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Taylor A, Bobadilla Sandoval C. Fitting work? Students speak about campus employment. VOCATIONS AND LEARNING 2023; 17:1-19. [PMID: 38516306 PMCID: PMC10951021 DOI: 10.1007/s12186-023-09333-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Accepted: 08/15/2023] [Indexed: 03/23/2024]
Abstract
Balancing part-time work and studies has become commonplace for university students in Canada and other countries where the costs of education have risen over time. While there is a substantial literature on the impacts of term-time work on studies, little has been written about campus employment programs, which are becoming more commonplace in North American universities. This paper addresses this gap by considering students' experiences in such a program at a western Canadian university. Focusing primarily on qualitative data from a longitudinal study, we examine the various reasons for the attractiveness of this program, which go beyond the promise of professional, career-related work experience. Our analysis draws on the academic literature on work-study roles, which examines whether term-time work has a more positive or negative effect on student outcomes as well as sociocultural literature that is more attentive to different contextual features of the work-study relationship. We find that university-sponsored jobs are highly valued by students for their workplace relationships, regulation, and flexibility. Positive relationships at work are facilitated by supervisors' recognition of students' academic priorities and opportunities to develop peer-support networks on campus. Other important features for students include the convenience of working where one studies, and the ability to build work schedules around academic schedules. However, the limited access to 'good' campus jobs raises concerns about equity.
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Affiliation(s)
- Alison Taylor
- Department of Educational Studies, University of British Columbia, Education Centre at Ponderosa Commons, 6445 University Boulevard Vancouver, British Columbia, V6T 1Z2 Canada
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Creed PA, Hood M, Bialocerkowski A, Machin MA, Brough P, Kim S, Winterbotham S, Eastgate L. Students managing work and study role boundaries: a person-centred approach. Front Psychol 2023; 14:1116031. [PMID: 37408956 PMCID: PMC10318358 DOI: 10.3389/fpsyg.2023.1116031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Accepted: 05/09/2023] [Indexed: 07/07/2023] Open
Abstract
To cope with demands of working while studying, students must structure the boundaries between these roles (e.g., integrate or segment them) to suit their preferences and circumstances. However, students differ on how well they do this, and we do not yet understand the factors that contribute to managing work and study well. We sought to determine if different student groups existed and if the groups reported different work, study, and wellbeing outcomes. Using latent profile analysis and assessing work-study boundary congruence and flexibility (N = 808; 76% female; MAge 19.6 years), we identified four groups of (a) "balanced" (65.4%; with moderate boundary congruence and flexibility); (b) "high work congruence and flexibility" (17.5%; working arrangements supportive of study role); (c) "low work congruence and flexibility" (9.7%; unsupportive workplace arrangements); and (d) "low study congruence" (7.3%; study arrangements unsupportive of work role). These groups reported different work/study demands, role conflict, study burnout, and perceived employability, with "balanced" and "high work congruence and flexibility" groups scoring more positively and "low work congruence and flexibility" and "low study congruence" groups scoring more negatively. Results supported that different student groups existed, and these will need different supports to manage their multiple role responsibilities.
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Affiliation(s)
- Peter A. Creed
- School of Applied Psychology, Griffith University, Southport, QLD, Australia
- Centre for Work, Organisation, and Wellbeing, Griffith University, Nathan, QLD, Australia
| | - Michelle Hood
- School of Applied Psychology, Griffith University, Southport, QLD, Australia
- Centre for Work, Organisation, and Wellbeing, Griffith University, Nathan, QLD, Australia
| | - Andrea Bialocerkowski
- Office of the Pro Vice Chancellor, Griffith Health, Griffith University, Southport, QLD, Australia
| | - M. Anthony Machin
- School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, QLD, Australia
| | - Paula Brough
- School of Applied Psychology, Griffith University, Southport, QLD, Australia
- Centre for Work, Organisation, and Wellbeing, Griffith University, Nathan, QLD, Australia
| | - Sujin Kim
- School of Applied Psychology, Griffith University, Southport, QLD, Australia
| | - Sonya Winterbotham
- School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, QLD, Australia
| | - Lindsay Eastgate
- School of Applied Psychology, Griffith University, Southport, QLD, Australia
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Quansah F, Hagan JE, Ankomah F, Srem-Sai M, Frimpong JB, Sambah F, Schack T. Relationship Between COVID-19 Related Knowledge and Anxiety Among University Students: Exploring the Moderating Roles of School Climate and Coping Strategies. Front Psychol 2022; 13:820288. [PMID: 35432145 PMCID: PMC9007403 DOI: 10.3389/fpsyg.2022.820288] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Accepted: 02/17/2022] [Indexed: 12/12/2022] Open
Abstract
The emergence of the COVID-19 pandemic resulted in abrupt disruptions in teaching and learning activities in higher education, with students from diverse programs suffering varying levels of anxieties. The physical education field happens to be one of the most affected academic areas due to its experiential content as a medium of instruction. In this study, we investigated the roles of school climate and coping strategies in the relationship between COVID-19 related knowledge and anxiety. Through the census approach, a cross-sectional sample of 760 students was administered a questionnaire in two universities offering Physical Education in Ghana: the University of Education, Winneba, and University of Cape Coast. The outcome of the study found a positive and significant link between COVID-19 knowledge and anxiety. Further, school climate and coping strategies significantly moderated the relationship between students' COVID-19 knowledge and associated anxiety. The findings have implications for creating a conducive school environment that reduces the risk of COVID-19 infection and through students' adoption of active coping strategies in an attempt to reduce psychological distress associated with COVID-19 anxiety.
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Affiliation(s)
- Frank Quansah
- Department of Educational Foundations, University of Education, Winneba, Ghana
| | - John E. Hagan
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast, Ghana
- Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany
| | - Francis Ankomah
- Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana
- Department of Education, SDA College of Education, Asokore-Koforidua, Ghana
| | - Medina Srem-Sai
- Department of Health, Physical Education, Recreation and Sports, University of Education, Winneba, Ghana
| | - James B. Frimpong
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast, Ghana
| | - Francis Sambah
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast, Ghana
| | - Thomas Schack
- Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany
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Strengthening external protective resources to promote prelicensure nursing students' resilience. J Prof Nurs 2022; 39:10-18. [DOI: 10.1016/j.profnurs.2021.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 12/01/2021] [Accepted: 12/09/2021] [Indexed: 11/21/2022]
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Grimmond T, Yazidjoglou A, Strazdins L. Earning to learn: the time-health trade-offs of employed Australian undergraduate students. Health Promot Int 2021; 35:1302-1311. [PMID: 31986198 DOI: 10.1093/heapro/daz133] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Australian undergraduate students are facing difficult economic circumstances and rates of psychological distress are well above the general population. Many are combining their study with paid work to manage financially. There is, however, little to no research on the relationship between economic pressures, academic demands and health (mental and physical) among these young adults. This study used a mixed-methods approach, combining semi-structured interviews with health measures to investigate the interactions and interconnections between work, study and health among 22 Australian undergraduate students. Thematic data analysis concentrated on the effect of time constraints on health, due to the financial and academic demands of contemporary undergraduate life. We found that students felt time-pressured, and commonly sacrificed sleep, nutrition, exercise and lecture attendance as a way of managing employment demands. These strategies contributed to poor health; we observed very high rates of psychological distress, poor sleep, diet and exercise, peaking during exams. Our in-depth study illustrates the challenges facing the current generation of undergraduate students in Australia, raising their study-work conflict as a genuine public health and social equity issue.
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Affiliation(s)
- Tessa Grimmond
- Research School of Population Health, Australian National University, 62 Mills Road, Acton ACT 2601, Australia
| | - Amelia Yazidjoglou
- Research School of Population Health, Australian National University, 62 Mills Road, Acton ACT 2601, Australia
| | - Lyndall Strazdins
- Research School of Population Health, Australian National University, 62 Mills Road, Acton ACT 2601, Australia
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Wan MM, Feng L, Meng X, Zhai M, Konopaske R. Working College Students' Time Pressure and Work-School Conflict: Do Boundary Permeability and Dispositional Mindfulness Matter? Psychol Rep 2021; 125:3100-3125. [PMID: 34225512 DOI: 10.1177/00332941211029621] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Although working college students are experiencing increasing demands on their time, the influence of time pressure on students' work-school experience has been under-studied in the extant career development literature. Drawing on boundary theory and conservation of resources theory, the present research investigates the degree to which work or school time pressure is associated with working college students' work-school conflict through work-school boundary permeability. Moreover, this study considers dispositional mindfulness as an individual resource that buffers the relationships above. Using a sample of 222 working college students in a large and diverse public university in the United States, we find support that work and school time pressures predict higher work-school conflict through work-school boundary permeability. Results also suggest that dispositional mindfulness moderates the indirect relationship among school time pressure, school-to-work boundary permeability, and school-to-work conflict. We discuss the theoretical and practical implications of our findings.
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Affiliation(s)
- Min Maggie Wan
- McCoy College of Business, 7174Texas State University, San Marcos, TX, USA
| | - Li Feng
- McCoy College of Business, 7174Texas State University, San Marcos, TX, USA
| | - Xiao Meng
- McCoy College of Business, 7174Texas State University, San Marcos, TX, USA
| | - Muxin Zhai
- McCoy College of Business, 7174Texas State University, San Marcos, TX, USA
| | - Robert Konopaske
- McCoy College of Business, 7174Texas State University, San Marcos, TX, USA
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Manyeneng LG, Pilusa ML, Mogotlane MS. Health and safety risks affecting part-time nursing students. Health SA 2021; 26:1404. [PMID: 33936784 PMCID: PMC8063527 DOI: 10.4102/hsag.v26i0.1404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2020] [Accepted: 02/24/2021] [Indexed: 11/24/2022] Open
Abstract
Background Professional nurses who are employed full-time can study their postgraduate programmes part-time to add to the basic qualification they obtained through relevant institutions of higher education like universities or colleges. Although there are advantages for part-time study such as improvement of qualifications, enhancement of personal development and increased chance of promotion, there are disadvantages as well, which includes keeping a job, attending to family and social responsibilities, time management to ensure that studying is done after work or in-between work and other activities, attending to assignments and complying with the requirements to acquire the qualification. Aim This study aimed to explore health and safety risks faced by nurses who work and study part-time. Setting The study was conducted at a university in Gauteng province, South Africa. Nurses who undertake part-time studies at this university were the focus of study. Method The research design used in the study was an exploratory, quantitative method that was contextual in nature. Data were collected using a self-administered questionnaire that comprised of demographical and health and safety aspects. Data were analysed by means of descriptive statistics using the Statistics package for Social Sciences version 26. Results Research findings indicated that students who study part-time experience health and safety risks such as fatigue (n = 86; 49%), stress (n = 95; 54%), sleep disorders (n = 60; 34%), poor eating habits (n = 123; 70%), abuse of caffeine (n = 91; 52%) and are prone to road accidents (n = 54; 31%). Conclusion Nurses who work and study part-time need support from their employers and families. Employers should grant study leave as a way of support.
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Affiliation(s)
- Lorato G Manyeneng
- Department of Nursing, Faculty of Science, Tshwane University of Technology, Pretoria, South Africa
| | - Mogale L Pilusa
- Department of Nursing, Faculty of Science, Tshwane University of Technology, Pretoria, South Africa
| | - Mmataniele S Mogotlane
- Department of Nursing, Faculty of Science, Tshwane University of Technology, Pretoria, South Africa
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Academic Self-Perception and Course Satisfaction among University Students Taking Virtual Classes during the COVID-19 Pandemic in the Kingdom of Saudi-Arabia (KSA). EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11030134] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This research study examines academic self-perceptions and course satisfaction among university students and associated factors during virtual classes. A cross-sectional online survey of (n = 328) undergraduate and postgraduate Saudi students who took virtual classes during the second semester of the academic year 2019–2020 and the first semester of the academic year 2020–2021 during the coronavirus disease 2019 (COVID-19) pandemic. The findings demonstrated students’ scores on negative academic self-perceptions (mean (M) = 9.84; standard deviation (S.D.) = 3.09) are significantly higher in comparison to positive academic self-perceptions (M = 7.71; S.D. = 2.46) and the difference was statistically significant, t(327) = 3.69, p < 0.001. The analysis demonstrated that mean differences were significant across ‘year of study’, ‘field of study’, ‘CGPA’ (cumulative grade points average), ‘employment status’, ‘on-site work’ and ‘being a parent of young child’ (p < 0.01). Correlation analysis shows a linear positive association between perceptions of workload and low technical support with negative academic self-perceptions (p < 0.001) and an inverse relationship with positive academic self-perceptions (p < 0.001). The multiple regression analysis demonstrated that the predictor variables in the model (perceptions of workload and technical support) explain 62% variance in negative academic self-perceptions and 41% variance in positive academic self-perceptions. Furthermore, the analysis demonstrated that positive academic self-perceptions bring a 32% variance in course satisfaction. These findings underscore the importance of balancing workload during online studies in higher education and provision of adequate technical support to reduce the negative academic self-perceptions which are associated with lower levels of course satisfaction. Students’ academic self-perceptions and course satisfaction during virtual studies are important factors to retain students’ motivation in learning and academic performance.
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Academic Community in the Face of Emergency Situations: Sense of Responsible Togetherness and Sense of Belonging as Protective Factors against Academic Stress during COVID-19 Outbreak. SUSTAINABILITY 2020. [DOI: 10.3390/su12229718] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In the face of emergency situations, such as a global pandemic, individuals rely on their personal resources, but also on community dimensions, to deal with the unprecedented changes and risks and to safeguard their well-being. The present study specifically addresses the role of individual resources and community dimensions with reference to academic communities facing COVID-19-related lockdowns and the changes that these have implied. An online questionnaire was administered to 1124 Italian University students. It detected their sense of belonging and of responsible togetherness with reference to their academic community through community dimensions, their student self-efficacy as an individual resource, and their academic stress—potentially stemming from studying in the middle of a pandemic. A multiple mediation model was been run with structural equation modeling. The results show that both the community dimensions associate with higher student self-efficacy and the sense of responsible togetherness, while also associating with lower academic stress. Moreover, student self-efficacy, in turn, associates with lower academic stress and mediates the relationships between both community dimensions and students’ academic stress levels. From these findings, the protective role that community dimensions can exert on an individual’s life becomes apparent. Building on this, further strategies should be implemented to reinforce personal and community resources in order to strengthen individuals against potentially stressful circumstances.
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Clynes M, Sheridan A, Frazer K. Ref: NET_2019_1563: Working while studying: The impact of term-time employment on undergraduate nursing students' engagement in the Republic of Ireland: A cross-sectional study. NURSE EDUCATION TODAY 2020; 92:104513. [PMID: 32652317 DOI: 10.1016/j.nedt.2020.104513] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Revised: 05/15/2020] [Accepted: 06/20/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Globally, there is evidence that tertiary education students are increasingly combining full time study with paid term-time employment. Despite this dual participation, little is known about the impact of working for pay during term on students' engagement with activities, both academic and social, that are associated with learning and development. OBJECTIVES To measure undergraduate nursing students' term-time employment commitments and the impact of those commitments on nursing students' engagement. DESIGN Cross-sectional survey design. SETTINGS Four Higher Education Institutions (HEIs) in the Republic of Ireland - comprising of two Universities and two Institutes of Technology. PARTICIPANTS First and final year undergraduate students (n = 634) enrolled in a four-year Bachelor of Science Nursing (honours degree). METHODS The College Student Report - National Survey of Student Engagement (NSSE) self-report questionnaire was utilised. This collects data on core activities associated with student engagement along with how students spend their time in and out of class. The statistical software package SPSS version 21 was used to analyse data. RESULTS Over two-thirds of undergraduate nursing students (n = 423) engaged in term-time employment, working on average 15 h per week, with non-traditional students (i.e. mature-aged, those with children, those who did not enter college based on second level school results) working most hours. Term-time employment had limited impact on student engagement, however, students in employment had increased student faculty interaction compared to students who were not employed but engaged in less time studying (Mean = 7.2, SD 5.9) than those who were employed (Mean = 8.7, SD = 7.6; t(316) = 2.46; p = .014). CONCLUSIONS Overall, engaging in term-time employment was not negatively associated with student engagement, but it did reduce the number of hours students studied. Non-traditional students were more likely to be employed and consequently impacted by combining work and educational demands.
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Affiliation(s)
- Mary Clynes
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin 9, Ireland..
| | - Ann Sheridan
- School of Nursing, Midwifery and Health Systems, Health, University College Dublin, Belfield, Dublin 4, Ireland.
| | - Kate Frazer
- School of Nursing, Midwifery and Health Systems, Health, University College Dublin, Belfield, Dublin 4, Ireland.
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University Student Mental Well-Being during COVID-19 Outbreak: What Are the Relationships between Information Seeking, Perceived Risk and Personal Resources Related to the Academic Context? SUSTAINABILITY 2020. [DOI: 10.3390/su12177039] [Citation(s) in RCA: 65] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In light of rising concern about the coronavirus pandemic crisis, a growing number of universities across the world have either postponed or canceled all campus and other activities. This posed new challenges for university students. Based on the classification proposed in the Mental Health Continuum model by Keyes, the aims were to estimate university students’ prevalence of mental health during lookdown outbreak, and to examine the associations between mental health and, respectively, academic stress, self-efficacy, satisfaction for degree course, locus of control, COVID-19 risk perception, taking into account the level of information seeking about pandemic. Overall, 1124 Italian university students completed a self-report questionnaire. Data were analyzed using descriptive and correlational analyses. Results showed that 22.3% of participants were flourishing, and levels of mental well-being appeared in line with normative values in young Italian adults; levels of academic stress were not significantly higher than those found in other student samples before the COVID-19 outbreak. Students with high levels of information seeking presented higher levels of well-being and risk perception. Results could be considered useful to realize training pathways, to help the university students to improve their well-being, post-pandemic.
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Correlates of Work-Study Conflict among International Students in Australia: A Multivariate Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16152695. [PMID: 31357740 PMCID: PMC6696351 DOI: 10.3390/ijerph16152695] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/31/2019] [Revised: 07/25/2019] [Accepted: 07/26/2019] [Indexed: 11/16/2022]
Abstract
International students represent an increasingly large segment of the Australian workforce. Most international students are working while studying, but there is a scarcity of quantitative data regarding potential work-study conflicts. Data from an online survey were analyzed with multivariate statistical methods to clarify the risk factors associated with perceived work-study conflicts in an Australian university. More than 66% of students felt that working demands interfered with their study. Negative impacts included tiredness and timetable clashes. Statistically significant correlates of work-study conflict were a perception of unfair wages and a lack of confidence in discussing occupational health and safety issues with employers. Underpayment may signify other vulnerabilities, such as unsafe working conditions. As many universities seek to increase their international student enrolments, these are important factors to consider for student retention. To mitigate this potential negative influence on study, universities should provide education and training related to international students' rights and responsibilities in the workplace.
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Christiansen A, Salamonson Y, Crawford R, McGrath B, Roach D, Wall P, Kelly M, Ramjan LM. "Juggling many balls": Working and studying among first-year nursing students. J Clin Nurs 2019; 28:4035-4043. [PMID: 31325188 DOI: 10.1111/jocn.14999] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2019] [Revised: 06/26/2019] [Accepted: 07/09/2019] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES To explore the experiences of first-year nursing students, their motivations for working and how they juggled study and other commitments while engaging in paid work. BACKGROUND There has been a global rise in the number of students balancing full-time study, paid work and other commitments, with the main antecedent financial reasons. DESIGN Qualitative exploratory study. METHODS Drawn from a larger Australasian sequential exploratory mixed-method study, this qualitative study was conducted with fifty first-year undergraduate nursing and midwifery students who commenced their nursing studies in 2017. Telephone or face-to-face interviews were conducted with purposively selected students engaged in either nursing or non-nursing fields of work. Interviews were conducted from April-July 2017. Interviews lasted from 15-40 min. Results were thematically analysed. EQUATOR guidelines for qualitative research (COREQ) applied. FINDINGS Two main themes and accompanying subthemes were identified. The first theme explored students' motivation behind combining work and study and identified the need for financial security and "me time". The second theme "Juggling many balls" provided insights into the benefits students perceived, how they kept the "balls" in the air and at times dropped "balls" while balancing work, study and other commitments. CONCLUSIONS The motivation behind paid work was mainly financial; however, students also reported work allowed an escape and time for self which had social and health benefits. Working provided a range of positive benefits, including a sense of achievement, improved self-esteem and financial independence. RELEVANCE TO CLINICAL PRACTICE Being able to juggle and multi-task improved skills such as organisation and the ability to prioritise, all skills that have applicability for the role as registered nurse.
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Affiliation(s)
- Angela Christiansen
- School of Nursing and Midwifery, Centre for Nursing and Health Service Research, Edith Cowan University, Joondalup, Western Australia, Australia
| | - Yenna Salamonson
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
| | - Ruth Crawford
- Teaching Excellence and Flexible Learning, Whitireia Community Polytechnic/WelTec New Zealand, Porirua, New Zealand
| | - Belinda McGrath
- School of Health, Whitireia Community Polytechnic New Zealand, Porirua, New Zealand
| | - David Roach
- Office of the Pro-Vice Chancellor (Learning Transformations), Western Sydney University, Penrith, New South Wales, Australia
| | - Peter Wall
- College of Science, Health, Engineering and Education, Murdoch University, Mandurah, Western Australia, Australia
| | - Mandy Kelly
- College of Science, Health, Engineering and Education, Murdoch University, Mandurah, Western Australia, Australia
| | - Lucie M Ramjan
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
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