Arquitectura e ingeniería

Postgraduate nursing education can most appropriately succeed in enhancing student retention and completion rates if our work as nurse educators and specifically a nursing education division, were to be guided by a professional dimension (an interest to improve theory), public dimension (to offer more relevant programmes), and personal dimension (such as to situate oneself better in one’s teaching). These possibilities I hope could potentially guide more caring, communicative and academically rigorous postgraduate nursing education programmes. Only then postgraduate student retention and

completion rates might be enhanced. I conclude with the words of Cook and Rushton (2009: xiii): ‘Students who leave without completing a qualification, however, are not lost in a wilderness somewhere; they are still potential students. They already know about the expectations of higher education and may only need support and career guidance to re-enter successfully’.

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