| Nontraditional students began to enter nursing education in large numbers in the 1970's. Most previous nursing research identified nontraditional students as registered nurses returning to school to obtain a baccalaureate degree. No research was found which focused on the meaning of the experience of nontraditional nursing students with no previous nursing education, or novices.; The purpose of this interpretive, phenomenological study was to uncover the meaning of the lived experience of novice, nontraditional nursing students. Theoretical background for this study included the theory of curriculum as meaning, adult learning theory, and concepts related to role development and professional socialization. Heideggerian hermeneutics provided the methodological framework.; Eighteen volunteer participants who identified themselves as nontraditional were interviewed. Each participant was asked to describe occurrences which revealed the meaning of the experience of being a novice, nontraditional student in nursing. Hermeneutic analysis was conducted using the method described by Diekelmann, Allen and Tanner(1989). Authenticity criteria were implemented to assure rigor throughout the study (Guba & Lincoln, 1989).; Three constitutive patterns and twelve relational themes emerged from the interpretation of texts. The first pattern "Nontraditional as an Attitude rather than an Age" was revealed in four themes: It's a way up or a way out; It's a lot different this time; Experience makes the difference; and, Being nontraditional is not that nontraditional. The second pattern "Managing--the Metaphor of the Spinning Plates" was comprised of three themes: Family matters; Time; and, Something's got to give. The final pattern "Getting Through It" was evident in five themes: Nursing education is different; Teachers: For better or for worse; Becoming a nurse; being supported; and, The light at the end of the tunnel.; Conclusions relate to the meaning of the term nontraditional, the curriculum in nursing education, and the novice experience. Recommendations are related to understanding the nontraditional student's life context; transactions between teachers and learners; and guidance for the novice in nursing. Further research is needed with nontraditional, traditional, and reentry students, as well as with faculty to further understand the experience of nursing education. |
