SELECT FACTORS INFLUENCING LIFELONG LEARNING OF PROFESSIONAL NURSES.
Contributors: Northern Illinois University.
Published: 1989
Number of pages: 190
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.
Description: Professional nurses make up a large segment of the adult learner population. Only a small portion of professional nurses pursue advanced formal education as a part of their lifelong learning activities. The purpose of this study was to identify select factors that influenced a group of professional nurses in the pursuance of lifelong learning.

Research questions posed for the study focused on the source of lifelong learning; role of the pre-service curriculum in developing and nurturing lifelong learning; professional role expectations; effects of mentoring/role modeling; presence or lack of support systems; and primary benefits derived from continuing learning.

A grounded theory methodology was used. Purposeful sampling was conducted through the process of nomination. Using characteristics based on A.M. Tough's "high learners" (as described in 1971), 23 professional nurses nominated by their peers agreed to participate. Constant comparative analysis was used to code the data collected through interviews. Six categories and their properties were identified: Intrapersonal; Socialization/Developmental, Socialization/Professional; Enrichments; Restraints; and Empowerment. Socialization emerged as the integrating concept.

Nominees identified the source of lifelong learning as coming from the self, parents, and family. The curriculum aspect was found to be a more dominant factor at the graduate level where mentors were a prominent support system. Professional role expectations were identified as a major learning stimulus, although this group of "high learners" followed a more atypical pattern of continuing learning than the average professional nurse. Major restraining factors were self-limitations and the balancing of multiple social roles, much like other women in society today. All nominees experienced a sense of empowerment as a result of their learning activities which enhanced self-actualization and contributed to an enabling, liberating process.

Two major propositions were developed: (1) Lifelong learning is a value developed very early in life through a supportive family environment as part of the socialization process and is strengthened in the professional educational program (nursing). (2) The major outcome of lifelong learning for the professional nurse is an expanded personal and professional knowledge and understanding of self that provides a source of empowerment.
Notes: Source: Dissertation Abstracts International, Volume: 50-08, Section: A, page: 2357.

Thesis (ED.D.)--NORTHERN ILLINOIS UNIVERSITY, 1989.

School code: 0162.