Too Old For School? Barriers Nurses Can Overcome When Returning to School

Morgenthaler, Marcia

doi:10.1016/j.aorn.2008.09.004

Cited by 14 publications

(12 citation statements)

References 10 publications

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“…Although returning to study was demanding, personal rewards were beyond just achieving a degree, for example becoming "a better person, "increased inner strength" and "ability to cope with anything". Similar results are noted in the literature (Morgenthaler, 2009;Swartz & Leibold, 2014).…”

Section: J O U R N a L P R E -P R O O Fsupporting

confidence: 92%

“…Participants repeatedly expressed that the initial excitement about commencing university soon declined into feelings of "shock" and then uncertainty about whether academic demands could be met; a common story in other studies (Duffy et al, 2014;Morgenthaler, 2009;Osterman et al, 2009). The anxiety and vulnerability induced by the academic culture felt by experienced and mature RNs slowly eased once they learned what was expected of them, how to access resources and how to approach study.…”

Section: J O U R N a L P R E -P R O O Fmentioning

confidence: 97%

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The experiences of diploma registered nurses returning to undergraduate study in Qatar: A descriptive qualitative study

Macdonald

Benjamin

Wolsey

et al. 2020

Nurse Education Today

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Link to publication on Research at Birmingham portal General rightsUnless a licence is specified above, all rights (including copyright and moral rights) in this document are retained by the authors and/or the copyright holders. The express permission of the copyright holder must be obtained for any use of this material other than for purposes permitted by law.• Users may freely distribute the URL that is used to identify this publication.• Users may download and/or print one copy of the publication from the University of Birmingham research portal for the purpose of private study or non-commercial research.• User may use extracts from the document in line with the concept of 'fair dealing' under the Copyright, Designs and Patents Act 1988 (?) • Users may not further distribute the material nor use it for the purposes of commercial gain.Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document.When citing, please reference the published version. Take down policyWhile the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

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Section: J O U R N a L P R E -P R O O Fsupporting

confidence: 92%

Section: J O U R N a L P R E -P R O O Fmentioning

confidence: 97%

The experiences of diploma registered nurses returning to undergraduate study in Qatar: A descriptive qualitative study

Macdonald

Benjamin

Wolsey

et al. 2020

Nurse Education Today

View full text Add to dashboard Cite

show abstract

“…This results in work and life duties that are incompatible ( 11 ). The concern over the ability to pursue higher education and to maintain time for family and friends has also been reported a barrier in the nursing profession ( 12 ). Morgenthaler noted lifestyle changes as a deterrent for nurses to pursue advanced degrees ( 12 ).…”

Section: Discussionmentioning

confidence: 99%

“…The concern over the ability to pursue higher education and to maintain time for family and friends has also been reported a barrier in the nursing profession ( 12 ). Morgenthaler noted lifestyle changes as a deterrent for nurses to pursue advanced degrees ( 12 ). This barrier has been noted not only in the United States, but in a study of woman engineers in Malaysia as well ( 13 ).…”

Section: Discussionmentioning

confidence: 99%

Barriers and Facilitators for a Collaborative International Physical Therapist Residency Program in Nairobi, Kenya

Cunningham

Litwin

Fernandez-Fernandez

et al. 2018

Front. Public Health

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Introduction: With the globalization of higher education through online training, opportunities exist for collaboration between institutions to promote ongoing advancement of healthcare professionals in resource-limited countries. The success of these programs is dependent on the ability of the program to meet the educational needs of the student and assist with implementation of the new information into practice. A post graduate residency program for physical therapists was introduced to Kenya to promote the development of the profession of physical therapy. This study sought to explore barriers that affected participation in the residency program, and how participants perceived the residency program fostered the use of new skills in the clinical environment, as well as the limitations they faced in applying the skills gained through the residency program in a clinical setting.Methods and Materials: The participants in this study were in the third and fourth cohorts of the residency program (n = 27). One-on-one interviews were performed with the residents following completion of the program. A qualitative phenomenology research design was used to describe the manner in which the residency was experienced within the context of the environment in which the experience took place. Descriptions and narratives were obtained from the residents to provide a window into their lived experience.Results: Four themes were discovered: (1) The ongoing challenge to balance often conflicting responsibilities: family, work and education, (2) A need to educate patients and colleagues on newly acquired skills to gain acceptance, (3) Success in the program requires reliance on support networks, and (4) Increased confidence gained in delivery of patient care.Discussion: Although the residents faced obstacles for completing the residency and integrating newly acquired knowledge and skills into clinical practice, they were able to formulate strategies to meet these challenges. Understanding the barriers and facilitators that affect participants in international collaborative efforts may ultimately assist residency and other educational programs in designing new models of education, which will advance the physical therapy profession globally.

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“…Morgenthaler [20] proposed that finding another nurse who is going to school provides someone to study with and to offer encouragement during difficult coursework.…”

Section: Have Overcome the Following Barriers To Return To Schoolmentioning

confidence: 99%

Challenges in Pursuing Nursing Education at the Graduate Level: Motivators, Barriers, and Persistence

Loftin¹,

Phillips²,

Aprn³

et al. 2021

GJON

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As the United States [U.S.] nursing shortage continues, the need for a highly educated work force grows. Although, the Carnegie Report [1] advocated for a Bachelor of Science in Nursing [BSN] degree as entry into practice with a required Master of Science in Nursing [MSN] earned within 10 years, the necessity to pursue a graduate degree in nursing has not been as widely encouraged as the baccalaureate degree. Master’s prepared nurses are essential across a variety of health care settings to serve in leadership, management, and advanced primary provider positions, as well as in academic settings as faculty members and researchers. In 2017, approximately 17% of the nursing workforce held a master’s degree. This was up from 13.8% in 2013 [2]. While the percentage of nurses earning a master’s degree has risen gradually, the need for additional highly educated nurses persists as rapid advancements in health care technology, including telehealth and informatics, occur. During 2016 and 2017, the nursing program at the authors’ institution tasked the recruitment and retention committee with increasing enrollment in the graduate nursing program. The committees stated goal was increasing enrollment in all role specializations (nurse practitioner, education, and management). The committee identified two areas of particular concern: the need for family nurse practitioners in the nearby rural communities and a shortage of nursing faculty in the area as these areas had become challenging. Although the nursing program had been successful at retaining a majority of its students, recruitment of new students was challenging and thus became the key focus.

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Too Old For School? Barriers Nurses Can Overcome When Returning to School

Abstract: Nurses may face a number of perceived barriers, such as geographical location, time, and cost, when deciding to return to school for additional education. Viable solutions to overcome these barriers include distance education, effective time management, and tuition assistance programs.

Cited by 14 publications

References 10 publications

The experiences of diploma registered nurses returning to undergraduate study in Qatar: A descriptive qualitative study

The experiences of diploma registered nurses returning to undergraduate study in Qatar: A descriptive qualitative study

Barriers and Facilitators for a Collaborative International Physical Therapist Residency Program in Nairobi, Kenya

Challenges in Pursuing Nursing Education at the Graduate Level: Motivators, Barriers, and Persistence

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