Non Traditional Students In Nursing Education Nursing education has evolved to accommodate a diverse range of students. With the increasing demand for healthcare professionals and the shifting demographics of the student population, non-traditional students have become a significant group in nursing programs. This shift presents unique challenges for both the students and nursing educators. Understanding who these students are, how to retain them, effective teaching strategies, and appropriate admission criteria are critical to ensuring their success in nursing education.

Who Are Non-Traditional Students?

Non-traditional students are generally defined as learners who do not follow the typical path of enrolling in post-secondary education immediately after high school. According to Jeffreys (2003), non-traditional students in nursing education are characterized by any of the following:

• 25 years or older
• Commuters
• Individuals with children
• Representatives of minority racial and/or ethnic groups
• Males
• General Equivalency Diploma (GED) graduates
• English as a second language (ESL) students
• Students requiring remedial classes

Ross-Gordon (2011) expands this definition to include those who are single parents, financially independent, working full-time, or attending school part-time. Non-traditional students also include adults earning their first degree, post-baccalaureate students switching careers, and those earning a second degree, often through online or accelerated programs.

These students bring a variety of life experiences, which can be both a strength and a challenge. Many are balancing family, work, and school responsibilities, making their academic journey more complex than that of traditional students.

Retention of Non-Traditional Students in Nursing Education

Retention refers to the rate at which students remain enrolled in their nursing programs and successfully complete their courses. Retaining non-traditional students is particularly important given the growing demand for nurses in the healthcare industry. By 2022, it is estimated that more than 26,800 additional nurses will be needed in the U.S. (Bureau of Labor Statistics, 2014).

The National Center for Education Statistics (2013) reports that the enrollment of students aged 25 and older increased by 41% in degree-granting institutions between 2000 and 2011, with an anticipated 14% rise in non-traditional student enrollments from 2011 to 2020. This trend underscores the importance of supporting non-traditional students to help meet the demand for healthcare workers.

Non-traditional students often face several stressors that contribute to a higher risk of attrition. These challenges include:

• Financial strain
• Employment constraints
• Family and community responsibilities

Ethnically diverse non-traditional students face additional barriers, such as:

• Lack of cultural support within nursing programs
• Feelings of isolation
• Language barriers
• Lack of faculty support (Harris & O’Rourke, 2014)

Many non-traditional students juggle family obligations, including the care of children or aging parents, while attending classes, clinicals, and labs. This often leads to feelings of guilt, anxiety, and frustration as they struggle to balance these conflicting priorities. Without adequate support, these students may be at risk of leaving their programs prematurely.

Non-Traditional Students and Teaching Strategies in Nursing Education

Given the unique challenges non-traditional students face, it is essential that educators implement teaching strategies tailored to their specific learning needs. Adult learners tend to favor various learning styles, with most students being predominantly visual learners (Blevins, 2014). Instructors need to incorporate visual, auditory, and kinesthetic learning methods to engage these students effectively.

Knowles’s Theory of Andragogy is one of the most well-known approaches to adult learning. According to this theory, adults:

• Prefer self-direction in learning
• Bring a wealth of personal experience to the classroom
• Are ready to learn based on a need to know or do
• Prefer problem-centered learning
• Are highly internally motivated (Ross-Gordon, 2011)

Faculty play a crucial role in creating supportive learning environments by incorporating adult learning principles into their teaching. They also act as change agents by advocating for programs and services tailored to adult learners. Building on life experiences is a key strategy, as it helps connect new knowledge with past expertise. Inviting students to share their experiences enriches class discussions and provides context for learning.

Engagement strategies include connecting the material to real-life scenarios, which helps to make the content more relevant to non-traditional students. These students often have extensive life experience that can inform their learning and provide practical insights into the field of nursing.

Second-degree nursing students represent a subset of non-traditional students who may have unrealistic expectations of nursing education based on their prior career experiences. These students often enter nursing expecting a practical, meaningful profession that allows them to help others while securing stable, well-paying jobs. However, many find that the reality of nursing education, with its rigorous curricula and clinical requirements, does not always align with these expectations, leading to frustration and attrition (Sedgewick, 2013).

Admission Criteria for Non-Traditional Students in Nursing

While non-traditional students often meet the rigorous admission standards set by nursing programs, their retention rates remain a concern. Effective interventions can help mitigate these issues and improve retention rates.

Several strategies can be implemented to support non-traditional students throughout the admission and enrollment process:

1. Orientation Programs: Offering a thorough orientation that emphasizes the fast pace and intensity of the nursing program is essential. Alumni can provide firsthand accounts of how they managed the program’s demands, which can be reassuring and motivational for new students.
2. Financial Counseling: Assisting students in preparing a personal budget and identifying sources of financial support (scholarships, loans, etc.) can alleviate financial pressures.
3. Counseling Services: Providing access to stress management resources and offering counseling services can help students cope with the challenges they may face.

Nursing programs must carefully screen applicants to ensure they are prepared for the rigors of the profession. According to Rosenberg, Perraud, and Willis (2007), many health science programs assess non-cognitive factors in their admissions process, such as applicants’ understanding of the commitment required for nursing. Attributes like compassion, integrity, altruism, motivation, interpersonal skills, and respect are essential for success in nursing.

Additionally, it is crucial that educators and administrators consider the unique characteristics of non-traditional students when designing admission criteria and support systems. These students often face different challenges than their traditional counterparts, so it is important to assess their readiness for the demands of nursing education holistically.

Creating a Supportive Learning Environment

Understanding the principles of adult learning is essential when developing educational programs for non-traditional students. Faculty must be aware of generational differences and various learning styles. Coordinating teaching methods with students’ preferred learning approaches can enhance the understanding and retention of material, ultimately improving patient care outcomes (Blevins, 2014).

Focus groups can be an effective method for gathering feedback on program evaluation, outcomes, and student needs. Robert, Pomarico, and Nolan (2011) found that focus groups helped faculty identify student expectations and preferred teaching methods, allowing for the adaptation of instructional strategies. Building learning communities, where students collaborate on projects and share their strengths, can also be beneficial.

Clinical instructors play a vital role in working with non-traditional students. According to Cangelosi (2007), clinical instructors who demonstrate pedagogical skills and clinical competence help students integrate classroom learning into the clinical setting. These instructors serve as facilitators and role models, encouraging students to develop confidence in their nursing abilities.

Non-traditional students often need more time to build confidence and establish supportive relationships within clinical placements. Fewer placements of longer duration can help foster a sense of connection and allow students to develop a rapport with their clinical instructors and peers (Sedgewick, 2013).

Conclusion

Non-traditional students bring a wealth of experience and diversity to nursing programs. However, they also face unique challenges, such as balancing work, family, and academic responsibilities. Nursing educators must implement teaching strategies that recognize these challenges and support non-traditional learners through tailored interventions, supportive admission processes, and effective teaching methods. By creating environments that address their needs, educators can improve retention rates, help non-traditional students succeed, and ensure a more diverse nursing workforce.

As the demand for nurses continues to grow, retaining non-traditional students will be key to addressing healthcare disparities and meeting the future needs of the nursing profession.