Marian Martin1, Lucie M Ramjan2, Bronwyn Everett3, Paul Glew4, Joan Lynch5, Yenna Salamonson6. 1. Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: m.martin@westernsydney.edu.au. 2. Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: l.ramjan@westernsydney.edu.au. 3. Western Sydney University, School of Nursing and Midwifery, South Western Sydney Local Health District, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 7017, Liverpool BC, NSW 1871, Australia. Electronic address: b.everett@westernsydney.edu.au. 4. Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: p.glew@westernsydney.edu.au. 5. Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: joan.lynch@westernsydney.edu.au. 6. Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research, Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: y.salamonson@westernsydney.edu.au.
Abstract
BACKGROUND: The increased use of blended learning approaches in undergraduate nursing programs has resulted in reduced on-campus contact with academic staff and other students. OBJECTIVES: To explore student's experiences of a Drop-In-Support-Centre and assess the impact of attendance on academic performance. DESIGN: Concurrent mixed-methods. SETTING: A large metropolitan, multi-campus university in Sydney, Australia. PARTICIPANTS: Undergraduate nursing students enrolled in a 3-year Bachelor of Nursing program. METHODS: In March 2016, to support students' learning, a weekly Drop-In-Support-Centre (DISC) initiative was piloted. The DISC provided an informal, learning space one day a week for students to access academic support. Baseline quantitative data was extracted from the University administrative dataset with a 12-month follow-up Grade Point Average (GPA) in January 2017. Attendance at the DISC was collected progressively throughout 2016. Qualitative data were collected using semi-structured interviews. RESULTS: Of 1016 undergraduate nursing students enrolled on the campus, 163 (16%) attended DISC at least once. Attendees were older, more likely to be Overseas-born (74% versus 45% native-born, p < 0.001). Sub-group analysis of first year students revealed attendees had a higher grade point average than non-attendees (4.20 versus 3.85, p = 0.005). Controlling for demographic factors, they were over three times more likely (Adjusted Odds Ratio: 3.75, 95% CI: 1.44-9.78) to achieve a higher GPA (>4.0) compared to non-attendees. Thirteen students were interviewed. Two main themes emerged; 1) 'Home away from home' and 2) 'A sense of community: Everyone supports each other' with three accompanying sub-themes. CONCLUSIONS: This study supports the usefulness of a Drop-In-Support-Centre in enhancing students' learning experiences and outcomes. The success of the program is highlighted by an improvement in academic performance of students who attended the DISC.
BACKGROUND: The increased use of blended learning approaches in undergraduate nursing programs has resulted in reduced on-campus contact with academic staff and other students. OBJECTIVES: To explore student's experiences of a Drop-In-Support-Centre and assess the impact of attendance on academic performance. DESIGN: Concurrent mixed-methods. SETTING: A large metropolitan, multi-campus university in Sydney, Australia. PARTICIPANTS: Undergraduate nursing students enrolled in a 3-year Bachelor of Nursing program. METHODS: In March 2016, to support students' learning, a weekly Drop-In-Support-Centre (DISC) initiative was piloted. The DISC provided an informal, learning space one day a week for students to access academic support. Baseline quantitative data was extracted from the University administrative dataset with a 12-month follow-up Grade Point Average (GPA) in January 2017. Attendance at the DISC was collected progressively throughout 2016. Qualitative data were collected using semi-structured interviews. RESULTS: Of 1016 undergraduate nursing students enrolled on the campus, 163 (16%) attended DISC at least once. Attendees were older, more likely to be Overseas-born (74% versus 45% native-born, p < 0.001). Sub-group analysis of first year students revealed attendees had a higher grade point average than non-attendees (4.20 versus 3.85, p = 0.005). Controlling for demographic factors, they were over three times more likely (Adjusted Odds Ratio: 3.75, 95% CI: 1.44-9.78) to achieve a higher GPA (>4.0) compared to non-attendees. Thirteen students were interviewed. Two main themes emerged; 1) 'Home away from home' and 2) 'A sense of community: Everyone supports each other' with three accompanying sub-themes. CONCLUSIONS: This study supports the usefulness of a Drop-In-Support-Centre in enhancing students' learning experiences and outcomes. The success of the program is highlighted by an improvement in academic performance of students who attended the DISC.