Mature learners becoming registered nurses: a grounded theory model

Abstract

Objective: This study describes how mature aged people reconstruct themselves as nursing students.

Design: This is a constructivist grounded theory study that used grounded theory methods of concurrent data generation and analysis, coding, developing categories and memoing.

Setting: The study was undertaken at the rural campuses of two major Australian universities. The universities were in two different states of Australia.

Subjects: Data were gathered through semi‑structured interviews and focus groups over an eighteen month period between January 2006 and June 2007 with fourteen mature aged undergraduate nursing students. These students were in the second or third year of three year baccalaureate degrees that led to registration as registered nurses (titled Registered Nurse Division 1 in the state of Victoria, Australia). Participants’ backgrounds were all slightly different. Two participants were currently employed as enrolled nurses (titled Registered Nurse Division 2 in the state of Victoria, Australia). Three participants were married, two were supporting parents and one participant was in a committed defacto relationship. Only one participant had no children with other participants having between one and seven children aged between one week old and twenty years.

Results: This study found that mature aged students experienced three stages in their trajectory of Becoming a registered nurse. These phases were called: Taking the first step; Keeping going; and finally, Letting go and moving forward.

Conclusion: Mature aged undergraduate student have different needs to younger students including academic and pastoral support, on campus subsidised childcare and creative timetabling. During each phase of their university journey mature aged undergraduate nursing students developed different skills and knowledge and identified different needs that resulted in both professional and personal growth.