The new non-traditional student in nursing.
Because different types of new, non-registered nurse students seek baccalaureate nursing education, this study was conducted comparing traditional undergraduate generic students with a group of non-traditional students to dispel myths and to develop policies and educational strategies. Traditional and non-traditional students were differentiated by age, sex, marital status, and experience in higher education. Traditional and non-traditional undergraduate students were compared on demographic variables, educational goals, sources of psychological and financial support, study habits, learning style, and clinical judgment skills. Non-traditional students were found to be an excellent risk for admission, having higher semester grade point averages and being more skilled in making professional judgments. Learning style differentiated traditional and non-traditional students, however, teaching methods were similar. Suggestions for educational planning and policies are made. Let the curriculum of the institution recognize that both educational content and process must be relevant to individual differences and that the curriculum is basically what different individuals do to learn what they need to learn, to fulfill the purposes that brought them to the college (Chickering, 1974).
Seidl
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AH
School of Nursing, State University of New York, Buffalo 14214.
Sauter
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D003376:Counseling; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000639:trends*; D005260:Female; D006801:Humans; D007600:Judgment; D007858:Learning; D008297:Male; D008875:Middle Aged; D012570:School Admission Criteria; D013338:Students, Nursing; D013663:Teaching / Q000379:methods