Abstract:

Introduction:
Our NHS Health England research project has identified learners at risk of not completing their chosen course in within the Health and Wellbeing Faculty.
Our evidence suggests learners may not engage with their programme of study and do not always take advantage of the support available to them. Further evidence shows that learners who are experiencing difficulties and struggling with their programme are the most at risk of transient levels of stress and low motivation and engagement (Olvera et al, 2019; Lo, 2002). This is due to the perceived pressure of work especially preparing for and completing assessments whilst also developing professional knowledge, skills, and attitudes (Radcliffe and Lester, 2003). Consequently, learners may leave their programme of study, for a range of reasons unknown to the academic team at the time of withdrawal or may experience unsuccessful assessment leading to fail withdraw decisions at progression and award examination boards.

Content of Oral Presentation:
Our oral presentation will give participants the opportunity to understand the risk factors involved in learner attrition, and will further investigate, how to minimise risk for the learners in your Faculty and across a University/HEI learner community.
• Who are our learners at risk?
• How do we alleviate and minimise risk for our learners?
The presentation will begin by exploring the risk factors of attrition together as a whole group.
Using questions and answers, we will further explore the most at-risk learners.
The knowledge and understanding of learners at risk will then be used in small groups, to explore: how we alleviate and minimise risk for our learners.
Expected Learning Outcomes
The learning outcomes from the presentation will support both academic and pastoral practice.

References:
[1] Olvera Alvarez HA, Provencio-Vasquez E, Slavich GM, Laurent JGC, Browning M, McKee-Lopez G, Robbins L, Spengler JD. (2019) Stress and Health in Nursing Students: The Nurse Engagement and Wellness Study. Nurs Res. 2 ;68(6):453-463. Doi: 10.1097/NNR.0000000000000383. PMID: 31693551; PMCID: PMC7004871.
[2] Radcliffe, C., and Lester, H. (2003). Perceived stress during undergraduate medical training: a qualitative study. Medical education, 37(1), 32-38.

Keywords:

Risk, support, transient, motivation, engagement, assessment, knowledge, skills, attitudes, progression.