Student Progression – A Multifaceted Phenomenon

Abstract

This study explored the progression of a cohort of first-year student nurses. A Model of Student Progression was designed based on a review of the student nurse attrition literature, Erikson’s and Chickering’s identity development theories and Tinto’s student integration model. The Model acted as a framework for the pragmatic, mixed- methods study’s design. Data (questionnaire, interview and exam board data) was analysed using descriptive statistics and thematic ‘interpretive description’. Findings indicated that some background and demographic factors had a significant link with end-of-year grades (ethnicity, religion, academic self-perception, and entry qualifications). Interviews highlighted themes affecting progress (student preparation for study, course expectations, support, motivation, integration and career choice). It was found that the Model provided a suitable framework for the study and that student progression is multifaceted and often belies a complex interaction of a range of influential factors.