Background. 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. Purpose. 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. Methods. A quantitative, non-experimental design, following a correlational and regression analysis, was employed to test the hypothesis. Participants were recruited through a convenience sample and asked to complete a demographic questionnaire. The SPA-R-2 tool was used to collect data about how supportive or restricted were the social and psychological factors to their NCLEX-RN outcomes. Results: A statistically significant correlation was observed amongst various variables from the social and psychological factors with NCLEX-RN pass/fail outcomes. The regression model demonstrated the variables of employment responsibilities, nursing vi professional events, and college library services to be statistically significant in the regression model as predictors for NCLEX-RN pass/fail outcomes. Conclusion: The results from this study support the theoretical strands of the andragogy theory by confirming that the aspects of the behavioral response to learning is affected by non-academic factors embedded in the characteristic profile. The results allow for the development of educational strategies, strengthening of student support systems, and empirical information that can be used for the development of supplemental activities for nontraditional adult learners.
| Date of Award | Jan 1 2019 |
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| Original language | English |
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| Supervisor | Luvencia Connor (Supervisor) |
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