Foundation degree veterinary nursing students’ experiences: an impact on retention?

Claire Bloor

Abstract below...

Foundation degrees (FdSc) were introduced to provide a higher education (HE) vocational training route from level three studies for students without traditional entry qualifications, to meet employer demands by improving the skills of the workforce, to foster a potential transition to BSc qualification, whilst being shorter and thus more financially attractive to students (Department for Education and Skills 2004). Through personal experience of teaching the FdSc in Veterinary Nursing it is evident the retention rates are low in comparison to the BSc (Hons) degree, with students withdrawing most frequently during their year two, year-long practice placement.

Case study methodology facilitates the exploration and understanding of complex issues, and is especially prominent in educational research (Zainal 2007). Its use is appropriate to investigate contemporary phenomena within their real-life contexts using multiple sources of evidence (Yin 1984), facilitating the use of both quantitative and qualitative data collection methods (Cohen et al 2007). The poster explores the students’ experiences, and what comprises their experiences of the course in terms of preparation for HE study and preparation for work in veterinary practice, using early data drawn from questionnaires, focus groups and interviews. It is proposed that by listening to the student voice it could lead to the identification of critical points in the course where attrition is a risk. It is how the students are experiencing the course which leads them to persist or withdraw, but the key exploration in this poster is what the students experience.

Preliminary issues identified to date through data collection include: the quality of information provided prior to starting the course not meeting their expectations; the support provided in the early stages of the course easing their transition to HE; the entry requirement of six to eight weeks work experience in a small animal veterinary practice not preparing the students at all for the course or practice placement; and the concerns of the students regarding their identities in practice, stemming from them having to wear a student veterinary nurse uniform. The research to date has raised many ethical issues, specifically those related to being an insider-researcher, researching my own students and the vulnerability of my colleagues (Williams 2009). This poster highlights my progress to date with this research, focussing on some key issues I have as a practitioner-researcher; namely issues of management, my identity as a practitioner-researcher and the nature of the data I am gathering. The importance of reflexivity throughout my research will also be explored.

References

Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education 6^th Edition, Oxon: Routledge

Department for Education and Skills (2004) Foundation Degree Task Force Report to Ministers – A Summary, Nottingham: Department for Education and Skills.

Williams, K. F. (2009) ‘’Guilty knowledge’: ethical aporia emergent in the research practice of educational development practitioners’, London Review of Education, Vol. 7, No. 3, pp. 211 – 221

Yin, R, K. (1984) Case study research: Design and methods. 2^nd Edition. California: Sage Publishing.

Zainal, Z. (2007) ‘Case study as a research method’, Jurnal Kemanusiaan, (online), Available from: ZZainal2007-Case (Accessed on: 29/03/12).