Baccalaureate-prepared women in nursing: Return to graduate education in nursing in midlife

The purpose of this descriptive study was to investigate the return of mature women as nurses to graduate education in the midlife period; particularly: (a) factors that prompted their return during this period in their lives; (b) other variables that influenced their return; and (c) their perceptions of this experience in the educational arena. Both quantitative and qualitative methods were used. A 62% response rate was obtained from women in nursing in midlife (40-65+) who returned to NLN-approved graduate programs in nursing in six colleges and universities. The SAS program was employed for data entry and computation of descriptive statistical measures in the study. Multilevel sampling was used in the selection of six colleges and universities participating in the study and in the selection of nurse participants. Three standardized instrument, the Empowerment Instrument, the BSRI, the POI, and the Brant Survey of Returning Women, a researcher-developed survey tool were used in data collection. Based on instrument scores, two extremes of the study sample were identified and examined. In-depth telephone interviews were conducted with participants who comprised the two extreme groups. Each interview was synthesized into a case study and analyzed for common themes by the researcher. The findings from the study indicate that mature women nurses in midlife returned to graduate eduction in nursing (a) to fulfill a personal goal, (b) to enhance their career opportunities, and (c) because of a desire to learn. Major challenges or obstacles in returning to graduate education as perceived by the subjects were family demands, work, school, time management, and finances. The study results from the three standardized instruments and the subset interviews further revealed that most mature women in the study sample perceived themselves as empowered to some degree, and moderately to highly self-actualized regardless of gender attribute. This study has implications for reassessing the educational milieu, refining the graduate curriculum, restructuring administrative procedures, and redesigning nursing education and practice to accommodate mature women as nurses and mature women, in general, who return to graduate education.