This study explored the experiences and coping strategies of mature students who completed an Access course and transitioned into university health profession programs. Semi-structured questionnaires were sent to 50 Access students, with a 50% response rate. Follow up focus groups and interviews provided additional insights. The majority of respondents were female students balancing family, work, and study commitments. Key coping strategies included developing academic skills and peer networks through Access courses. Support from family and intrinsic motivations to change careers helped students overcome challenges like financial barriers and time constraints. The research highlights how Access courses equip mature students with skills for university success and the importance of institutional support that recognizes their dual roles and responsibilities.
The theory of holistic review is easy enough to grasp - but how do you put it into practice? This presentation digs into the nuts and bolts of holistic review implementation, using the AAMC's experience as a foundation.
The theory of holistic review is easy enough to grasp - but how do you put it into practice? This presentation digs into the nuts and bolts of holistic review implementation, using the AAMC's experience as a foundation.
This presentation highlights challenges facing the future of education in general and nursing education in particular. Listed are strategies to prepare for future health care. Of note are details of events occuring internationally which impact on higher education.
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
3. January 24 Group Discussion: Impact of Nursing History for 2011 Nursing Practice 43-70
Contemporary Trends Impacting Nursing and Health Care (2) 71-84
The Undergraduate Research Opportunity Program’s Annual Spring Research Symposium is the culminating event for all students participating in UROP for the 2016-2017 academic year. The symposium will take place Wednesday, April 19th, 2017 from 9am - 5pm, at the Michigan Union
Camille Kandiko Howson QAA Student Engagement Sheffield Hallam University Mar...viscabarca
This Quality Assurance Agency (QAA)-funded research project explored the views of students entering higher education in the four countries of the UK in 2012-13 and those entering in earlier years, to investigate their perceptions and expectations of the quality of their learning experience and the academic standards of their chosen programmes of study. This project provides illustrative examples of the issues affecting student perceptions and expectations regarding quality and standards in the first year of a funding model in England that is significantly different both to that in existence in previous years and to that operated in the other countries of the UK. Research consisted of conducting interviews and focus groups with over 150 students (primarily Years 1 and 2) at 16 institutional locations, across a range of mission groups, institutional types and UK-wide geographical location. Concept maps of students’ higher education experience were collected along with transcripts of interviews.
Presentation by Ms Suman Jaiswal and Aasma Pathan, Dept of Commerce, SNDTWUcommercesndtmumbai
This PPT presentation on the research topic ' Comparative Study on Students Perception Towards Regular and Distance Learning in Mumbai by Ms. Suman and Aasma of Department of Commerce, SNDTWU, Mumbai.
This presentation highlights challenges facing the future of education in general and nursing education in particular. Listed are strategies to prepare for future health care. Of note are details of events occuring internationally which impact on higher education.
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
3. January 24 Group Discussion: Impact of Nursing History for 2011 Nursing Practice 43-70
Contemporary Trends Impacting Nursing and Health Care (2) 71-84
The Undergraduate Research Opportunity Program’s Annual Spring Research Symposium is the culminating event for all students participating in UROP for the 2016-2017 academic year. The symposium will take place Wednesday, April 19th, 2017 from 9am - 5pm, at the Michigan Union
Camille Kandiko Howson QAA Student Engagement Sheffield Hallam University Mar...viscabarca
This Quality Assurance Agency (QAA)-funded research project explored the views of students entering higher education in the four countries of the UK in 2012-13 and those entering in earlier years, to investigate their perceptions and expectations of the quality of their learning experience and the academic standards of their chosen programmes of study. This project provides illustrative examples of the issues affecting student perceptions and expectations regarding quality and standards in the first year of a funding model in England that is significantly different both to that in existence in previous years and to that operated in the other countries of the UK. Research consisted of conducting interviews and focus groups with over 150 students (primarily Years 1 and 2) at 16 institutional locations, across a range of mission groups, institutional types and UK-wide geographical location. Concept maps of students’ higher education experience were collected along with transcripts of interviews.
Presentation by Ms Suman Jaiswal and Aasma Pathan, Dept of Commerce, SNDTWUcommercesndtmumbai
This PPT presentation on the research topic ' Comparative Study on Students Perception Towards Regular and Distance Learning in Mumbai by Ms. Suman and Aasma of Department of Commerce, SNDTWU, Mumbai.
Abstract - Combustion of solid fuels used for household energy needs in developing communities generates poor indoor air quality. The particulate matter (PM) emitted from this combustion contains elemental carbon (EC), organic carbon (OC), and even traces of toxic metals. Using a standard water boiling test (WBT), three solid fuels (Kingsford Charcoal, Black Mesa Coal, and Pinon Pine) were combusted and the PM emissions were measured.
Solving the TEF through Student Centricity Hobsons
We want to help students and universities find the right match, and we want to connect secondary schools and higher education so they can work together for the good of the students.
There is a movement from student acquisition to retention in happening in universities in the United Kingdom. We like to call it going from an admissions culture to an advising culture.
This capstone presentation was done in April 2010 with two other individuals in my cohort. We re-evaluated the Early Academic Warning Program at Central Connecticut State University and offered ideas for a more well-developed program that would better serve the students and faculty at CCSU.
Student transitions in higher educationJamesDunphy
An overview of student transitions in higher education, covering:
arrival into university
the quality of learning and teaching
effective student support
Also covers detail on how Robert Gordon University is taking forward its work on the Student Transitions Enhancement Theme.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
1. Coping Strategies
Academic, organisational
and timekeeping skills,
developing peer
networks,
Support from family and
friends
High level of
intrinsic motivation
to overcome
challenges.
.
Semi Structured
Questionnaires sent out
to Access students
50 % response rate
90% female
30 responded
Focus Group:
6 participated
Motivations for returning
to learning
Experiences at university
Barriers and challenges
In-depth Interviews:
4 participated
providing a rich
understanding of views
and perspectives.
Experiences and coping strategies of Mature Students in their first year of
university in health profession courses.
References: Drury, V; Chapman, F, Ysanne (2009) Mature Learners Becoming Registered Nurses: A Grounded Theory Model Australian Journal of Advanced Nursing, TheVolume 26
Issue 2 (Dec 2008 - Feb 2009)http://search.informit.com.au/documentSummary;dn=198690040330341;res=IELHEA
HESA (2015) Data IntelligenceNotes - Student, [online]10 December 2015 https://www.hesa.ac.uk/intel/student/13/14/
National Student Union (2012) 'Never too late to learn: mature students in highereducation'London [Online] 25 November 2015
http://www.millionplus.ac.uk/documents/reports/Never_Too_Late_To_Learn_-_FINAL_REPORT.pdf
Million+ (2015) 'A manifesto for Health Education' London [Online] 25 November 2015 http://www.millionplus.ac.uk/documents/HEALTH_MANIFESTO_Press.pdf
Montgomery, L.E.A., Tansey, E.A, and Roe, S.M. (2009). The characteristics and experiences of mature nursing students. Nursing Standard, 23(20), 35-40.
“I felt that it was
the right time for
me to change my
career pathway..
I am so proud
that I can call
myself a student
nurse.”
“I’ve learned that I
need to be a little
selfish and that I can
be a good parent
and student at the
same time.”
Mature learners benefit from attending an Access courses as it provides underpinning knowledge, academic and time
management skills that are needed for effective progress ion to higher education.
The majority of students progressing from an Access course are women and many have a dual role balancing family, work and
study commitments. It is important that institutions recognise this so support can be available.
Engaging in peer networks and having pastoral support provides an important function for mature learners.
Current changes to the way NHS courses are funded may have an impact on the number of mature learners progressing to
university and many students already have an existing loan or come from a lower socio-economic background. This may
therefore compound their vulnerability.
Limitations to this research were that only students who completed an Access course and progressed to university were included. It
might also be useful to illicit views of those who withdrew from the course to understand their perceptions and barriers which may
be more useful for educational institutions so that support can be targeted.
Results:
Methods: Students given information about the research and were invited to participate in the research and
following informed consent sent an electronic semi structured questionnaire and then follow up interviews..
Conclusions and Implications for future
practice
Aims: To explore the experiences and coping strategies of mature students following an Access course in their
progression to higher education.
Karen
Dennison
“As a mature learner I feel
ready to study and am so
much more motivated now
than when I was younger.”
motivations to return to
education focused on
intrinsic motivational
factors and to pursue a
change in career.
Wider Implications: Mature students, mostly female, were
drawn to nursing and wider health professions. Those who
persist to higher education have gained valuable coping
strategies that are developed as part of their Access course, pre
entry to university. This research could important for the FE /HE
sector because understanding the challenges and demands that
students face in higher education can help us to equip them in
preparation for undergraduate study. Student success is not
just the qualification that is achieved but also skills that are
gained through the hidden curriculum and the whole learner
journey is as important as the grades for entry to study in HE.
Barriers:
Financial complications (83%)
Family commitments (73%)
Academic skill (66%)
Time (40%)