The role of resilience in retention: a report of preliminary findings from a prospective study with nursing and midwifery students

Aim of paper: This is a report on the preliminary findings of an ongoing prospective, longitudinal study which aims to assess the impact of combining values-based recruitment and resilience testing on student performance and retention over a period of three years. \ud Background: Student attrition rates have long been regarded as a major challenge for Higher Education Institutions (HEI) and cost the NHS approximately £99 million a year. Attrition affects students’ self-esteem as well as healthcare organisations challenged by nursing shortages. Some risk factors identified as contributing to high attrition include stress, course-related difficulties, loss of motivation and personal reasons. It has also been recognised that the students enrolled on nursing programmes differ from traditional university students and may therefore require different support to progress and complete successfully. Greater insight into the relationship between these factors is needed to enable HEIs to predict those most likely to struggle, develop tailored interventions and thereby reduce attrition. Methods: Participants in the current study are 63 nursing and midwifery students who commenced their programmes in 2013/14. Data were collected using a battery of tests at the beginning of the course (T1) and one year into the studies (T2). Data on academic performance, personal stressors such as financial hardship and sickness/absence during placement were also collected (T2) using the Student Requirements Prediction Tool. Data were analysed using descriptive and inferential statistics. Results: At both T1 and T2, there was a positive correlation between resilience and empathy scores and negative correlation between perceived stress and resilience. The data on academic performance and the effects of sickness revealed a positive correlation with perceived stress but no correlation with empathy and resilience scores at T2. Conclusions: The data for this sample indicate that students who perceive higher levels of stress require further support. Personal stressors may potentially be as damaging to successful progression as academic difficulties. Suitable interventions to address these issues will be further discussed