This research project aims to understand the experiences and needs of students undertaking graduate entry nursing (GEN) as a Master’s level programme. The outcome of this research aims to tailor such programmes to meet the specific needs and expectations of this mature postgraduate cohort as they simultaneously pursue Masters level study and a professional degree.
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Expanding the existing literature base to garner a fuller understanding of the needs and experiences of these students not only has the opportunity to improve teaching but can also assist in adding to the workforce of future nurses at an increased pace in order to keep up with both the local and global demand for experienced, intelligent and highly motivated nurses within the profession. This research is an ongoing project with a projected total of seven studies, with three of these studies published to date.
What we are doing now
Project Summary
Find out about our programme of research to date
Study One
Study One is a scoping review that aimed to understand what are the key motivations of students entering a GEN programme reported in the literature.
This scoping review aimed to comprehensively describe what motivates graduates to enrol in GEN programmes. Four themes of motivation were identified: 1) finding meaning and purpose through altruism and caring; 2) seeking a satisfying career, 3) looking for a change in direction and, 4) reduced financial burden due to course length and provision of scholarships.
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The scoping review was published in BMC Nursing in 2021 and can be found here
Study Two
Study Two is the first part of a longitudinal case study that aimed to understand what are the key motivations of students entering a GEN programme in Australia and New Zealand.
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This study explored the motivations underpinning students choosing a
graduate entry MNSc degree over a traditional undergraduate nursing programme. A
qualitative, longitudinal single case study design, informed by Yin was used. The first
phase of the study is reported here. All students commencing a MNSc degree at the
beginning of 2020 across four education providers (3 in New Zealand & 1 in
Australia). Three key themes of motivation were identified from the data: the
attraction of nursing; the clarity nursing offers in terms of career progression; and the
design of the intensive programme.
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The findings of this case study were published in Sage Open Nursing in 2021 and can be found here
Study Three
Study Three is a qualitative meta-synthesis which aimed to understand what are the experiences of students in a GEN programme reported in the literature.
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Objective of the research was to synthesise graduate entry nursing students’ self-reported experiences and perceptions of their accelerated programme. Fourteen studies were included. The analysis revealed three primary themes: what I bring and what I come with, developing a sense of self and nursing self, and what I need. Within these themes we found potential enablers of student success in learning; space, working together, and balancing work and life and learning to bridge two worlds. Students reflected on the benefits of academic support and shared their experiences of learning in clinical placement. In addition, students acknowledged the importance of clinical educators and preceptors who provided bridging that was
further scaffolded by simulated learning experiences. Findings indicate graduate entry nursing students have important needs and expectations of support in transition.
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The findings of Study Three were published in Nurse Education Today in 2021 and can be found here
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Study Four
Study Four is the second phase of the longitudinal case study aimed at understanding the experiences of students entering a GEN programme in Australia and New Zealand.
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A longitudinal case study approach was taken based on Yin. Here we report the
experiences of nine students enrolled in a graduate entry nursing programme, across four
tertiary education providers throughout Australia and New Zealand, during 2020. Semi-
structured interviews were used for data collection and analysed using Braun and Clarke’s
thematic analysis. Three overarching themes were developed - affirmation nursing was the correct career choice, the experience of studying in a graduate entry nursing accelerated
programme and nursing experienced through clinical placements.
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This study highlights the value of clinical placements in nurse education which, although demanding, are simultaneously affirmational. This study indicates that graduate entry nursing students are adaptable to meet the challenges of the programme, thus emerging with a maturity of emotional intelligence, preparing them for the second year of study.
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The findings of Study Four will be published soon.
Study Five
Study Five is a qualitative group study that aimed to understand what are the factors contributing to the success of a multi-site research collaboration.
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The aim of the study was to explore the experiences of members of a collaborative multi-site
research team involved in a longitudinal case study across four nursing education providers in
Australasia. Of particular interest were the participants’ experiences of conducting research within a team, perceptions of working relationships between team members, and use of information technology solutions to overcome geographical distances and social distancing requirements during the Covid-19 pandemic.
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The key findings from this study indicate that establishing safe academic relationships is paramount to successful collaborative practices; that collaborative research groups offer an opportunity to learn research processes from other members through sharing of expertise and skillsets, together with upholding a positive engagement with technology to ensure full research participation is achievable irrespective of geographical location.
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The findings of Study Five are published in the International Journal of Qualitative Studies.