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Oral cancer risk behaviours of Indian immigrants in Australia : a qualitative study
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Psychometric evaluation of the 11-item English language usage scale in commencing nursing students
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Knowledge, attitudes and practices of general medical practitioners in developed countries regarding oral cancer : an integrative review
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Cross-disciplinary collaboration to facilitate clinical communication workshops for undergraduate nursing students
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Nursing students' experiences of repeating units in an undergraduate program : a qualitative study
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Language support improves oral communication skills of undergraduate nursing students : a 6-month follow-up survey
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Arab-migrant cancer survivors' experiences of using health-care interpreters : a qualitative study
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Healthcare interpreter utilisation : analysis of health administrative data
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Students' experiences of embedded academic literacy support in a graduate entry nursing program : a qualitative study
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An examination of responses to surveys among Filipino-Australian migrants
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Retention and academic performance of undergraduate nursing students with advanced standing : a mixed-methods study
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Abstract:
Background: Undergraduate nursing students enter university through a variety of pathways. For some students this includes the granting of advanced standing based on recognition of prior qualifications. The impact of advanced standing on nursing students' transition, retention and success at university is not well understood. Objectives: The aim of this study was to examine the retention, academic success and experiences of students who commenced their undergraduate nursing studies with advanced standing. Design, setting, participants, methods: A sequential exploratory mixed methods design was used in this study, which involved undergraduate nursing students enrolled at a multi-campus university in Australia. Nursing students who enrolled in 2014 and did not opt out of program level research were included in the study. Results: Students with advanced standing were older (mean 31.6 versus 25.8 years, p < 0.001) and more likely to discontinue their studies at the end of Semester One (97% versus 95%, p = 0.015) than standard-entry students. Advanced standing was also shown to be an independent predictor of low GPA [OR: 1.69 (95% CI: 1.06 to 2.69]. Most students with advanced standing commenced directly into second year (45%) missing first year student connections and programs. Students reported feeling apprehensive, forgotten and ill-prepared for the expectations of university. Some showed significant strength and resilience while others were struggling to cope with the workload with minimal knowledge or understanding of supports available to them. Conclusions: The widening participation agenda is a commendable strategy however, students who enter university with advanced standing need targeted support to promote their transition, retention and success at university.
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Keyword:
academic achievement; education; nursing; nursing students; student retention; XXXXXX - Unknown
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URL: http://handle.uws.edu.au:8081/1959.7/uws:33656 https://doi.org/10.1016/j.nedt.2016.01.010
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‘I have only little English’ : language anxiety of Filipino migrants with chronic disease
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Is there a relationship between the diversity characteristics of nursing students and their clinical placement experiences? : a literature review
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Unravelling the complexities of nursing students’ feedback on the clinical learning environment : a mixed methods approach
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Unravelling the differences in attrition and academic performance of international and domestic nursing students with English as an additional language
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Psychometric testing of the english language acculturation scale in first-year nursing students
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Demographic and academic-related differences between standard-entry and graduate-entry nursing students : a prospective correlational survey
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The impact of term-time paid work on academic performance in nursing students : a longitudinal study
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Gender difference in academic performance of nursing students in a Malaysian university college
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Embedded academic writing support for nursing students with English as a second language
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