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Exploring nursing students' experiences of a drop-in support-centre: A mixed-methods study.
Marian Martin1, Lucie M Ramjan2, Bronwyn Everett3
1Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
Nurse Education Today
|July 15, 2018
Summary
Attending a university Drop-In-Support-Centre (DISC) significantly improved academic performance for undergraduate nursing students. This initiative fostered a supportive community, enhancing learning experiences and outcomes.
Area of Science:
- Nursing Education
- Higher Education Pedagogy
- Student Support Services
Background:
- Blended learning in undergraduate nursing programs reduces on-campus interaction.
- This necessitates innovative strategies to support student engagement and academic success.
Purpose of the Study:
- To explore undergraduate nursing students' experiences with a Drop-In-Support-Centre (DISC).
- To assess the impact of DISC attendance on students' academic performance.
Main Methods:
- A concurrent mixed-methods approach was employed at a large metropolitan university in Sydney, Australia.
- Undergraduate nursing students participated in the study.
- Data included 12-month follow-up Grade Point Average (GPA) and qualitative semi-structured interviews regarding DISC experiences.
Main Results:
- 163 out of 1016 students (16%) attended the DISC.
- DISC attendees, particularly first-year students, demonstrated a higher GPA compared to non-attendees.
- Students attending the DISC were over three times more likely to achieve a GPA greater than 4.0.
Conclusions:
- The Drop-In-Support-Centre (DISC) is valuable for enhancing student learning experiences and academic outcomes.
- The program's success is evidenced by improved academic performance among attending students.
- Qualitative themes highlighted the DISC as a 'home away from home' and a source of community support.