Part-Time Mature Students and (the Unexpected Benefits of) Access to the Arts

Butcher, John; Clarke, Alan

doi:10.1007/978-3-030-97450-3_6

Cited by 2 publications

(5 citation statements)

References 23 publications

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“…Curriculum redesign is vital since mature and working students need to see that their education realities reflect their working realities. [23][24][25] They need to be able to translate knowledge acquired in their studies to their work environment. [24,25] Most participants acknowledged that they were undertaking the RN to BScN programme to acquire a degree certificate, but they did not feel they have learnt new concepts.…”

Section: Discussionmentioning

confidence: 99%

Clinical experiences of RN to BScN nursing students in Kenyan universities

Mbuthia,

Van Rensburg,

Shaibu

2024

JNEP

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Introduction and objective: Clinical learning environments play a great role in nursing training as they allow nursing students to develop their clinical skills by combining cognitive, psychomotor and affective skills. Consequently, clinical learning environments enable nursing students to bridge the theory-practice gap. Fewer studies have examined the clinical experiences of RN to BScN students in Kenya. This paper is part of analytical memo of a larger PhD study that sought to explore and describe the support needs of RN to BScN students in Kenyan universities. The paper focuses on clinical experiences of RN to BScN students.Methods: Using a qualitative phenomenological approach, ten focus group discussions were conducted with 100 RN to BScN students, purposively sampled from four universities in Kenya. Data were analyzed using Tesch’s data analysis protocol. The article has adhered to Consolidated criteria for reporting qualitative studies.Results: The data on RN to BScN students’ clinical experience revealed two themes: curriculum challenges and practice environment and six sub-themes: redundant learning outcomes, redundant clinical assessments, not acknowledging prior learning, lack of clinical supervision, lack of learning resources and “an extra pair of hands”.Conclusions: The study findings highlight the need for review of clinical learning outcomes for the RN to BScN students in Kenya. The findings emphasize the need for collaborative partnerships between universities, clinical learning environments, nurse educators, and policy makers, to design of clinical learning outcomes relevant to RN to BScN students in Kenya.

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Section: Discussionmentioning

confidence: 99%

Clinical experiences of RN to BScN nursing students in Kenyan universities

Mbuthia,

Van Rensburg,

Shaibu

2024

JNEP

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“…The arts subjects they studied were varied (textiles, printmaking, sculpture, creative writing, calligraphy, participatory and fine art). Initially the project was devised during 2020 as a response to the dramatic changes that occurred in people's working, leisure and learning lives due to the Covid-19 pandemic (Butcher & Clarke, 2022). Learning Returns explored the possibility that a video-sharing website could be a fruitful space for developing narrative inquiry and arts-based research.…”

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“…When considering adults returning to study, it can also be seen that their needs have not been prioritised in UK educational policy. Butcher (2020) pointed out that there had been a 61% drop in the number of adults engaging with higher education over the previous ten years (Tazzyman et al, 2019). The near-disappearance of part-time mature learners, in particular, from conventional university study, is rarely addressed in institutional Access and Participation Plans (OfS, 2019).…”

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confidence: 99%

“…Whether or not these interventions will diminish the barriers adult students face when studying the arts is open to question. Butcher and Clarke (2022) noted that barriers to studying the arts are compounded for adult learners, who often need flexible routes into higher education, such as through Access to HE courses. Adult returners (defined by HESA as aged over 21), often have limited time and financial support while managing their learning alongside work and caring commitments.…”

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“…On the other hand, many people do return to study the arts later in life because they believe that being creative is a significant part of their identity. Butcher and Clarke (2022) have argued that the voices of part-time mature students are rarely heard in research around the arts. The transformative aspects of lifelong learning in the arts need to be further elucidated to institutions and policy makers.…”

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How can arts-based methods support narrative inquiry into adult learning in the arts?

Broadhead,

Hooper

2024

RELA

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This article considers an arts-based project, Learning Returns (2023), that seeks to capture the experiences of adults who have returned to arts study after some time away from formal education. The aims of the project are twofold: firstly, to evaluate the combination of narrative inquiry and digital film-making hosted on YouTube as a method of investigating adult learning and secondly, through an analysis of the Learning Returns content, to discover what themes the participants considered important to communicate to an imagined, virtual audience. The findings suggested that the aesthetics of the videos/films interconnect with the lived experiences of the participants. The participants were able to give an account of their experiences spontaneously, and at the same time communicate messages of hope to prospective adult returners. It was also discovered that the editing process offers a means of analysing the content of the films that is analogous to the approaches associated with qualitative research.

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Part-Time Mature Students and (the Unexpected Benefits of) Access to the Arts

Cited by 2 publications

References 23 publications

Clinical experiences of RN to BScN nursing students in Kenyan universities

Clinical experiences of RN to BScN nursing students in Kenyan universities

How can arts-based methods support narrative inquiry into adult learning in the arts?

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