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Related Experiment Video

Updated: Jun 20, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Researching student absence: methodological challenges and ethical issues.

Pat Young¹, Sue Yates, Caroline Rickaby

¹Faculty of Health and Life Sciences, University of the West of England, Bristol, Blackberry Hill, Bristol BS16 1DD, UK. pat2.young@uwe.ac.uk

Nurse Education Today

|September 18, 2009

Summary

This summary is machine-generated.

This study explored why nursing students miss compulsory sessions, facing challenges in obtaining informed consent and in-depth reasons from absent students via telephone interviews.

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Area of Science:

Health Sciences
Education Research

Background:

Compulsory nursing education sessions have a persistent 20% non-attendance rate.
Previous research on student session views excluded absent students.
Understanding absent students' perspectives is crucial for educational improvement.

Purpose of the Study:

To explore the reasons for non-attendance among nursing students.
To investigate the ethical and methodological challenges of researching absent student populations.
To gain insights from students who do not attend compulsory university sessions.

Main Methods:

Qualitative research design.
Telephone interviews with non-attending nursing students.
Researcher independent from course management to ensure objectivity.

Main Results:

Significant difficulties were encountered in obtaining informed consent from absent students.
Challenges existed in eliciting detailed reasons for non-attendance beyond superficial responses.
The study highlights the complexities of researching hard-to-reach student groups.

Conclusions:

Researching absent students presents unique ethical and methodological hurdles.
Standard research methods may be insufficient for capturing the experiences of non-attending students.
Further methodological innovation is needed to accurately represent all student voices in educational research.