Student nurse non-attendance in relation to academic performance and progression

Background High levels of non-attendance are reported in nurse education programmes even though literal interpretation of UK national guidelines implies mandatory student attendance is a requirement for all elements of pre-registration undergraduate programmes. Objectives To examine relationships between undergraduate student nurse non-attendance, academic performance and progression. Design A quantitative study using audit approaches was undertaken. Participants The records of 1347 undergraduate student nurses who had studied at a university in the north west of England were analysed. Methods Following data coding and input into an SPSS database descriptive and chi-square analyses were conducted to explore the associations between non-attendance rates and age, sex, entry qualifications, year of study and degree classification. Results The characteristics of the sample were that the majority were female, aged under 21 years and had ‘A’ level entry qualifications. Significant chi-square associations were found in regard of age at entry and entry qualifications with degree classification. Significant chi-square associations were also identified between degree classification and non-attendance across all three years of the programme. Conclusions The findings that non-attendance is positively associated with degree outcome across all the three years of study are in keeping with the findings of several studies. Many of these findings will help inform future student attendance policies where the study was conducted and are insightful for other national and international institutions that offer nurse education programmes

A qualitative evaluation of community nurses’ experiences of child safeguarding supervision"

Safeguarding supervision was viewed as a child-focused, helpful activity that has led to practice improvements. • Negative comments were in the minority and related to perceptions of its intrusive and punitive nature, the time involved and competing priorities. • Improvements advocated were safeguarding supervision should include discussion about children whose care is problematic but who are not the subject to formal child protection proceeding

Finessing Incivility: The professional socialisation experiences of student nurses' first clinical placement, a grounded theory.

Background Clinical practice is where student nurses are socialised into a professional role and acquire the distinct behaviour, attitudes and values of the nursing profession. Getting it right at the outset can maximise the development of a professional identity and the transmission of robust value systems. Objectives To explore the impact of the first clinical placement on the professional socialisation of adult undergraduate student nurses in the United Kingdom. Design Data of a longitudinal qualitative nature were collected and analysed using grounded theory. Settings First year student nurses in hospital ward placements comprising a rural District General Hospital and a large inner city Hospital kept daily unstructured diaries for six weeks. Participants A total of 26 undergraduate adult student nurses were purposefully sampled between 2008 and 2010 before undertaking their initial clinical placement. Methods Data collection and analysis used grounded theory and the key question asked of the diarists ‘tell me what it is like to be a first year nurse on a first placement’ was theoretically adjusted during constant comparison and as the theory emerged. Ethical approval and consent was obtained. Results The theory of finessing incivility comprises a conceptual framework depicting how student nurses deal with professional incivility during their initial clinical placement and sustain a student identity. Being disillusioned with their role as worker rather than learner yields a sense of ‘status dislocation’. Despite needing professional benevolence, they remain altruistic and seek recompense from significant others to negotiate for learning opportunities and relocate their student status. Conclusions Despite the stressful transition into clinical practice rather than ‘fit in’, the student nurses want to belong as learners. His or her own resilience to learn nursing and be a professional student maintains their resolve, their altruism and strengthens their existing values to be benevolent towards an indifferent profession. This behaviour ultimately mirrors the social nature of the practice community

Oral abstracts 3: RA Treatment and outcomesO13. Validation of jadas in all subtypes of juvenile idiopathic arthritis in a clinical setting

Background: Juvenile Arthritis Disease Activity Score (JADAS) is a 4 variable composite disease activity (DA) score for JIA (including active 10, 27 or 71 joint count (AJC), physician global (PGA), parent/child global (PGE) and ESR). The validity of JADAS for all ILAR subtypes in the routine clinical setting is unknown. We investigated the construct validity of JADAS in the clinical setting in all subtypes of JIA through application to a prospective inception cohort of UK children presenting with new onset inflammatory arthritis. Methods: JADAS 10, 27 and 71 were determined for all children in the Childhood Arthritis Prospective Study (CAPS) with complete data available at baseline. Correlation of JADAS 10, 27 and 71 with single DA markers was determined for all subtypes. All correlations were calculated using Spearman's rank statistic. Results: 262/1238 visits had sufficient data for calculation of JADAS (1028 (83%) AJC, 744 (60%) PGA, 843 (68%) PGE and 459 (37%) ESR). Median age at disease onset was 6.0 years (IQR 2.6-10.4) and 64% were female. Correlation between JADAS 10, 27 and 71 approached 1 for all subtypes. Median JADAS 71 was 5.3 (IQR 2.2-10.1) with a significant difference between median JADAS scores between subtypes (p < 0.01). Correlation of JADAS 71 with each single marker of DA was moderate to high in the total cohort (see Table 1). Overall, correlation with AJC, PGA and PGE was moderate to high and correlation with ESR, limited JC, parental pain and CHAQ was low to moderate in the individual subtypes. Correlation coefficients in the extended oligoarticular, rheumatoid factor negative and enthesitis related subtypes were interpreted with caution in view of low numbers. Conclusions: This study adds to the body of evidence supporting the construct validity of JADAS. JADAS correlates with other measures of DA in all ILAR subtypes in the routine clinical setting. Given the high frequency of missing ESR data, it would be useful to assess the validity of JADAS without inclusion of the ESR. Disclosure statement: All authors have declared no conflicts of interest. Table 1Spearman's correlation between JADAS 71 and single markers DA by ILAR subtype ILAR Subtype Systemic onset JIA Persistent oligo JIA Extended oligo JIA Rheumatoid factor neg JIA Rheumatoid factor pos JIA Enthesitis related JIA Psoriatic JIA Undifferentiated JIA Unknown subtype Total cohort Number of children 23 111 12 57 7 9 19 7 17 262 AJC 0.54 0.67 0.53 0.75 0.53 0.34 0.59 0.81 0.37 0.59 PGA 0.63 0.69 0.25 0.73 0.14 0.05 0.50 0.83 0.56 0.64 PGE 0.51 0.68 0.83 0.61 0.41 0.69 0.71 0.9 0.48 0.61 ESR 0.28 0.31 0.35 0.4 0.6 0.85 0.43 0.7 0.5 0.53 Limited 71 JC 0.29 0.51 0.23 0.37 0.14 -0.12 0.4 0.81 0.45 0.41 Parental pain 0.23 0.62 0.03 0.57 0.41 0.69 0.7 0.79 0.42 0.53 Childhood health assessment questionnaire 0.25 0.57 -0.07 0.36 -0.47 0.84 0.37 0.8 0.66 0.4