rarely mentioned in health policy documents or professional competency guidelines in New Zealand. With an aging population and increasing demands in the healthcare workforce (National Nursing Organisation, 2014) attracting and retaining students who show compassion to work in the health professions is increasingly important. The health educators researching this topic, were interested in finding out whether compassionate attributes can be developed and retained in students studying health and social practice at undergraduate level. In order to measure whether these students had compassionate attributes, we used a self-administered ‘Compassion to Others’ psychometric scale (Pommier, 2010). A total of 174 students, enrolled in the first semester of Nursing, Midwifery and Social Work at the Waikato Institute of Technology (Wintec) in Hamilton, participated. An analysis of the data collected suggested students began study with compassionate attributes. Demographic data was collected in the areas of gender, ethnicity and age, however, because of the numbers involved, not all results were statistically significant. In 2017 we are continuing to follow this cohort on a longitudinal basis, to study whether compassion is being maintained or enhanced during the period of their education.

Key words: nursing students and compassion