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.

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%)