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Attracting and retaining learning disability student nurses.

Recruitment onto pre-registration learning disability nursing courses has decreased considerably over the last decade. This paper reports the findings of the first stage of a longitudinal study that investigated the factors that influence students to train as learning disability nurses, and those th...

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Published in:British Journal of Learning Disabilities Vol. 35; no. 4; pp. 261 - 269
Main Authors: Owen S, Standen P
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Dec2007
Online Access:View this record in EBSCOhost
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      dt: Dec2007
      vid: 35
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        105888550
        2009713877
        10.1111/j.1468-3156.2007.00439.x
        105888550
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        atl: Attracting and retaining learning disability student nurses.
      aug:
        au:
          Owen S
          Standen P
        affil: Faculty of Health, Life and Social Sciences, University of Lincoln, Brayford Pool, Lincoln, UK
      sug:
        subj:
          Education, Nursing
          Intellectual Disability
          Specialization
          Students, Nursing
          Adult
          Attitude to Disability
          Community Health Centers
          Decision Making
          England
          Faculty Attitudes
          Female
          Health Policy
          Interviews
          Job Experience
          Male
          Middle Age
          Motivation
          Prospective Studies
          Student Attitudes
          Student Recruitment
          Student Retention
          Student Satisfaction
          Uncertainty
          Human
          Adult: 19-44 years
          Middle Aged: 45-64 years
          Female
          Male
      ab: Recruitment onto pre-registration learning disability nursing courses has decreased considerably over the last decade. This paper reports the findings of the first stage of a longitudinal study that investigated the factors that influence students to train as learning disability nurses, and those that influence their decision to continue or leave the course. Semi-structured interviews were conducted with one cohort of learning disability student nurses ( n = 19) within the first 6 months of their starting the Common Foundation Programme. A number of unexpected issues emerged. These revolved around the negativity displayed by some practitioners and tutors about learning disability nursing and how this in turn was impacting on the decision made by four of the students in particular to transfer to other branches of nursing. The paper concludes with some recommendations for Schools of Nursing to ensure that the speciality is seen as an attractive and worthwhile career option.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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