Support brings success: a longitudinal narrative study of articulating student nurses' transition journey from further education to higher education and graduation

Abstract

Introduction Entry to Higher Education has been promoted by governments internationally to enhance social outcomes for all and aid the creation of robust economies (Jones and Field, 2013). As a result flexible learning pathways have been developed by education providers to help meet this policy aim. This has included the introduction of articulation routes where students enter Higher Education at year two or year three following completion of a Higher National Certificate or Higher National Diploma at college (Scottish Funding Council, 2019). By allowing more students from non-traditional backgrounds to enter university, articulation has improved fair access and is a vehicle for social mobility (Scottish Government, 2016). In relation to the nursing profession, articulation also helps to meet the aim to grow the nursing workforce (Scottish Government and COSLA, 2022), as articulating nursing students graduate and register one year earlier than a student entering year one of an undergraduate nursing programme. Aim This longitudinal narrative study explores articulating student nurses’ experience of transition from Further Education to Higher Education and through to graduation via a summer transitional module in a Scottish university. Although transition to university has been studied, existing research on transition primarily focuses on first year entry to university. No research has been identified that focuses on articulating student nurses’ experience of transition from Further Education to Higher Education and through to graduation. Method A social constructionist approach is taken for this study, and the data take the form of narratives which represent the students’ experiences. Eleven articulating student nurses were recruited from year two of a Scottish university for this study. Each student took part in three semi-structured interviews, one in year two, one in year three and one at the point of completion of their undergraduate nursing programme. The focus of these interviews was to gather narratives on the students’ experiences of transition. Gee’s (1991; 2005; 2011; 2014a; 2014b) sociolinguistic theories were used to guide the holistic data analysis with the research findings presented thematically. Findings The key themes identified from the holistic analysis were support, motivation, confidence, time management, and being an adult learner. The theme of support incorporated all the support networks the students required to be successful in their studies. These included family and friends, peer support, academic and lecturer support, and mentor support. With regards to the theme of motivation, the students were motivated to come to university via the articulation pathway and succeed both academically and clinically. In relation to confidence, the students had growing confidence around their academic work, clinical competence, and also grew in personal confidence. For time management, students highlighted their academic workload, the need to juggle their many responsibilities, and the importance of using their time well. With regards to being an adult learner, the students were committed to their studies and understood the need to take responsibility and manage their own workload in the university setting. Overall the students were resilient and determined and were required to utilise all their support mechanisms to succeed in their goal to graduate and qualify as a registered nurse. Recommendations In conclusion the study findings suggest that the following key recommendations for stakeholders would support the successful articulation of student nurses. Higher Education Institutions should ensure effective partnership working with Further Education Colleges and Health Boards. They should provide a robust transitional programme and have structured academic and wider support services in place for articulating students through their university journey. Peer support should be used to facilitate integration of the articulating students into the established university cohort. Colleges should prepare students for articulation and provide tools for students to develop their time management and self-directed learning skills. Practice areas should provide targeted support for articulating students, particularly in their first practice placement. Policy makers should introduce funding for the additional study time and clinical hours the students must achieve prior to entering year two of university. Lastly, students should be encouraged to use all available informal and formal support networks to help bring success.