A GROUNDED THEORY MODEL

Mature learners becoming registered nurses: a grounded theory model

Mature learners becoming registered nurses: a grounded theory model

Introduction

The traditional path to a university degree? broadly defined as enrolling in university immediately after secondary school and attending full time until graduation? has changed markedly in the last decade in Australia. Flexible modes of entry to university have contributed to a shift in student demographics? with secondary school results no longer offering the only means of gaining a place at university. Flexible admission policies at many universities give a wide range of admission options acknowledging previous educational qualifications and life skills. Acknowledgement of prior learning can also affect the length of study required to complete a course as exemptions may be granted based on previously completed coursework or skills attainment.

The combined effects of flexible access policies? recognition of prior learning and flexible delivery courses? have contributed to the increase in mature aged students returning to study. There is evidence to suggest that globally? mature aged students now account for more than half of all students enrolled in baccalaureate nursing programs (Australian Bureau of Statistics 2008; Malone 2005; Buchan and Seccombe 2003). Little research has been undertaken to examine how mature aged students reconstruct themselves as undergraduate nursing students with much of the literature discussion relating to the old apprenticeship style of education rather than university education (Lamond and London 1976; Mauksch 1963).

Analysis

Although there is a paucity of literature available explicating the journey undertaken by mature aged students when they undertake a baccalaureate nursing course? there is evidence to suggest that mature aged students are in transition during their undergraduate nursing studies (Birks et al 2006; Tindle and Lincoln 2002; Dalziel and Peat 1997). Transition is of course an expected part of life.

Numerous developmental and transitional theorists? such as Levinson? Havighurst? and Erikson? have explained the developmental tasks that adults need achieve to enable them to successfully grow. Whilst these theorists suggest that transition from one developmental stage to the next is dependent upon the positive resolution of a crisis? the developmental crises are also age related (Baum 1997). Sargent and Schlossberg (cited in Kerka 2003) however? suggest that adult behaviour is determined by transition? rather than age. Schlossberg's model of social interaction characterises transition in terms of its type? context and impact? viewing transition as needing to be examined from interacting variables (Schlossberg1981). Therefore the experience of transition is concerned with dealing with change? which requires the individual to engage in adaptable and flexible behaviours. The mature aged student participating in tertiary study has undergone? and continues to experience transition? resulting in the formation of new behaviours? relationships and self concept (Schlossberg 1981). This transitional period requires not only academic adjustment but also social and psychological adjustment. Previous studies of mature aged students transitioning into university identify common themes of feelings of isolation and alienation? fear of failure and minimal confidence in academic abilities? coupled with high levels of motivation and personal reasons for undertaking the course (Leder and Forgasz 2004; ...