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peer-reviewed, Aims To examine the factors influencing final‐year nursing/midwifery students’ intentions to migrate following graduation. Background With expanding global staff shortages, effective recruitment and retention strategies targeted at new nursing/midwifery graduates are necessary. Understanding factors that influence graduates’ decisions to migrate or remain in the health care organisation that supported their education is essential but under‐researched. Methods A cross‐sectional electronic survey was distributed to graduating nursing/midwifery students across nine higher education institutions in Ireland with a 36% (N = 407) response rate. Results 85% of Irish (n = 376) nursing/midwifery graduating students reported an intention to migrate overseas and 70% intend to return within 5 years. Pay, working conditions and career were ranked as influencing intentions to migrate. Multivariable analysis illustrated that educational opportunities and friends predict migration, while family and obligation were protective factors. Conclusion Nursing and midwifery leaders and policymakers must reconsider recruitment and retention strategies and embrace innovative and responsive approaches to address migration intentions and trends. Implications for nursing/midwifery management Strategic leadership is required to develop effective structures that support personal, professional and career opportunities for new graduates. Targeted recruitment innovations to entice graduates back into the health service are recommended., ACCEPTED, peer-reviewed

peer-reviewed, The nature and context of education have changed dramatically in recent decades. The increased prioritisation of standardisation, performance indicators and metrics often means that holistic, affective and wellbeing education are seen as less important in the educational endeavour. The value of education for education's sake is under siege. Previous emphasis on the education of the whole person (i.e., moral and creative aesthetic development) is often replaced by a more functionalist perspective of education as servicing economic need and global capitalist interests. Marketization of education has increased at an exponential rate and has had an adverse impact on the health and well‐being of both educators and students. This chapter elucidates how the triad of assessment, student well‐being and academic well‐being intersects in the ever increasing performative and neo‐liberalist cultures of higher education. It demonstrates the reciprocal dynamic of stress that is becoming more and more evident among educators and students. The chapter makes the case for more empowering and human‐centred educative contexts in order to facilitate better educational outcomes for students and healthier outcomes for all involved in the educational endeavour., PUBLISHED, peer-reviewed

peer-reviewed, Role transition can be both challenging and exciting. This study presents the findings of phase one of a two-part study conducted by Deasy et al (2011), which explored final-year student nurses’ (n=116) perceptions and expectations of role transition. The students were registered on four-year BSc nursing programmes at an Irish university. Data was analyzed using SPSS (version 16). A response rate of 84% was achieved. Over half of respondents said they were adequately prepared for the post of registered nurse. Respondents generally perceived themselves to be competent across a range of domains: managing workloads; prioritizing care delivery; interpersonal skills; time management skills; ethical decision making; and providing health information and education. In contrast, not all were confident about their knowledge and many expected the transition to be problematic. Most expected to be supported and to receive constructive feedback. Recommendations include nurturing supportive work environments to reduce stress and increase confidence.

peer-reviewed, THE LINK TO THE DATA SET FOR THIS ARTICLE IS: http://hdl.handle.net/10344/4132, Background: Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students. Methods: This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire), coping processes (Ways of Coping Questionnaire) and lifestyle behaviour (Lifestyle Behaviour Questionnaire) of a total sample (n51557) of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n559) provided an in-depth understanding of students experiences of psychological distress and coping. Results: A significant percentage (41.9%) of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis) and unhealthy diet is of particular concern. Statistically significant relationships were identified between ‘‘escape-avoidance’’ and gender, age, marital status, place of residence programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity. Conclusion: The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher educati

THE LINK TO THE ARTICLE FOR THIS DATA SET IS: http://hdl.handle.net/10344/4205, This is the data set for the article titled “Psychological distress and coping amongst higher education students: A mixed method enquiry”. Published online in PLOS ONE. The data was collected in the 2010/2011 academic year. Two files are included, the raw data file and a file which contains the codes used for the data.

peer-reviewed, THE LINK TO THE DATA SET FOR THIS ARTICLE IS: http://hdl.handle.net/10344/4132, Background: Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students. Methods: This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire), coping processes (Ways of Coping Questionnaire) and lifestyle behaviour (Lifestyle Behaviour Questionnaire) of a total sample (n51557) of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n559) provided an in-depth understanding of students experiences of psychological distress and coping. Results: A significant percentage (41.9%) of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis) and unhealthy diet is of particular concern. Statistically significant relationships were identified between ‘‘escape-avoidance’’ and gender, age, marital status, place of residence programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity. Conclusion: The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher educati

peer-reviewed, 3rd International Nurse Education Conference Nursing Education in a Global Community, Ireland has seen much change in nurse education resulting in four year degree programmes since 2002. A unique aspect of these programmes was the incorporation of rostered internship. This study explored role transition for a cohort of students at pre and post-registration. The sample consisted of fourth year students registered on BSc nursing programmes (general, mental health and intellectual disability) within an Irish university. The samples were surveyed to compare their perceptions and expectations of role transition pre and post-registration. Data were analysed using SPSS (version 16). Respondents had high levels of confidence in clinical abilities both at pre-registration and post-registration. They also perceived themselves to be competent across a range of domains: managing workload, prioritising care delivery, interpersonal skills, time management and multidisciplinary team working. However, this research highlights pre-registration stress, the need for ongoing feedback and support and differences between expected and actual levels of direct patient care involvement. It is argued that the rostered internship provided students with a valuable opportunity for adjustment and preparation for their role as registered nurse. Recommendations include stress management, a supportive environment and post-registration preceptorship programmes to enhance professional development and gain confidence during the internship.