MATTERING PERCEPTIONS OF STUDENTS IN MIDWESTERN RURAL AND URBAN NURSING PROGRAMS.
Contributors: Southern Illinois University at Carbondale.
Published: 1996
Number of pages: 156
Subjects: Education, Adult and Continuing.; Education, Higher.; Health Sciences, Nursing.
Description: The purpose of this study was to assess the mattering perceptions of adult learners who were moving into, moving through, and moving out of their undergraduate nursing programs regarding their educational environments. Students from three midwestern colleges of nursing participated in the study.

The Mattering Scales for Adult Learners in Postsecondary Education was completed by 450 students: 258 at an Urban College of Nursing, 104 at a Rural University College of Nursing, and 88 at a Rural Community College of Nursing. A convenience sample was used. Seven research questions were addressed.

Quantitative research measurements were applied in this study. Data from each college were analyzed separately and no between-college analyses were made. Demographic data were analyzed with descriptive statistics. Means and standard deviations were obtained and correlational analyses were done using Pearson product-moment correlations to analyze data.

The following conclusions were reached: (1) the mean score in each of the three participating nursing programs indicated that respondents perceived that they mattered to their institutions; (2) regardless of whether students were moving in, moving through, or moving out, responses of students in all three programs were similar; and (3) the weak negative Pearson product-moment correlation coefficient between age and the five subscale scores (Urban Nursing Program and Rural University Nursing Program) and the weak positive Pearson product-moment correlation coefficient between age and the five subscale scores (Rural University Nursing Program) was indicative that, regardless of age, adult learners in higher education must be assured that they matter to their institution.

Recommendations focused on use of the Mattering Scales by institutions of higher education to identify areas that merit improvement in order to provide an environment that promotes adult learners' educational development.
Notes: Source: Dissertation Abstracts International, Volume: 57-06, Section: A, page: 2322.

Thesis (PH.D.)--SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE, 1996.

School code: 0209.