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dc.contributor.authorZimmerman, Peta-Anne
dc.contributor.authorEaton, Rebecca
dc.contributor.authorBrown, Lynne
dc.contributor.authorFrommolt, Valda
dc.contributor.authorMitchell, Creina
dc.contributor.authorElder, Elizabeth
dc.contributor.authorLin, Frances
dc.date.accessioned2019-11-06T05:35:02Z
dc.date.available2019-11-06T05:35:02Z
dc.date.issued2019
dc.identifier.issn2352-0132
dc.identifier.doi10.1016/j.ijnss.2019.06.001
dc.identifier.urihttp://hdl.handle.net/10072/388938
dc.description.abstractObjectives: This study aimed to identify School and University support services available and accessed by nursing students transitioning into a university environment as many struggle to adjust to competing demands of personal commitments and expectations at university. Methods: A mixed methods design was used, based on activity theory and Lizzio's Five Senses of Success frameworks as exploratory guides. This study was conducted amongst the first year cohort at one campus of the Bachelor of Nursing (BN) program in Queensland, Australia. An initial baseline assessment of what University and School-based support services were on offer for students, and how the students interacted with the support services was conducted. This was followed by a survey to identify awareness and access to support services. Focus groups were then conducted to clarify the previous results and to determine engagement with these support services. Results: A randomly selected number of students (n = 150) in the first-year 2014 cohort of the BN program (n = 300) were included in this study. The survey was completed by 54 students and three semi-structured focus groups were conducted. The analysis indicated that the support services in place were successful in reaching the majority of students and contributed to their sense of success at university. Specifically students identified that a whole cohort approach to support enhanced their transition to university. Conclusion: Identifying lesser known services early in the first year will ensure that students are supported and encouraged to use all services, contributing to their sense of success at university.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom322
dc.relation.ispartofpageto328
dc.relation.ispartofissue3
dc.relation.ispartofjournalInternational Journal of Nursing Sciences
dc.relation.ispartofvolume6
dc.subject.fieldofresearchHigher education
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode390303
dc.subject.fieldofresearchcode4205
dc.subject.fieldofresearchcode3904
dc.subject.keywordsScience & Technology
dc.subject.keywordsLife Sciences & Biomedicine
dc.subject.keywordsNursing
dc.subject.keywordsEngagement
dc.subject.keywordsFirst year experience
dc.titleThe "five senses of success" in nursing students: Assessing first-year support engagement
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationZimmerman, P-A; Eaton, R; Brown, L; Frommolt, V; Mitchell, C; Elder, E; Lin, F, The "five senses of success" in nursing students: Assessing first-year support engagement, International Journal of Nursing Sciences, 2019, 6 (3), pp. 322-328
dcterms.dateAccepted2019-06-03
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated2019-11-04T22:05:32Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2019 Chinese Nursing Association. Production and hosting by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorZimmerman, Peta-Anne P.
gro.griffith.authorFrommolt, Valda J.
gro.griffith.authorElder, Elizabeth G.


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