Navigating through Turbulence in the Nursing Talent Pipeline: A Constructivist Grounded Theory of Academic Success in Polytechnic Nursing Education.
Notice bibliographique
Résumé
The nursing profession is experiencing increasing challenges related to student retention, program attrition, and entry-to-practice preparedness. A significant proportion of new graduate registered nurses in Canada are exiting acute care roles early in their careers. Polytechnic nursing education in Canada focuses on preparing nurses to enter practice, primarily in acute care hospital settings, where the workforce shortages are sizeable and growing. Transition to practice challenges are muti-faceted, however, they are inherently tied to undergraduate nursing education in nursing. Considering several polytechnic nursing programs in Canada have committed to student seat expansion, there is a need to understand how students experience a academic success, as defined by using a multi-faceted conceptualization, in this underexplored context. Academic success in undergraduate nursing education, is predominantly examined using narrow measures of what it means to be successful. Grade point average and program completion as outcomes dominate the existing research literature, however, academic success in undergraduate nursing education is multi-faceted. Competence for entry to practice is not measured solely based on grades, therefore, research related to investigating this phenomenon requires a comprehensive framework as the starting point for inquiry. In an aim to address these gaps, this grounded theory study explores how undergraduate nursing students in non-university-affiliated polytechnic nursing programs in Canada navigate the complexities of achieving academic success. Using constructivist grounded theory, this study integrates interview data with theoretical sampling from open online discussion forums to co-construct a substantive theory of navigating turbulence in the nursing talent pipeline. The resulting theory conceptualizes academic success as a dynamic and iterative process influenced by institutional structures, personal strategies, and social networks. This study also highlights the methodological implications of integrating data scraping from online discussion forums as a novel approach to theoretical sampling in grounded theory research. This research identifies key recommendations to support nursing student success in polytechnic institutions across institutional, social, and personal levels. The findings highlight strategies to enhance educational experiences, optimize resources, and foster environments that promote both program completion and readiness for entry-to-practice and presents considerations regarding education policy changes that support equitable and sustainable approaches to polytechnic nursing education. Additionally, this study offers novel insights into the use of online discussion forums as a data source to expand concepts derived from participant interviews, applying grounded theory tools to deepen theoretical development. This research contributes to the growing body of knowledge on nursing education, academic success, and professional preparedness, offering a practical framework to inform curriculum development, institutional policies, and student support initiatives in polytechnic nursing education.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,013 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,004 |
| Études des sciences et des technologies | 0,008 | 0,043 |
| Communication savante | 0,013 | 0,007 |
| Science ouverte | 0,004 | 0,008 |
| Intégrité de la recherche | 0,002 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».