Barriers and gateways: a study of nursing students' utilisation of learning support resources

Many first year nursing students require additional academic support from b oth their lecturers and learning resources. Anecdotal evidence at an Austra lian university suggested that 'at risk' students did not follow up lecture r referral. This study identified what learning resources were accessed and what factors influenced students' decisions to follow up or not to follow up lecturer referral. First-year nursing students (n=150) were surveyed tow ards the end of their second semester regarding their use of learning suppo rt services. Twelve students were randomly selected and interviewed regardi ng their use of learning support and their first year learning experience. Demographic data were analyzed using descriptive statistics. Qualitative da ta were subjected to content analysis. Results revealed learning support ut ilisation was related to age and publicity but unrelated to gender or cultu re. Older students entering through non-traditional entry modes displayed a tendency to self refer to learning support. Younger students (<25 years) o ften lacked effective learning strategies and were reluctant to access on-c ampus learning support. For all students positive on and off campus support led to positive outcomes. Faculty and learning support lecturers need to f oster integration of learning support for all students and encourage peer-l earning partnerships within the foundation subjects. <(c)> 2001 Harcourt Pu blishers Ltd.