CHARACTERISTICS OF REGISTERED NURSE STUDENTS AND THEIR RETURNING-TO-SCHOOL EXPERIENCES: TOWARD CREATING MORE RESPONSIVE EDUCATIONAL ENVIRONMENTS (ADULT EDUCATION, CONTINUING EDUCATION, HIGHER EDUCATION, ADULT LEARNERS, STUDENTS).
Contributors: University of Massachusetts (System)
Published: 1986
Number of pages: 409
Subjects: Education, Health.; Health Sciences, Nursing.
Description: In response to changing educational standards in the nursing profession, increasing numbers of registered nurses (RNs) are returning to school to earn the baccalaureate degree in nursing. Although there has been considerable discussion in the nursing literature about the problems these nurses experience, there is little research-based data describing their characteristics, the pattern of their returning-to-school experiences, or the nature of the educational conditions that help or hinder them in achieving their educational goals. This descriptive study addressed these areas of deficit in the nursing literature.

An extensive review of the literature in adult and nursing education provided the focus for open-ended interviews with a representative sample (N = 9) of RN graduates from selected baccalaureate programs in New England. Based on the findings of the literature review and interviews, a 31-item questionnaire was developed. After pilot-testing and appropriate modification, the questionnaire was mailed to all of the May 1983 RN graduates (N = 350) from the 17 baccalaureate programs who met the study criteria and agreed to participate. The overall response rate was 68%.

The respondents' motivation for returning to school, the sources of guidance they used in making their decisions, their reasons for choosing their schools and the sources of funding they used for school-related expenses are identified. A profile of the respondents' age, sex, race, marital and parental status, and education and work histories is developed. Significant differences occurring in these characteristics between associate degree and diploma graduates are identified.

The hindering conditions actually present in the respondents' experiences were found to be less frequently occurring and less powerful than might have been projected from the review of the literature. The most frequently occurring hindering conditions were those associated with multiple role strain and educational costs. Issues related to the flexibility, individualization and relevance of the curriculum were also major concerns. The most helpful conditions were the personal and situational coping strategies they employed to deal with multiple role strain. They also benefitted from educational approaches that increased the flexibility and accessibility of the program offerings and made them feel both welcomed and challenged.
Notes: Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2469.

Thesis (ED.D.)--UNIVERSITY OF MASSACHUSETTS, 1986.

School code: 0118.