Abstract:

Since the 1980s the UK has seen the growth of research into the non-traditional student experience of higher education (HE) in a culture of widening participation (WP) with implications for the educational establishment and lecturers to demonstrate flexibility and adaptation for individuals and diverse learning communities (Higher Education Academy, 2012). This study focuses on mature students which UCAS (2013) defines as those aged twenty one and over. The Royal College of Nursing (RCN) argued degree qualified nurses would advance the profession, and improve patient care. The Nursing and Midwifery Council (NMC) stated a degree would be necessary for registration from 2013 (NMC,2008) prompting a return to education for nurses who qualified before these initiatives. Returners may be seeking a new caring career to apply their life experience.

This study aims to explore the self-perceptions of academic potential and achievement of mature learners returning to education at undergraduate level. Related objectives are to establish the mature students’ views on their own academic ability in HE and elicit their perceived opportunities and barriers to academic development. Opinions of effective support that facilitates achievement of potential may also be determined. Eleven studies including three healthcare specific, mainly from the UK but also from Australia and ROI were reviewed. Steele et al. (2005) recognise sub groups within the mature student population and Briedehann (2007) focuses on those aged 35 and over. The main emerging themes were practical challenges, self perception of academic ability, personal transformation and sources of support. Building on a study by Taylor and House (2010) considering the mature learner’s experience throughout the academic course, this study aims to provide a rich snapshot of the period of 4-16 weeks after initial exposure to academia for returners to education in healthcare. Development of academic potential early in the course can only be of benefit to students and this study may inform teaching and learning in the early stages.

Data collection took place between April and July 2014 in the form of semi-structured interviews, which will be used to explore the experiences of a minimum of 10 participants aged over 21 returning to education in healthcare. Thematic analysis will be used to analyse the data, as it is flexible and underpins most qualitative research (Silverman, 2010). Results will be written up by September 2014

References:
[1] Briedenhann, J. (f) (2007) ‘The mature Student Experience in Higher: From the Horse’s Mouth Education’ The International Journal of Learning 14(2) pp.266-273
[2] HEA (2012) UK Professional Standards Framework available at http://wwwheacademy.ac.uk/assets (accessed 03.01.2014)
[3] NMC(2008) Confirmation of principles to support a new framework for pre-registration nursing education NMC: London
[4] Siverman,D. (2010) Interpreting qualitative data 3rd edn Sage: London

Keywords:

Mature leaners, achievement, academic potential.