RePAIRing the student nurse journey: empowering interrupted students through innovative support strategies

Barry Hill, Tor Alexander Bruce, Dominic Simpson, Deborah Flynn, Sasha Ban, Debra Porteous

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Abstract

This article reports on a study that evaluated an innovative 6-week summer returners' programme, part of the Health Education England RePAIR project, designed to support nursing students who have interrupted their studies. Held from May to July 2022, the programme addressed diverse needs through academic guidance, mental health and resilience workshops, creative arts, professional identity development, and practical nursing skills training. The programme ran alongside support from the programme team, student engagement services, and ongoing communication via phone and email. Despite non-mandatory sessions leading to varying attendance, the combined efforts facilitated the return of 67 out of 135 interrupted students. Thematic analysis identified four key themes: anticipation and fear, making contact and reaching out, preparing for return, and psychological wellbeing. The programme's effectiveness underscores the necessity of tailored support strategies to enhance retention and wellbeing. This innovative approach highlights the importance of personalised support in aiding nursing students' return to education and addressing nursing workforce shortages.
Original languageEnglish
Pages (from-to)884-889
Number of pages6
JournalBritish Journal of Nursing
Volume33
Issue number18
Early online date11 Oct 2024
DOIs
Publication statusPublished - Oct 2024

Keywords

  • Nurse education
  • Academic interruptions
  • Mental health
  • Attrition
  • Psychological wellbeing
  • Student experience
  • Innovative pedagogy
  • RePAIR project

Equality, Diversity and Inclusion keywords

  • Accessibility

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