Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study

Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program... AbstractThis Participatory Action Research (PAR) project aimed to engage students from an accelerated 'fast track' nursing program in a mentoring collaboration, using an interdisciplinary partnership intervention with a group of academics. Student participants represented the disciplines of nursing and paramedicine with a high proportion of culturally and linguistically diverse (CALD) students. Nine student mentors were recruited and paired with academics for a three-month ‘mentorship partnership’ intervention. Data from two pre-intervention workshops and a post-intervention workshop were coded in NVivo11 using thematic analysis. Drawing on social inclusion theory, a qualitative analysis explored an iteration of themes across each action cycle. Emergent themes were: 1) ‘building relationships for active engagement’, 2) ‘voicing cultural and social hierarchies’, and 3) ‘enacting collegiate community’. The study offers insights into issues for contemporary accelerated course delivery with a diverse student population and highlights future strategies to foster effective student engagement. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Nursing Education Scholarship de Gruyter

Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study

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Publisher
De Gruyter
Copyright
© 2018 Walter de Gruyter GmbH, Berlin/Boston
ISSN
1548-923X
eISSN
1548-923X
D.O.I.
10.1515/ijnes-2017-0090
Publisher site
See Article on Publisher Site

Abstract

AbstractThis Participatory Action Research (PAR) project aimed to engage students from an accelerated 'fast track' nursing program in a mentoring collaboration, using an interdisciplinary partnership intervention with a group of academics. Student participants represented the disciplines of nursing and paramedicine with a high proportion of culturally and linguistically diverse (CALD) students. Nine student mentors were recruited and paired with academics for a three-month ‘mentorship partnership’ intervention. Data from two pre-intervention workshops and a post-intervention workshop were coded in NVivo11 using thematic analysis. Drawing on social inclusion theory, a qualitative analysis explored an iteration of themes across each action cycle. Emergent themes were: 1) ‘building relationships for active engagement’, 2) ‘voicing cultural and social hierarchies’, and 3) ‘enacting collegiate community’. The study offers insights into issues for contemporary accelerated course delivery with a diverse student population and highlights future strategies to foster effective student engagement.

Journal

International Journal of Nursing Education Scholarshipde Gruyter

Published: May 30, 2018

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