Student nurses

 

The UK picture

This year, the number of applicants to nursing courses at higher education institutions (HEIs) in England increased for the first time since the NHS bursary was withdrawn in 2017. This 4.6% increase reversed two years of decline, in which the number of applicants fell by almost a quarter. The number of applicants has now risen to 40,780, but remains below the figure for 2017. The trend in Scotland, where the NHS bursary has been retained and its value increased, is for a 6.7% increase in the most recent year, taking the number of applicants to its highest ever level.

The characteristics of nursing applicants remain distinctly different from those of the general population of applicants to university-based education, as recorded by the Universities and Colleges Admissions Service (UCAS). Nursing applicants are more likely to be female – although applications from men are increasing, they still account for fewer than 10% of all applicants. Nursing applicants are also more likely to be older. With the ending of the NHS bursary in England the proportion of applicants who are older students (aged 20 and over) has been falling. Nevertheless, the majority (63%) of applicants are still aged 20 and over, compared to a third of all applicants to higher education.

As we know from previous years, the trend in applicant numbers is not necessarily the same as that of acceptances. In 2018 there were only 80 fewer acceptances in England despite a 13.6% fall in applications compared with 2017.

We will not know how many applicants have been accepted onto nursing courses starting in 2019 until UCAS releases the end-of-cycle statistics. In the latest set of figures, released 28 days after A level results day, the number of applicants placed on nursing degree courses at UK universities was 28,120, some 4.6% higher than at the same point in 2018. The number of applicants from England who have been placed at universities in the UK is up by 3.9%, at 21,030. This compares with increases of 5.2% for applicants from Wales, 4.8% for Northern Ireland and 6.9% for those from Scotland.

Table 2: Number of acceptances to nursing courses 28 days after A level results day, by domicile of applicant

Country:

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

% change
2010–2016

% change
2016–2019

England

20,570

18,380

18,500

18,620

20,660

20,670

22,040

20,820

20,250

21,030

7%

-5%

Scotland

3,060

2,900

2,590

2,640

2,970

2,950

2,950

3,200

3,340

3,570

-4%

21%

Wales

1,050

1,080

1,160

1,280

1,270

1,500

1,580

1,630

1,720

1,810

50%

15%

Northern Ireland

510

490

530

910

940

950

1,100

1,070

1,050

1,100

116%

0%

How the UK compares internationally

Data from the Organisation for Economic Co-operation and Development (OECD) presents the opportunity to assess how many nurses the UK is training, compared with other high income countries. Caution must always be exercised when interpreting such international comparisons, but it can help us better understand and contextualise the UK situation. Analysis of the data suggests that significantly fewer nurses graduate per capita in the UK than in most other OECD countries (see Figure 6).

Figure 6: Number of nurse graduates per 100,000 population,
OECD countries, 2018 or nearest year

Source: Organisation for Economic Co-operation and Development (OECD). Nursing graduates (indicator) (2019).

Using the indicator of nurse graduates per 100,000 population (the number of students who have obtained a recognised qualification required to become a licensed or registered nurse) gives a broad-brush ‘league table’ of how many new graduate nurses are potentially entering the labour market in each OECD country. The UK is towards the bottom of the table, with approximately 30 new nurse graduates per 100,000 population graduating each year. This is less than half the graduation rate in Australia (where there are more than 80 nurse graduates per 100,000 population), and half the rate of the USA.

The OECD notes that ‘In response to concerns about current or anticipated shortages of nurses, many OECD countries have taken steps in recent years to expand the number of students in nursing education programmes.’ However, a more detailed trend analysis of nurse graduation rates in the UK and some comparator countries since 2001 shows that the UK not only reports a lower graduation rate than most other OECD countries, it also has not exhibited the same rate of growth of graduations as the selected comparator countries of Germany, Australia and the USA (see Figure 7).

Figure 7: Trends in nurse graduation rates since 2001, selected OECD countries

Source: Organisation for Economic Co-operation and Development (OECD). Nursing graduates (indicator) (2019).

In the next section, our analysis of UCAS data will highlight that there was little indication, so far at least, of the claimed boost to student numbers from the changed funding model in England. Applications have dropped, and although applicant numbers are up slightly in the most recent year in England, the other UK countries that have retained some type of bursary model have seen a higher percentage increase than England. Analysis of OECD data suggests that the UK has been producing a significantly lower relative rate of new nurse graduates than most OECD comparator countries, and that it has not shown the same increase as some other OECD countries in recent years. In the next sections we will examine recent trends in applications and acceptances in England in more detail, in order to assess the policy implications.

While it is important to look at the total numbers of people going into nursing courses, this can hide variation between different branches of nursing education (adult, children’s, learning disability and mental health), and different parts of the country. With more than 80 providers of undergraduate nursing courses across the country, data from different providers and different courses varies markedly. For example, in previous reports we have pinpointed concerns about the impact a reduction in mature applicants (those aged 20 or over) could have on courses such as learning disability and mental health nursing, more than others. This concern has also been raised by the Council of Deans, highlighting that older students are thought to be more debt adverse, and so the changes in the bursary could adversely impact these courses.

This is of particular concern given that there are already shortages of nurses in these areas. Analysis of the NMC register shows that the number of learning disability nurses fell for the fourth year in a row in 2018/19, and the number of mental health nurses is still 2,000 below the number on the register in 2015.

To provide more detail on some of this variation, we have analysed course-level data between 2014 and 2018 from UCAS to see how applications and acceptances have varied. A course is a specific entry route at a specific university – for example, Adult Nursing at London South Bank University. We have not used the Joint Academic Coding System codes for the courses as our analysis has shown these to be inaccurate. Instead, we categorised courses based on their course name using text-matching methods, and manually checked all courses accepting more than 10 students. While these course names are also inconsistent – with more than 170 different course names for nursing – they give a better indication of the contents of the course.

As noted above, there are four main branches of nursing: adult (which accounts for almost 60% of all places), mental health (15%), children’s (12%), and learning disability (2%). The ‘B7 – nursing’ UCAS categorisation also incorporates midwifery, dental nursing and other nursing courses, including dual registration courses. We have excluded these courses (which account for about 15% of acceptances in the subject group) from our analysis, which focuses on the four main branches of nursing. As a result, our numbers will not match the overall numbers reported in the previous sections.

In England, there have been changes to the student finance system, while the other three UK countries have retained variants on the bursary system. This will have potentially impacted students differently depending on a complex interaction of: which country they live in (and for how long they have been living there), which country they are applying to study in, and their eligibility for new forms of funding support. We cannot directly monitor this at course level, but we have limited our analysis to courses in England, which will account for most of this impact.

What has happened to the number of nursing applicants?

The overall fall in the number of nursing applicants has been widely reported, although the number of acceptances has held up. This is a result of the high number of applicants relative to places: four in every 10 applicants were accepted before 2017, and the figure is now six in 10.

At a national level, our analysis highlights that the drop-off in applicants was higher for learning disability and mental health nursing than for the other branches. However, if some applicants are applying to multiple different branches, these figures may not reflect the true picture due to double counting of students.

We can see the impact more clearly by looking at specific courses (see Figure 8). Nearly all courses that were running between 2014 and 2018 are now recruiting from a smaller pool of applicants. In particular, learning disability nursing courses, all of which had fewer than 500 applicants in 2014, have had an average reduction of more than 50% in the number of unique applicants. This raises serious concerns about the viability of these courses.

Figure 8: Median reduction in number of unique applicants to courses, by branch of nursing, 2014–18

Source: Analysis of UCAS data

What has happened to the number of acceptances?

Reductions in the numbers of nursing applicants are concerning because they reduce the pool that universities can choose from, and may limit student numbers or the quality of applicants in the long run. However, our main focus in the short term is what has happened to the numbers of acceptances, because students starting their training represent the nurses who may in the future be available to the NHS (although only around half of them will translate to FTE starters, due to attrition during training, and people joining non-NHS settings or taking on non-health work).

As shown in Figure 9 below, the biggest overall impact has clearly been on learning disability nursing, with the number of students accepted dropping by 30% in 2017, then by a further 10% in 2018. By contrast, the number of acceptances to children’s nursing has held up strongly and grown year-on-year.

Figure 9: Percentage change in number of acceptances by branch of nursing, by year, 2014–18

Source: Analysis of UCAS data

Figure 10, below, shows the change in number of acceptances by course between 2014 and 2018, excluding adult nursing courses. This shows all courses which run in both years, and so excludes courses which are new or which have been discontinued. Courses above the diagonal line have increased their intake between 2014 and 2018; those below the line have decreased it. The learning disability courses are largely in the bottom left-hand corner – smaller courses with reduced size since 2014 – with all continuously running learning disability courses being smaller in 2018 than in 2014. This is in contrast to children’s nursing, where around two-thirds (63%) have increased in size.

Figure 10: Percentage change in number of acceptances 2014–18 by nursing course, by size of course, 2014

Source: Analysis of UCAS data

How has the pattern of applicants varied by age?

One concern we have raised before is the fact that the biggest drop-off in applicants was among more mature students, who have historically been more likely to apply for learning disability and mental health nursing than younger applicants.

Our analysis of the data reinforces this concern, with clear differences between the age profiles of students in the different branches of nursing. In particular, in both 2014 and 2018 the age profiles of starters in learning disability and mental health nursing were significantly different from those of children’s nursing.

For learning disability and mental health courses, the average (median) course in 2014 consisted of around 50% students 25 and over. In children’s nursing, for the average course this was just 25%.

We applied a similar analysis to 2018 data to assess and illustrate the change over time. Overall, we saw a similar profile in 2018 to 2014, but with two major differences. Firstly, the profile of children’s nursing students became younger – in 2014, 25% of those on the median course were 25 and over, whereas by 2018 this had fallen to 15%, and only a quarter of children’s nursing courses had more than 25% aged 25 and over. Secondly, the age profile of courses in each branch has spread out, with a much wider range of age profiles represented. The reduction in the number of learning disability courses suggests that some of this increased spread may be due to mature students concentrating into fewer courses or  universities.

The different challenges faced by the different branches is stark - the number of 18 and 19 year olds accepted onto children’s nursing courses increased by 45%, while in learning disability nursing it fell by 66%. The result of these changes is not just affecting learning disability and mental health courses, but it is changing the make-up of undergraduate nursing as a whole.

This can also be seen in the number of unique applicants - the pool that individual courses can choose from. It is only in 2018 that for both adult and learning disability nursing courses, the average number of unique applicants under 20 outnumbered those 20 and over. This problem is most acute, however, in learning disability courses due to their size - courses received on average just 9 mature unique applicants in 2018, half as many as in 2014.

Our analysis suggests that the profile of children’s courses has been getting significantly younger; that the drop off in mature students is happening in all courses, not just learning disability nursing; but that this was most serious in learning disability nursing which has had a historically high reliance on mature students and where the courses are small and as such less resilient to these shocks.

Have acceptances varied geographically?

Variation can be seen not just by course, but also by region. This is important because where nurses undertake their training may impact on where they choose to work afterwards, in particular mature students who may choose where to study based on where they live.

Looking only at universities that provide courses in one of the four branches, some areas – such as the West Midlands and the North West – have almost twice as many student nurses starting pre-registration nurse education as the national average across all regions (see Figure 11 below). The South West region reports the lowest number of student nurses going into training.

By comparing acceptances with advertised nursing and midwifery vacancies (a loose measure of recruitment levels) we can see that in some areas with below average numbers of acceptances – such as the South West, London and the South East – there are also high numbers of vacancies. In the South East, for instance, there are almost twice as many vacancies as the national average, but it accepts a lower number of student nurses than the national average. The picture is similar in London. This contrasts with the West Midlands, which trains more nurses but reports lower vacancies than other regions.

These regions differ in many ways, one of which is the size of their populations – the South West is almost twice the size of the East Midlands, for example. Once adjusted for population size these differences are even more stark: with London and the South East in the bottom three regions for the number of acceptances and the top three for the number of vacancies per 100,000 people.

While this geographical variation may not in itself be a problem, it does highlight the importance of having a better understanding of the geographic mobility of nurses. Without this, some relatively ‘undertraining’ regions could be vulnerable to changes in the patterns of cross-region flow, and could then be caught in a vicious cycle if their vacancies were also to rise.

Figure 11: Number of acceptances onto the four branches of nursing, and advertised vacancies, by region

Note: The vacancies are advertised nursing and midwifery vacancies between April 2018 and March 2019 as published by NHS Digital, which gives a measure of need for additional staff. This differs from the vacancy numbers published by NHS England and NHS Improvement, but allows analysis by different geographic areas.

Source: Analysis of UCAS data.

Attrition from pre-registration nurse education

Once student nurses have begun their courses, it is important to track how many complete them in the expected time frame. This is a major data element in any workforce planning, as well as being an indicator of the student learning experience.

Data obtained by Nursing Standard and the Health Foundation through a Freedom of Information (FOI) request show that of 19,566 UK nursing students who began 3-year degrees were due to finish in 2018, a total of 4,695 left their courses early or suspended their studies. Our data cover around three-quarters of total nursing acceptances in the UK. By this measure, the average nursing student attrition rate in the UK is 24.0%, meaning that one in four do not complete their course within the expected time frame. A similar analysis conducted last year showed that the attrition rate for courses finishing in 2017 was 25.0%.

Previous research has shown that students who leave their courses cite reasons including; financial hardship, quality of clinical placements, supervision and mentoring.

When looking at the attrition rate measure by course (see Figure 12), there is some indication that rates of attrition are slightly higher for learning disability courses, although not significantly.

Figure 12: Rate of nursing students leaving or suspending their studies before graduation, by branch, 2015–18

Note: Number of students included in each group is 13,196; 2,868; 2,125; 600. Data are obtained from FOI requests, therefore some caution should be taken in interpreting small differences. For this reason we have mostly focused our analysis on the overall level of attrition in the UK.

Analysis like this can help us understand the rates of nursing students leaving or suspending their training, and how this varies by institution, area and branch of nursing. However, data from FOI requests can vary in quality. Until attrition data are accurately collected, systematically analysed on a full national basis, and routinely made publicly available, this FOI-based survey remains the main source of data to better understand the rates of attrition across the UK.

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