Abstract
The composition of student population in higher education is a reflection of a globalized society and current socioeconomic conditions. Characteristics of nontraditional adult learners have a significant impact in the achievement of their academic goals. A more diverse composition of students enrolled in nursing programs poses an important challenge to NCLEX-RN pass/fail outcomes. Studies that explore or predict the factors associated with NCLEX-RN performance amongst nontraditional adult learners after graduation are limited.
This study analyzed how the demographic, social, and psychological factors observed in the characteristic profile of the nontraditional adult learner are related to NCLEX-RN performance for graduates of an associate degree nursing program. Theoretical framework. The andragogy theory, as the theoretical framework,
acknowledges four principles of the adult learning process. The assumptions explain the coping strategies of the adult learner to overcome challenges embedded in the demographic, social, and psychosocial factors of their characteristic profile.
Sigma Membership
Upsilon Chi
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Nontraditional Adult Learners, National Council Licensure Examination of Registered Nurses (NCLEX-RN®), Academic Performance, Learning Processes, Coping Strategies
Advisor
Luvencia Connor
Second Advisor
Gesulla Cavanaugh
Third Advisor
Linda Evans
Degree
PhD
Degree Grantor
Nova Southeastern University
Degree Year
2019
Recommended Citation
Gaud, Angela C., "Factors affecting the outcome of the National Council Licensure Examination among nontraditional learners from associate degree nursing programs" (2021). Dissertations. 1567.
https://www.sigmarepository.org/dissertations/1567
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-12-17
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27540888; ProQuest document ID: 2321090570. The author still retains copyright.