The impact of good student selection on

retention.

Mary Crawford

Florence Nightingale School of Nursing and Midwifery

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Context

Nursing students• Pre qualification

• BSc (hons) programme

• Graduate entry diploma programme

• Diploma of Higher Education programme

• Adult / child / mental health branch programmes

What is our aim?

Application

Successful enrolment Retention

Qualification and entry to professional register 3

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Aim of selection

Select from wide pool of suitable applicants

Recruit to target commissioned numbers

Low attrition

Employability

Desire to work as nurse in long term

Ability to become leading practitioner

Entry Qualifications

• Wide range of qualifications accepted.

• Sound numeracy and literacy necessary.

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Which applicants do we want?Someone who:

•Makes sound judgements•Has good interpersonal skills •Has good key skills•Wishes to serve the community

•Can undertake physically demanding work

•Can learn from new situations

Characteristics of good nurse (identified by patients and relatives) •Confident

•Compassionate

•Knowledgeable

•Good clinical skills

•Listening skills

•Shows respect

•Looking smart

(Rush & Cook 2006)7

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Is it possible to “talent spot” at application?

• How to spot potential

• How to test potential

• Some skills / characteristics inherent

• Can someone apply new learning?

• What can be taught?

Student population

Ethnic diversity

Maturity of students

Financial issues for different students

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Mature students

Length of time since studying

University life geared to the young

Financial issues

Child Care issues

Part time working

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Can we turn attrition into retention? Every student has own story

Individual issues v programme issues

More useful to focus on success rather than failure – i.e. why do they stay

What can we do to keep someone who is thinking of going?

Why do students stay?

• Academically stronger students may problem solve more effectively

• Timely support from staff

• Personal tutor relationship

• Early intervention

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Other predictors affecting retention • Entry qualifications (McCarey et al

2006)

• Distance from “home”

• Early engagement

• Attendance

What might help?

•Pre- enrolment induction for mature learners

•Identification of at risk students

•Early intervention

•Buddy systems

•Case management

•“Boot camp” (Pullen et al 2009)

•Web based student support systems

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Conclusion

Predicting achievement is complex

Focus upon achievement more helpful than attrition

Early intervention may reduce attrition

Select the right students to start with

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Questions

How useful is previous educational achievement?

What part does college support play?

What should be tested at application?

Is it worth trying to keep a student who is thinking of leaving?

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