Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Health Sciences and Sport Journal Articles
Peer Review Status: Refereed
Title: An integrative literature review of student retention in programmes of nursing and midwifery education: why do students stay?
Author(s): Cameron, Joan
Roxburgh, Michelle
Taylor, Julie
Lauder, William
Contact Email:
Keywords: midwifery
College dropouts Prevention
Education, Higher Research
Adult education dropouts
Motivation in adult education
Nursing students
Issue Date: May-2011
Citation: Cameron J, Roxburgh M, Taylor J & Lauder W (2011) An integrative literature review of student retention in programmes of nursing and midwifery education: why do students stay?. Journal of Clinical Nursing, 20 (9-10), pp. 1372-1382.
Abstract: Aims and objectives. The purpose of the review was to identify student characteristics and strategies in research studies investigating retention (why students stay) as opposed to attrition (why students leave) nursing and midwifery preregistration programmes. Background. Retention in nursing and midwifery programmes is a serious international problem. Many governments are committed to diversifying both the student population and the health care workforce. This has led to higher education institutes in some countries offering places on nursing and midwifery programmes to students with non-traditional entry qualifications. There are suggestions that the policy of widening access has contributed to the challenges of retention in nursing and midwifery programmes. Design. Integrative literature review. Method. Undertaken using electronic databases and specific search terms, 15 articles were identified and reviewed. The critical appraisal tools produced by CASP (2009) were used to evaluate the quality of the data. Findings from the identified research literature were analysed using qualitative content analysis. Results. Two broad themes emerged from the analysis: Programme and Personal. Subthemes were identified in these that give clues as to why students stay: profession, support, student characteristics and family. Conclusions. Personal commitment and good support seem to be essential for students to remain on undergraduate programmes of nursing and midwifery. The term ‘support’ is rarely explicit and requires to be more clearly defined. Furthermore, studies reviewed fail to indicate clearly how to identify when students are most vulnerable and which interventions are most appropriate in different situations in supporting retaining students on programmes. Relevance to clinical practice. Nursing and midwifery student retention is a political and professional problem. Collaboration between clinical placement providers, academic institutions, students and their families is required to address the issue. Illumination of factors that help students stay may help us devise interventions that prevent future students leaving.
DOI Link: 10.1111/j.1365-2702.2010.03336.x
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.

Files in This Item:
File Description SizeFormat 
whystudents staymay2011.pdfFulltext - Published Version106.15 kBAdobe PDFUnder Embargo until 3000-01-01    Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.