Browsing by Author "Shannon K"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Age-friendly community evaluation: Report prepared for the Office for Seniors, Ministry of Social Development
    (Auckland University of Technology Centre for Active Ageing, 2018-05-21) Neville S; Adams J; Napier S; Shannon K
  • Thumbnail Image
    Item
    Beginning on an age-friendly journey: Barriers to implementing age-friendly initiatives
    (John Wiley & Sons Australia, Ltd on behalf of AJA Inc, 2021-12) Neville S; Napier S; Shannon K; Adams J
    OBJECTIVE: To explore the barriers to communities in New Zealand developing age-friendly initiatives. METHODS: A qualitative participatory approach underpinned this study. Semi-structured digitally recorded individual interviews were undertaken with 24 government officials, local government steering group members and community representatives from an urban city, provincial city and a rural district. A general inductive data analytic process was undertaken. The consolidated criteria for reporting qualitative research (COREQ) guidelines were followed to ensure rigour in this study. RESULTS: (a) Being at the beginning, (b) Minimal diversity and (c) Problems getting started were three key issues identified. CONCLUSIONS: New Zealand is in the early stages of becoming age-friendly. Findings from this study provide a place-based New Zealand perspective and have influenced central government social policy and practice development, culminating in resources supporting local government and communities to successfully implement age-friendly initiatives.
  • Thumbnail Image
    Item
    Learning experiences of first year graduate entry nursing students in New Zealand and Australia: a qualitative case study.
    (BioMed Central, 2023-03-20) Winnington R; Shannon K; Turner R; Jarden R; McClunie-Trust P; Jones V; Merrick E; Donaldson A; Macdiarmid R
    BACKGROUND: Graduate entry nursing programmes provide students with an accelerated pathway to becoming a registered nurse. Motivations for study, together with commonly shared characteristics of students enrolling in such programmes is becoming well documented, however, their experiences of studying for a professional qualification in this manner is less understood. As a means of maintaining the relevance of these fast-tracked programmes in the future, an understanding of graduate entry nursing students' experiences of academic teaching and clinical placements is imperative. OBJECTIVE: To explore the academic and clinical experiences of students enrolled in the first year of graduate entry nursing programmes in New Zealand and Australia. METHODS: A qualitative case study approach was taken. Here we report the experiences of nine students enrolled in their first year of a two-year graduate entry nursing programme during 2020. Semi-structured interviews were used for data collection and analysed using Braun and Clarke's thematic analysis. FINDINGS: Three overarching themes were developed-affirmation, reflections on expectations and clinical experiences. CONCLUSION: This study highlights the experiences of first year graduate entry nursing students, with many experiencing affirmation that their altruistic career visions came to fruition. The findings indicate that these graduate-entry nursing students interviewed for this study tended to be flexible and adaptable in their approach to study as a means of meeting the challenges of the programme, all of which are key characteristics for a registered nurse; with personal growth and the development of the self, providing preparation for their second year of study.
  • Thumbnail Image
    Item
    What motivates people to commence a graduate entry nursing programme: a mixed method scoping review
    (BioMed Central Ltd, 20/03/2021) Macdiarmid R; Turner R; Winnington R; McClunie-Trust P; Donaldson A; Shannon K; Merrick E; Jones V; Jarden R
    Background The global deficit of nurses demands urgent attention in the recruitment and education of this future workforce. Graduate entry nursing (GEN) programmes are one option for people with undergraduate degrees who are seeking nursing education. Determining the key motivations for enrolling in these programmes will support the development of new initiatives in the education sector to both recruit and retain this future workforce and inform future primary research. This scoping review aims to comprehensively describe what motivates graduates to enrol in GEN programmes. Methods Peer reviewed studies of quantitative, qualitative and mixed-method research investigating motivations to commence a graduate entry nursing programme were included, following a pre-determined protocol. Electronic databases searched included Cumulative Index to Nursing and Allied Health Literature (CINAHL), Emcare, ERIC, Medline and Scopus. Screening, data extraction and analysis was initially in duplicate and independent, then consensus reached. Qualitative and quantitative data was analysed and reported separately then combined thematically as a narrative synthesis in a convergent segregated approach. Reporting followed preferred reporting guidelines for scoping reviews. Results Of the 491 studies retrieved in July 2020, across the five databases and reference list search, six met the inclusion criteria. Four were qualitative studies, one mixed-methods, and one quantitative, respectively from Australia, USA, and New Zealand. 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. Conclusions There is a paucity of studies specifically seeking to investigate student motivations for enrolling in a GEN programme and only limited studies giving insights into motivators for enrolling in a GEN programme, therefore this scoping review contributes new understandings on the reason’s students choose GEN programmes. These are both altruistic and practical and include personal desires to help others, the need to pursue a satisfying and meaningful career and the shorter period out of the workforce offered by an accelerated programme of study.
  • Thumbnail Image
    Item
    What Motivates People to Start a Graduate Entry Nursing Programme: An Interpretive Multi-Centred Case Study
    (SAGE Publishing Inc, 2021) Macdiarmid R; McClunie-Trust P; Shannon K; Winnnington R; Donaldson AE; Jarden RJ; Lamdin-Hunter R; Merrick E; Turner R; Jones V
    INTRODUCTION: While graduate entry nursing programmes are well established in the United Kingdom and the United States of America (USA), they are relatively new to New Zealand and Australia. These programmes have been developed to meet the demands of the health workforce and provide graduates an alternative pathway to becoming a RN. Nursing is viewed as an attractive career option for this growing market of graduate entry students. OBJECTIVE: This study explored the motivations underpinning students choosing a graduate entry MNSc degree over a traditional undergraduate nursing programme. METHODS: 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) were eligible to take part in the study. Ten students agreed to take part and undertake an interview. Braun and Clarke's approach to thematic analysis was used to analyse the interview data. RESULTS: 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. CONCLUSIONS: The motivations to choose a MNSc degree were deeply considered, multifaceted, and influenced by nursing role models. Students wanting to engage with a graduate entry MNSc programme did so through a reflective process of assessing their current career status and future career values. Participants in this study believed nursing would provide a secure and sustainable career path, potentially creating new horizons or possibilities beyond their previous work and life experiences. Having insight into what motivates individuals to enrol in such programmes may assist both education providers and the health sector with RN graduate recruitment and graduate entry programme enrolment.