RESEARCH ETHICS COMMITTEE

RESEARCH PROPOSAL/PROTOCOL TEMPLATE

(Adapted from the DOST-PCHRD)

(1) COVER SHEET: (1) Non-traditional Nursing Students: A Concept Analysis

Hara, John Louie M. Joaquin, Katelyn Joie A.

Researcher Researcher

Juliano, Samantha Eloise M. Kong, Cherrysha Mae A.

Researcher Researcher

(1) INTRODUCTION

Nursing, once perceived as one of the most conventional and predictable career paths, has undergone a

remarkable transformation in recent years. This evolution has led to nursing becoming an increasingly

unconventional career choice, attracting individuals from diverse backgrounds, experiences, and life stages.

Unlike the past, where nursing was often seen as a predetermined profession for specific demographics, it has

now opened its doors wide, welcoming people of all ages, genders, and walks of life. Adult learners who

decide to complete a degree later in life often encounter a range of challenges, with financial obstacles being

among the prominent ones. According to Beauvais, Stewart, DeNisco (2014) nursing program registration

continues to increase; however, only half of those enrolled graduated their program. "At-risk students are less

likely to reach out for assistance and, therefore, less likely to complete a program.” These students have
personal differences such as age gap, working full time, single parents and generally have low assessment

scores, withdrawals, failures in past courses, financial needs, less perceived or actual support, low self-

efficacy, and more external responsibilities. (Handwerker, 2018)

This study article explores the world of non-traditional nursing students, which not only adds to the

body of knowledge on nursing education but also offers insightful information to organizations, and policy

makers. Non-traditional nursing students encompass a diverse and dynamic group, challenging conventional

norms and adding unique perspectives to the field of nursing education. These students are distinct, often

older and working part-time, non-traditional nursing students that challenge the traditional narrative of a

college student. They are often the first in their families to attend university, breaking barriers and setting new

standards. Employment and educational demands intersect in their lives, requiring exceptional time

management and dedication. Juggling multiple responsibilities like parenthood while pursuing their

educational goals. Student-parents, balancing parenthood with academics, embody exceptional multitasking

skills. Their ability to manage diverse roles underscores their dedication to both parenting and education.

Studies (Clynes et al., 2020) highlight their challenges, emphasizing the need for tailored support systems.

Student-parents, in particular, face unique stressors while focusing on their studies. Their ability to maintain

distinct identities as parents and students showcases their resilience and determination (Moreau & Kerner,

2013; Nikiforidou & Holmes, 2022). Returners, individuals re-entering the academic realm after substantial

breaks, showcase incredible determination. Armed with life experiences, they bring resilience and newfound

focus to their studies. Second coursers, possessing prior degrees, venture into nursing, enriching their

knowledge base and diversifying the profession. These students are more than learners; they are pioneers,

redefining education's scope and purpose. Their stories provide valuable data, not just for academia but also

for organizations shaping educational policies. Understanding their unique challenges and triumphs is vital for

creating inclusive educational environments, ensuring that every student, regardless of their background, has

an equal opportunity to excel and contribute meaningfully to society. As we delve deeper into their

experiences, we uncover a wealth of resilience, determination, and innovation, shaping the future of nursing

F-REC-002 (10-25-19)
Page 2 of 37
education.

By conducting this conceptual analysis study, the researchers intend to analyze the in-depth

exploration of non-traditional nursing students as they struggle more than a regular traditional nursing student

with the goal of understanding the unique factors that motivate them to pursue a second career in nursing and

to explore strategies that can motivate and support their educational journey effectively. By highlighting the

drivers, barriers, and most promising avenues for improving their educational engagement, researchers seek to

address an important aspect of nursing education, which is becoming increasingly important as the nursing

health landscape continues to evolve. Our study did more than simply recognize the existence of Non-

traditional nursing students. Researchers strive to provide a comprehensive understanding of their diverse

backgrounds, aspirations and the complex range of challenges they face. In doing so, researchers aim to pave

the way for evidence-based strategies and approaches that can harness the full potential of this dynamic and

growing segment of nursing students.

In an ever-changing healthcare landscape, nurses are on the front lines of patient care, shouldering the

important responsibility of protecting human life. Nursing today is a dynamic and multifaceted profession that

encompasses a wide range of healthcare roles and responsibilities. It involves the provision of holistic care to

individuals, families, and communities, focusing on promoting health, preventing diseases, and supporting

individuals in their healing processes. As the healthcare industry grows, the need for highly qualified and

dedicated nursing professionals also increases. Yet, the field of nursing education has experienced substantial

transformation in recent times, embracing an array of diverse and dynamic individuals referred to as non-

traditional nursing students. The term "non-traditional" might not fully encompass the depth and diversity of

experiences these nursing students embody. They originate from various backgrounds, carrying with them a

diverse array of experiences, histories, and motivations.

Non-traditional nursing students are also warriors striving for their dreams in different conditions; they

are more vulnerable to obstacles that might hinder them from finishing their education than any other group of

students. Although non-traditional nursing students bring a wealth of life experiences to the classroom, they

F-REC-002 (10-25-19)
Page 3 of 37
also face unique challenges and obstacles throughout their educational journey. These challenges can come

from a variety of sources, including the need to balance family responsibilities, financial constraints, and

concerns about returning to formal education after a hiatus. Therefore, non-traditional nursing students often

need appropriate strategies and support to succeed academically and transition effectively into the health care

workforce.

Understanding the struggles faced by non-traditional nursing students is not just a compassionate act

but a fundamental necessity for their academic and personal growth. To truly support these students, it's

imperative to delve deep into their experiences, acknowledging the hurdles they encounter and the unique

perspectives they bring. Constructing dialogues that echo their realities is more than empathy; it's a bridge

connecting their experiences with the academic environment. Feeling misunderstood or invalidated, even

unintentionally, can create a chasm between these students and their educational community. This alienation

can lead to a sense of isolation, hindering their ability to engage fully in their studies. Therefore, finding

common ground becomes pivotal. Establishing relatable connections, both academically and personally,

fosters an atmosphere of inclusion. When these students feel seen and heard, they are more likely to actively

participate in their education, contributing significantly to their own learning and the overall educational

community. The uniqueness of non-traditional students extends beyond age or life stage; it encompasses

diversity in various forms. Understanding these diverse backgrounds is essential. By exploring issues related

to diversity, work/life balance, and social support, institutions can tailor their programs and resources

effectively. A diverse and inclusive curriculum not only accommodates their varied experiences but also

enriches the learning environment for all students. Moreover, motivation is a powerful catalyst for success.

When non-traditional nursing students feel genuinely understood and valued, their motivation soars. This

intrinsic motivation is a driving force behind their commitment to their studies. Academic institutions can

play a pivotal role in this aspect. By creating an atmosphere where these students are not just accommodated

but celebrated, institutions can instill confidence in them. This confidence is transformative, shaping not only

their academic performance but also their nursing skills and, eventually, their contributions to the healthcare

sector. In essence, it's not just about understanding their struggles; it's about embracing their unique journey
F-REC-002 (10-25-19)
Page 4 of 37
and providing tailored support that recognizes and appreciates their diversity. By doing so, academic

institutions can empower non-traditional nursing students, ensuring they not only graduate but thrive,

becoming compassionate, culturally aware, and highly skilled professionals in the nursing field.

We are adamant that knowing how to properly encourage and assist non-traditional nursing students is

crucial for their academic achievement as well as for utilizing their special skills and experiences to satisfy

their requirements. Satisfy the healthcare sector's ever evolving needs. This research paper not only

contributes to existing knowledge about nursing education but also provides information that is valuable for

educators, organizations, and political decision makers. By understanding how to effectively motivate and

support non-traditional nursing students, we can ensure that they not only excel academically but also become

outstanding nursing professionals who bring diversity, empathy and resilience to the nursing and health fields.

The researchers seek to develop a more welcoming and encouraging school atmosphere by appreciating their

efforts and resolving the difficulties they face. In the end, our combined efforts may result in the development

of nursing practitioners who are not only highly skilled but also profoundly sympathetic, culturally aware, and

equipped to address the various healthcare demands of our society. In the pages that follow, we delve into the

multifaceted world of non-traditional nursing students, shedding light on the motivations, challenges, and

strategies that promise to reach their full potential. Together, let us embark on a journey to empower and

inspire the next generation of non-traditional nurses, recognizing that their success is not only a testament to

their dedication but also Investing in the future of the nursing health industry.

As we navigate this exploration, it's an invitation to all readers to stand alongside us in this

recognition. These students are not just symbols of determination; they are living embodiments of the

collaborative spirit within the healthcare community. Their success is a shared achievement, a beacon

illuminating the path for future generations of non-traditional nursing students. By acknowledging their

triumphs and challenges, we strengthen the bond within the healthcare community, creating a supportive

network that uplifts every individual, ensuring no one is left behind on their educational journey. Together,

we celebrate not only the resilience of these students but also the collective spirit that defines the very essence

F-REC-002 (10-25-19)
Page 5 of 37
of healthcare education and practice.

(3) RESEARCH TITLE

Non-traditional Nursing Students: A Concept Analysis

(4) IMPLEMENTING AGENCY/SCHOOL of SDCA

St. Dominic College of Asia

(5) SIGNIFICANCE OF THE PROPOSAL

The following will benefit from the findings of the study:

Nursing Education. The results of the study could be beneficial to nursing students to discover

factors related to their personal setting that may have an impact on their ability to perform academically.

Without affecting the standard of education a nursing student receives, they can change or adapt these aspects

to their advantage, which could motivate them to achieve excellence both at school and in their field of work.

This study could also improve the approach to the quality of nursing education which can be feasible for these

non-traditional nursing students to be more active and improve excellence academically. The development of

nursing education will benefit from the findings of this study. Improved curriculum for student nurses can

ensure that they obtain the most up-to-date and applicable education possible based on methods that are

supported by evidence.

Non-traditional Nursing Students. The results of this study will act as a guide for future non-

traditional nursing students, helping them better understand their situation as NTNS. The data gathered from

the research will make it more feasible for them to develop effective coping mechanisms for dealing with life

experiences that currently serve as a barrier to learning. This study will also provide them with inspiration to

continue their nursing education regardless of challenges and become competent nurses in the future. This

could also serve as their basis for understanding their own situation which could help them to identify their

F-REC-002 (10-25-19)
Page 6 of 37
strengths and weaknesses.

Nursing students. This nursing research study advances nursing knowledge through deepening

comprehension of many different aspects of healthcare. It promotes constant professional growth and lifetime

learning, enabling aspiring student nurses to stay connected to the most recent developments in their field of

work.

Nursing Institution and Administration. This study will contribute to making administrators,

educational institutions, and clinical instructors more aware of how a nursing student's living circumstances

or personal setting may affect how effectively they perform academically. As a result, they will be more

engaged in the nursing student's learning process and reinforcement. The discoveries of this study may also be

used to determine the best course of action for nursing students who have been adversely affected by their life

experiences and are having challenges achieving their full academic potential or finding new and improved

ways to motivate nursing students who have been exposed to challenging situations.

Future Researchers. Potential researchers undertaking further studies may strengthen the findings of

this study. Future study on the impact of non-traditional nursing students' life experiences on their capacity for

academic performance may be informed by the ideas given, which may also be used as a basis for verifying

the reliability of other relevant findings. Additionally, they will use this study as a cross-reference that

provides them with background information or an overview of non-traditional students. New questions or

different theories are frequently posed by prior research. Potential researchers can use the resulting

information to come up with and explore new ideas of exploration, potentially discovering new solutions for

non-traditional students or perspectives in the field of nursing.

F-REC-002 (10-25-19)
Page 7 of 37
(6) LITERATURE REVIEW

The review of related literature is divided into three sections. The first section focused on the non-traditional

students. The second section deals with the barriers of the non-traditional students. Lastly, the third section

discusses the motivations and suggestions for successful non-traditional students.

Non-traditional Students

Non-traditional nursing students, often characterized by their diverse life experiences and unique

pathways to nursing education, bring a wealth of perspectives and challenges to the academic and clinical

settings. Understanding their experiences is critical for creating inclusive and effective nursing education

programs that cater to their needs. The following literature review summarizes key research articles that delve

into the experiences of non-traditional nursing students, shedding light on their motivations, challenges, and

successes. These studies employ various qualitative and mixed-methods approaches, offering valuable insights

into the multifaceted journey of non-traditional students pursuing a career in nursing.

The term non-traditional students’ is commonly used in education research and policy-making to refer

to those with socio-demographic characteristics that differ from traditional students from higher education.

The ‘non-traditional’ criteria were those characteristics which have been shown to be associated with

university attrition in previous research, including delayed enrolment and part-time students (Chung, et al.,

2014). In other words, non-traditional adult students have usually discontinued their education for various

reasons and decide later to return to college (Wirt et al., 2002; Francois, E. J., 2014). There is evidence that

students enrolled in post secondary education around the world are increasingly juggling full-time studies with

paid internships. Non-traditional students were more likely to be employed and consequently impacted by

combining work and educational demands (Clynes et al., 2020). These ‘non-traditional’ students are often

from the first generation in their family to attend university. Non-traditional students may struggle in the

F-REC-002 (10-25-19)
Page 8 of 37
unfamiliar environment of HE, and face issues not encountered by their peers (Macqueen, 2018).

Non-traditional students often attend less prestigious institutions after making the decision to attend

Higher Education. Explores the experiences of non-traditional students in Higher Education (HE), defining

'non-traditional' as students from underrepresented groups, a term used to describe students from any group

that has been historically underrepresented in HE (Macqueen, 2017). The quality of relationships between

non-traditional college students and traditional college students, with non-traditional students having the

highest quality relationships with faculty and administrative personnel, and traditional students having the

highest quality relationships with other students (Courtner, 2014). Although the usage of terms like "student

engagement" and "non-traditional" may seem casual, they frequently conceal positionalities, interests, or

power imbalances that serve ideological purposes (Trowler, 2015). Non-traditional students demonstrate

greater subject engagement than typical students over the entire study year. Additionally, it shows that the

group of non-traditional students are showing less interest in the subject (Clynes et al., 2023). Non-traditional

students are characterized by a multiplicity of meanings and assumptions, seldom spelled out, ascribed to the

term, which is nonetheless imbued with analytical and predictive significance. Students who define

themselves as ‘non-traditional’ in their own study contexts illustrate the problems of deploying such chaotic

conceptions for purposes beyond description (Trowler, 2015). Increasing deregulation of the Australian

tertiary system has led to changes in entry behaviors anticipated in non-traditional student cohorts. Many

nursing students are returning to formal studies later in their lives seeking a career change. Accessibility and

flexible study paths make external study increasingly attractive. However external studies require a level of

commitment and willingness to develop self-direction and a capacity for resilience (Philips, 2015).

Non-traditional Students and Their Barriers

Learning barriers represent the challenges that non-traditional nursing students may experience while

pursuing their degree in the nursing program. Non-traditional college students have motivation and learning

processes that are different from traditional-age college students (Justice, et al., 2001; Francois, E. J., 2014).

Non-traditional students have different needs from a curriculum, as well as different learning styles that make
F-REC-002 (10-25-19)
Page 9 of 37
them special. Some study regulations may be tailored to traditional students and may not fit the needs of non-

traditional students, such as temporally fixed syllabi without flexibility for those being part-time employed

while studying (Brändle, T., & Lengfeld, H., 2016). While some adults may be highly motivated to participate

in educational activities, others are confronted with barriers that impede or deter their participation. A well-

known approach is Cross’s model that identifies three types of barriers: situational, dispositional and

institutional (Alshebou, S. M., 2019).

Situational barriers are obstacles that result from a person's circumstances or immediate environment.

Examples include financial limitations, restricted time, an abundance of personal, home, or work obligations,

childcare responsibilities, transportation constraints, and health problems. For non-traditional nursing

students, the challenge is about finding the right balance between their academic responsibilities and external

commitments outside of school, allowing them to attain the level of engagement necessary for academic

excellence. Non-traditional adults want to learn what they can immediately apply in their present lives or what

is related to their current situation. In other words, they tend to be life-centered in their orientation for learning

(Francois, E. J., 2014). Dispositional barriers are those that are related to perspectives and perceptions about

one-self as a learner such as negative mindsets and notions of continuing education, how valuable it is, and

how it is appropriate to engage in learning; low self-esteem caused by poor academic performance. (Murphy,

H., & Roopchand, N., 2003; Francois, E. J., 2014) found not only that many non-traditional adult students

have high levels of self-esteem, but also there was a positive correlation between their self-esteem and

intrinsic motivation. Understanding the motivational orientations of adult students can help educators create a

successful learning environment (Miller, 2005; Francois, E. J., 2014). Institutional barriers are usually caused

by institutions of learning including those practices and procedures that exclude or discourage adults from

participating in organized learning activities such as inconvenient scheduling; location; lack of interesting,

practical or relevant courses; administrative or procedural issues; the lack of information about programmes

and procedures, etc. (Cross, 1992; Alshebou, S. M., 2019). A lack of communication regarding workload

expectations and having little time to adjust to the new learning environment left them feeling overwhelmed.

F-REC-002 (10-25-19)
Page 10 of 37
Non-traditional students who experienced a sense of community adjusted more easily and enjoyed the process

of transition. On the other hand, those who did not find this social support expressed feelings of loneliness and

isolation and, in Bourdieuian terms, felt like a ‘fish out of water’ (Meuleman, et al., 2014). Thus, the challenge

for non-traditional students lies not in developing their own social identity in the new learning community, but

in striking a balance between their academic and external commitments that enables them to reach a level of

engagement sufficient to achieve academic success. Researchers studying nursing students over several

decades have determined that the causes of students' retention failure or withdrawal from study programs is

not based on grades alone (Fontaine, 2014; Jeffreys, 2012; Kukkonen, Suhonen, & Salminen, 2016; Priode,

2013).

Non-traditional students face unique barriers and challenges compared to others in different age

brackets (Trowler, 2015). Non-traditional students encounter a myriad of distinctive barriers and challenges

that set them apart from their peers in various age groups. These challenges, rooted in the complexities of their

life circumstances, demand a detailed examination to fully grasp the depth of their impact on non-traditional

students' educational experiences. Non-traditional nursing students struggle to balance school and life. The

retention of these students is paramount for increasing RNs in the workforce (Priode, 2019). Non-traditional

students are very diverse and have many different types of lifestyle patterns, different levels of psychological

career maturity, and varying developmental milestones. Balancing multiple roles, such as student, employee,

parent, spouse or partner, and sibling, can be demanding on their time and energy. Non-participation in

planned on-campus activities may not indicate a lack of interest or investment, as some students can find

social support through other off-campus involvements (Sanford et al., 2015). Non-traditional students face

more barriers to learning with technology than traditional students, and will continue to face different

challenges in the ever-changing economy and job market (Darney, 2018). The rapid evolution of technology

also poses challenges. Software updates, new applications, and digital learning platforms constantly emerge,

demanding adaptability and continuous learning. Non-traditional students, particularly those balancing

multiple responsibilities, might find it challenging to stay abreast of these advancements. This knowledge gap

F-REC-002 (10-25-19)
Page 11 of 37
can impact their efficiency in using digital tools for academic purposes, potentially affecting the quality of

their learning experiences. They often struggle due to lack of institutional familiarity, financial commitments,

and limited academic skills. These factors can lead to higher rates of attrition for non-traditional students.

Although factors for student attrition are well-known, there is limited knowledge about conditions for

successful enrollment, progress, and completion for non-traditional students in HE. (Gale & Parker, 2013)

Facilitating the transition for non-traditional students might require a cultural change by universities

and a move away from the notion that the students need to ‘adapt’ to university. Rather, the evolving

university might provide for increasingly diverse student cohorts by embracing their habits and unique

features (Meuleman et al., 2014). Constructing dialogues that reflect their experiences in a way that they feel

validated is very important. Feeling misunderstood and invalidated could lead to alienation and distancing,

even if it is unintentional. Hence, it is important to find common ground so that these students could relate in

meaningfully significant ways, or they stand a chance of being ostracized. The unique characteristics of the

non-traditional student population can further be understood through discussion of diversity issues, work/life

balance, and social support (Sanford et al., 2015). A comprehensive understanding of the unique

characteristics of non-traditional students can be achieved through in-depth discussions concerning various

factors. Diversity issues, including cultural backgrounds and differing life experiences, play a vital role in

shaping their educational journeys. Additionally, exploring the delicate balance between work and academic

responsibilities sheds light on the challenges they face. Social support, both within and outside the academic

setting, significantly impacts their well-being and ability to navigate the complexities of their non-traditional

student status. By delving into these aspects, educators and institutions can create tailored strategies and

support systems, ensuring that non-traditional students are not only welcomed but also fully integrated into the

academic community.

In recent years, the field of nursing education has experienced a significant surge in enrollment,

mirroring the increasing demand for qualified healthcare professionals. However, behind the facade of rising

enrollment numbers lies a pressing concern: the alarming dropout rates within nursing programs. Despite the

F-REC-002 (10-25-19)
Page 12 of 37
initial enthusiasm and determination that prompt students to register for these programs, a staggering fifty

percent fail to complete their nursing education successfully. This dropout phenomenon not only raises

serious questions about the accessibility and quality of nursing education but also highlights the multifaceted

challenges faced by aspiring nurses. According to Beauvais, Stewart, DeNisco (2014) nursing program

registration continues to increase; however, only half of those enrolled graduate from their program. Non-

traditional nursing students struggled to balance school and life. Generally, have low assessment scores,

withdrawals, failures in past courses, financial needs, less perceived or actual support, low self-efficacy, and

more external responsibilities, such as working outside of the home (Handwerker, 2018). The reasons behind

this high dropout rate are complex and varied. Financial constraints often force students to balance part-time

or even full-time employment with their academic pursuits, stretching their capabilities thin. Moreover,

personal factors such as family responsibilities and health issues further compound the obstacles faced by

these students. The result is a disheartening statistic: a significant portion of the next generation of nurses fails

to complete their training, leaving both the students and the healthcare sector at a loss.

As Bradley Bastian (2015) conducted a study about Non-Traditional Nursing Students’ the respondents

experienced higher stress levels as their personal time decreased. These students often felt conflicted about

finding a balance between their academic commitments and personal needs. This conflict was described by

one of the students who highlighted the difficulty of managing time for family, relationships, or other personal

activities while dealing with the demands of coursework. The study found that stress levels were directly

linked to the workload and expectations placed on the students in their courses. Non-traditional nursing

students, a profound insight into their daily challenges emerged. The research meticulously examined the lives

of these students, revealing a compelling narrative of stress, conflict, and the delicate balancing act between

academic endeavors and personal lives. The study’s primary focus was on the impact of diminishing personal

time on the stress levels experienced by Non-traditional nursing students, uncovering a reality that goes

beyond the surface. One of the most striking revelations was the direct correlation between the reduction of

personal time and the escalation of stress levels among these students. As their commitment to their academic

F-REC-002 (10-25-19)
Page 13 of 37
pursuits intensified, their ability to engage in personal activities, nurture relationships, and fulfill familial

responsibilities drastically diminished. This depletion of personal time created a constant source of tension,

leaving these students in a perpetual state of conflict.

While student parents can be a diverse group, research from the UK shows that they encounter a

number of common difficulties. The major obstacles for student parents have been shown to be financial

difficulties and excessive time demands (Hinton-Smith, 2016). Financial stress is an increasing issue among

non-traditional students, financial stress can also affect their academic success (Heckman, et al., 2014;

Letkiewicz et al., 2014; Robb, 2017). Childcare is perhaps the most challenging of obstacles encountered by

student-parents. Over half of student parents have children ages zero to five and cannot afford childcare

(Holtzman, Cruse, & Gault, 2019). Student-parents with preschool demonstrated that the demands of

balancing their time between school, work, and caring for their dependent child had resulted in not only a

delay in degree completion but dropping out completely from their studies. (Wladies et al, 2018) These

findings paint a vivid picture of the intricate challenges faced by student parents, underlining the urgency for

institutions to provide comprehensive support mechanisms. Financial aid, accessible childcare facilities, and

flexible academic schedules are not mere conveniences but essential lifelines for these determined individuals.

By addressing these challenges head-on, educational institutions can ensure that student parents do not just

survive their academic journey but thrive, contributing significantly to a more inclusive and supportive

learning environment. Non-traditional nursing students are also warriors striving for their dreams in different

conditions; Non-traditional nursing students, often described as resilient warriors, exhibit unparalleled

determination as they embark on their educational journeys under varying and often adverse circumstances.

Unlike their traditional counterparts, these students confront a distinctive set of challenges, rendering them

more vulnerable to obstacles that could impede their educational progress. Their unique life circumstances,

ranging from familial responsibilities to financial constraints, create a complex tapestry of challenges, making

their educational path more arduous yet profoundly inspiring. Understanding the contributing factors that

affected a student’s learning experience can help address the topic of the success of associate degree in

F-REC-002 (10-25-19)
Page 14 of 37
nursing students (Hamshire et al., 2017).

Non-traditional Students and Their Motivations

Students aged 25 and up are considered non-traditional since their motivation for furthering their

education varies from that of traditional students (Remenick, 2019). Student-parents are non-traditional

students who pursue college degree completion while balancing work and family demands (Dayne et al.,

2021). Student-parents have two motivations: social and economic advancement (Smith, K. M., 2013). Some

non-traditional students are seeking economic stability and better opportunities. Others are motivated by a

strong desire to make their family members, especially their children, proud of their educational

achievements. Students who were driven by success prioritized their work and went back to school to improve

their credentials for entering professional life. According to Van Rhijn et al. (2016), there are also student-

parents who said that they wanted to go to college so they could help people and give back to their

communities. Student-parents value their identities as parents and students separately and aim to be good

parents as well as good students (Moreau & Kerner, 2013; Nikiforidou & Holmes, 2022). Student-parents

view the education journey differently than traditional students because they are committed and motivated to

finish and succeed for their children’s sake (Schmid, 2021). There are also student-parents who want to break

the cycle by giving their own children a better educational experience than what they had with their own

parents. The ability to provide for one’s family seems to be a distinct point of motivation (Smith, K. M.,

2013). Student-parents often grapple with the challenges of time management, balancing parental

responsibilities, academic commitments, and, in many cases, employment. Related to completing their

academic work when children are napping or sleeping, student-parents mentioned that, before they could do

schoolwork, they need to be sure that their children are taken care of (Scott, R., & Varner, B., 2020). This

juggling act requires extraordinary resilience and organizational skills. Yet, within these challenges lies a

wellspring of determination. Every sacrifice made, every late-night study session, and every moment away

from their children is a testament to their unwavering dedication. Self-efficacy is considered as a belief in

one's personal competence that enables an individual to decide their degree of effort and persistence when

F-REC-002 (10-25-19)
Page 15 of 37
faced with difficulties (Van Dinther et al., 2011; He et al., 2018). The motivations of student-parents in the

pursuit of education are layered and profound. Their journey is a testament to the transformative power of

education, not only for themselves but for the generations that follow.

Like many other non-traditional students, student-parents face additional challenges while pursuing

higher education, including balancing caring responsibilities as a parent, employment, and academic

obligations while dealing with financial limitations. Parenthood can be stressful, but student-parents have

multiple role responsibilities that require their attention and resources (Roy et al., 2018), which can impact the

levels of stress experienced by a student-parent. While juggling schooling and childcare might be difficult,

supporting a family and one's family financially is the most challenging aspect of both roles. These students

had developed time management and communication skills, and showed enhanced commitment, patience,

empathy, resilience, and determination (Andrewartha et al., 2022). While the multiple roles and

responsibilities they have can be stressful, they also serve as motivators. For many student-parents, the desire

to support their families financially and provide a better future for their children serves as a strong motivation

to succeed in their studies. Providing solutions for financial limitations and promoting academic integration

seems to be more effective (Carreira and Lopes, 2019). When student parents achieve their education goals,

their achievements can improve the lives of their children as well (Schumacher, R., 2013).

Many of the respondents mentioned their family as their driving force, but others talked about their

childhood experiences with poverty. In an interview conducted by Smith (2023) with Yolanda on February

17, 2023, Yolanda shared her motivation for pursuing higher education. She expressed that her parents had

always worked hard to provide for the family, but she witnessed the challenges and struggles they faced. She

was directly affected by her parents' struggles, which motivated her to pursue further education to better her

life along with those of her family. Bassok et al., (2016) defined motivation as the set of processes that arouse,

direct, and maintain human behavior toward attaining goals. All learners learn best when they are motivated

(Olusegun A. S., 2015). Motivation is an important condition in learning-- when it is low, the potential for

learning diminishes (Wlodkowski, 2008; Sogunro, 2015). Motivation is considered to be a key driver of

F-REC-002 (10-25-19)
Page 16 of 37
behavior, providing “explanations for why we do the things we do the way we do them” (Forbes, 2011; Van

Rhijn et al., 2016) and is defined as the psychological drive or aspiration to work towards a desired outcome

or goal.

Academic institutions and faculty must have a grasp of what drives second degree/career changing

learners in order to attract students and offer learning opportunities that fit their needs. Understanding the

driving forces behind these students' decision to pursue nursing in the practice setting is crucial for both

attracting and keeping these people in the nursing industry.

In some nations, in addition to age, work, and family perspectives, the multicultural perspective is also

taken into account. As a result, academic definitions of non-traditional students range between specialists.

According to Australian psychological study evaluations on several definitions of this term, it is flexible, with

its meaning altering depending on the social, geographical, and system context (Chung, Turnbull, & Chur-

Hansen, 2014).

These students face unique challenges during their course of study and the institutions in which they

are enrolled are responsible for taking steps to better understand their needs and help them fulfill their

academic goals (Sanford et al., 2015). Brücknerová et al. suggest dividing returners based on their

understanding of their previous Higher Education (HE) experiences, as educational trajectories do not reflect

individual motivations to study. The distinguishing features earned through non-traditional students’

educational paths include attitudes toward HE studies, academic enculturation, and academic skills. (Francois

2014) The primary objective of his research was to delve into the underlying reasons motivating non-

traditional adult students to pursue degree programs, focusing specifically on their academic aspirations. To

accomplish this, the researchers utilized the Education Participation Scale (EPS) as a tool to gauge the

motivational orientations of the participants. Through a comprehensive analysis, the study shed light on the

dominant motivational factors that drive non-traditional adult college students towards higher education. The

findings of the research illuminated three key motivational orientations prevalent among non-traditional adult

learners. Firstly, the pursuit of professional advancement emerged as a significant driving force, indicating
F-REC-002 (10-25-19)
Page 17 of 37
that many non-traditional students are motivated by the desire to enhance their careers and job prospects.

Secondly, cognitive interest stood out as another crucial motivation, suggesting that these students are

intellectually curious and driven by a genuine thirst for knowledge. Lastly, educational preparation emerged

as a noteworthy motivation, indicating that many non-traditional adult learners view education as a means of

equipping themselves with the necessary skills and knowledge for future endeavors. Understanding these

motivational orientations is pivotal for educational institutions and policymakers. It enables them to tailor

their programs and support services to meet the specific needs of non-traditional adult students, fostering an

environment that encourages and sustains their educational pursuits. By recognizing the diverse and

multifaceted motivations of these learners, educational institutions can create a more inclusive and responsive

learning environment, ultimately enhancing the overall academic experience for non-traditional adult students.

These studies collectively contribute to our understanding of non-traditional nursing students'

experiences, illuminating the motivations that drive them, the challenges they face, and the strategies that can

support their success. Their diverse backgrounds enrich the nursing profession and underscore the importance

of tailored support mechanisms within nursing education. As educators and institutions continue to strive for

inclusivity and excellence, these insights serve as a valuable resource for enhancing the educational journey of

non-traditional nursing students, ultimately benefiting the nursing workforce and the healthcare sector as a

whole.

(7) OBJECTIVES/EXPECTED OUTPUT(S)

The objectives of the researchers are to provide information from previous existing studies, focusing on

the 10 year limit of the study to give accurate data and analysis to the people who will benefit from this study.

(8) END-USERS OR TARGET BENEFICIARIES

The intended users and benefactors of this research study are the non-traditional students, nursing

institutions, as well as current and future researchers.

F-REC-002 (10-25-19)
Page 18 of 37
(9) METHODOLOGY

Research Design – Conceptual Analysis

Research Site – St. Dominic College of Asia

Variables to be Investigated – 0

(10) PLANS FOR DATA PROCESSING AND ANALYSIS

The researchers thoroughly check each data and analysis before putting them in the paper, using different

search engines and keeping track of what they have and have not included in their study.

(11) WORK PLAN SCHEDULE

F-REC-002 (10-25-19)
Page 19 of 37
 The enlarged number is the duration to complete the task presented in the Y-axis. The researcher will

start preparing the thesis proposal in August 2020 and will end in December 2023 for thesis presentation.

(12) RESEARCH ETHICS COMMITTEE (ETHICAL CLEARANCE)

Ethical clearance will be provided by the Research Ethics Committee (REC) of SDCA.

(13) RESEARCH UTILIZATION

After the presentation and revision of the thesis paper, the researchers will then submit a hardcopy to the

Program Chair of Nursing: Prof. Dennis C. Sison, and to the SDCA institution to report the finding of the

study.

(14) ESTIMATED BUDGETARY REQUIREMENTS

Budget

Grammarian 0

Materials for Printing N/A

Hardbound N/A

F-REC-002 (10-25-19)
Page 20 of 37
(15) CURRICULUM VITAE

About the Researchers

JOHN LOUIE MONTALBAN HARA

30C Guadalupe St. Fatima Subdivision Zapote,

Las Pinas City 1742

☏ (+63) [961 746 4212]

� johnlouie.hara@sdca.edu.ph

EDUCATIONAL BACKGROUND

TERTIARY Bachelor of Science in Nursing

St. Dominic College of Asia
Emilio Aguinaldo Highway, Bacoor City, Cavite

F-REC-002 (10-25-19)
Page 21 of 37
 AY 2023 - 2024

Bachelor of Science in Nursing

Lyceum of the Philippines University -
Batangas
P. Herera Street corner Dona Aurelia street,
Batangas 4200
AY 2019 - 2020

SECONDARY Senior High School

Las Piñas National High School Main
Sultana Rd., Tabon 1, Las Piñas City
AY 2018 – 2019

Junior High School

Batangas Eastern Colleges
1 Javier St., San Juan, Batangas 1500
AY 2015 – 2016

ELEMENTARY Talahiban 1.0 Elementary School

Talahiban 1.0 San Juan, Batangas 4226
AY 2006 – 2012

About the Researchers

KATELYN JOIE AGDEPPA JOAQUIN

Blk 5 Lot 4 Woodwinds Village,

Molino VI, Bacoor Cavite 4102

F-REC-002 (10-25-19)
Page 22 of 37
☏ (+63) [975 735 7525]

� katelynjoie.joaquin@sdca.edu.ph

EDUCATIONAL BACKGROUND

TERTIARY Bachelor of Science in Nursing

St. Dominic College of Asia
Emilio Aguinaldo Highway, Bacoor City, Cavite
AY 2023 - 2024

Chinese General Hospital Colleges

286 Blumentritt Rd, Santa Cruz, Manila 1014
AY 2021 – 2023

SECONDARY Dr. Josefa Jara Martinez High School

53 Victory Ave, Quezon City, Metro Manila
AY 2017 – 2018

ELEMENTARY Christian Learning Center

Soldiers 4, Molino 6, Bacoor Cavite 4102
AY 2007 – 2011

F-REC-002 (10-25-19)
Page 23 of 37
 About the Researchers

SAMANTHA ELOISE MEDINA JULIANO

Blk 18 Lot 17 Calla St. Bellefort Estates

Molino IV, Bacoor City, Cavite 4102

☏ (+63) [947 320 9315]

� samanthaeloise.juliano@sdca.edu.ph

EDUCATIONAL BACKGROUND

TERTIARY Bachelor of Science in Nursing

St. Dominic College of Asia
Emilio Aguinaldo Highway, Bacoor City, Cavite
AY 2023 - 2024

Far Eastern University - Manila

Nicanor Reyes Sr. St., Sampaloc, Manila 1008
AY 2022 - 2023

SECONDARY Senior High School

Lyceum of the Philippines University

F-REC-002 (10-25-19)
Page 24 of 37
 General Trias City, Cavite 4107
AY 2019 – 2021

Junior High School

University of Perpetual Help Dalta-Molino
Molino 3, Bacoor City, Cavite 4102
AY 2015 – 2019

ELEMENTARY Ranea Learning School

Dasmariñas City, Cavite 4114
AY 2010 – 2015

About the Researchers

CHERRYSHA MAE ABULENCIA KONG

Block 11 Lot 22 Juan Luna St., Cherry Homes Subd.,

Phase 1, Mambog 1, Bacoor City, Cavite 4102

☏ (+63) [917 399 8819]

� cherryshamae.kong@sdca.edu.ph

EDUCATIONAL BACKGROUND

F-REC-002 (10-25-19)
Page 25 of 37
 TERTIARY Bachelor of Science in Nursing
St. Dominic College of Asia
Emilio Aguinaldo Highway, Bacoor City, Cavite
AY 2022 - 2024

Bachelor of Science in Nutrition and Dietetics

Polytechnic University of the Philippines
A. Mabini Campus, Anonas Street, Santa
Mesa, Manila City 1016
AY 2013 - 2014

SECONDARY Imus Institute

82 Nueno Ave, Imus City, Cavite 4103
AY 2010 – 2013

St. Francis of Assisi College

96 Bayanan, Bacoor City, Cavite 4102
AY 2009 – 2010

ELEMENTARY St. James College of Quezon City

746 Tandang Sora Ave, Tandang Sora, Quezon
City, Metro Manila 1116
AY 2007 – 2008

St. Francis of Assisi College

96 Bayanan, Bacoor City, Cavite 4102
AY 2003 – 2007
AY 2008 – 2009

(16) REFERENCES (APA 6th Edition Manual)

F-REC-002 (10-25-19)
Page 26 of 37
 Ahn, J., Dik, B. J., & Hornback, R. (2017). The experience of career change driven by a sense of

calling: An Interpretative Phenomenological Analysis approach. Journal of Vocational Behavior, 102,

48–62. https://doi.org/10.1016/j.jvb.2017.07.003

Aljohani, O. H., & Alajlan, S. M. (2020). Motivating Adult Learners to Learn at Adult-Education

Schools in Saudi Arabia. Adult Learning, 31(4), 150–160. https://doi.org/10.1177/1045159519899655

Alshebou, S.M. (2019). Non-Traditional Students in A Traditional College—A Feminist Perspective.

Semantic Scholar. https://doi.org/10.5539/ies.v12n7p28

Andrewartha, L., Knight, E., Simpson, A., & Beattie, H. (2022). A balancing act: supporting students

who are parents to succeed in Australian higher education. National Centre for Student Equity in

Higher Education. https://doi.org/10.1080/1360080X.2023.2180164

Assarroudi, A., Heshmati Nabavi, F., Armat, M. R., Ebadi, A., & Vaismoradi, M. (2018). Directed

qualitative content analysis: the description and elaboration of its underpinning methods and data

analysis process. Journal of Research in Nursing, 23(1), 42–55. doi:10.1177/1744987117741667

Baert, S., Rotsaert, O., Verhaest, D., & Omey, E. (2016). Student employment and later labour market

success: no evidence for higher employment chances, Kyklos, 69(3), 401–425.

https://doi:10.1111/kykl.12115

Bastian, B. (2015). Non-Traditional Nursing Students’ Experiences with Stress: Barriers to Health

Promotion and Academic Success. Fisher Digital Publications. Nursing Masters. Paper 29.

https://fisherpub.sjf.edu/nursing_etd_masters/29

Beauvais, A. M., Stewart, J. G., DeNisco, S., & Beauvais, J. (2014). Factors related to academic

success among nursing students: A descriptive correlational research study. Nurse Education Today,

34(6), 918–923. https://doi.org/10.1016/j.nedt.2013.12.005

F-REC-002 (10-25-19)
Page 27 of 37
 Beckwith, N. (2023). Barriers for non-traditional students in higher education. Educational

Research: Theory and Practice, 34(2), 75-79.

http://www.nrmera.org/wp-content/uploads/2023/05/V34-2_13-Beckwith_Barriers-for-Non-

traditional-Students.pdf

Bodys-Cupak, I., Majda, A., Skowron, J., Zalewska-Puchała, J. & Trzcińska, A. (2018). First year

nursing students' coping strategies in stressful clinical practice situations. Journal of Education in

Science, Environment and Health (JESEH), 4(1), 12-18. DOI:10.21891/jeseh.387474

Brändle, T., & Lengfeld, H. (2016). Drifting apart or converging? Grades among non-traditional and

traditional students over the course of their studies: a case study from Germany. Higher Education,

73(2), 227–244. https://doi.org/10.1007/s10734-016-0010-3

Braund, A., James, T., Johnston, K., & Mullaney, L. (2020). Grit-ability: Which Grit Characteristics

Enable Success for Mothers Entering University? Student Success, 11(1), 22-35

https://doi.org/10.5204/ssj.v11i1.1457

Bron, A., & Thunborg, C. (2017). Theorising Biographical Work From Non-Traditional Students’

Stories In Higher Education.

https://www.diva-portal.org/smash/get/diva2:1147417/FULLTEXT02

Brücknerová, K., Rozvadská, K., Knotová, D., Juhaňák,, L., Rabušicová, M., & Novotný, P. (2020).

Educational Trajectories of Non-Traditional Students: Stories Behind Numbers. Studia Paedagogica.

https://doi.org/10.5817/SP2020-4-5

Carreira, P., & Lopes, A. S. (2019). Drivers of academic pathways in higher education: traditional vs.

non-traditional students. Studies in Higher Education, 1–16.

https://doi.org/10.1080/03075079.2019.1675

Chapman, A. (2017). Using the assessment process to overcome Imposter Syndrome in mature

students. Journal of Further and Higher Education, 41(2), 112–119.

F-REC-002 (10-25-19)
Page 28 of 37
 https://doi.org/10.1080/0309877x.2015.1062851

Cho, S. H., Roy, N. R., & Dayne, N. (2021, March). Student-Parents’ Mental Health: Factors

Affecting Anxiety and Depression. https://doi.org/10.1111/fcsr.12391

Chung, E., Turnbull, D., & Chur-Hansen, A. (2014). Who are 'non-traditional students'? A systematic

review of published definitions in research on mental health of tertiary st. Academic Journals.

https://doi.org/10.5897/ERR2014.1944

Chung, E., Turnbull, D., & Chur-Hansen, A. (2017). Differences in resilience between “traditional”

and “non-traditional” university students. Active Learning in Higher Education, 18(1), 77–87.

https://doi.org/10.1177/1469787417693493

Clynes, M., Sheridan, A., & Frazer, K. (2020, September). Ref: NET_2019_1563: Working while

studying: The impact of term-time employment on undergraduate nursing students’ engagement in the

Republic of Ireland: A cross-sectional study. Nurse Education Today, 104513.

https://doi.org/10.1016/j.nedt.2020.104513

Clynes, M., Wild, S., Rahn, S., & Meyer, T. (2023, January). Working while studying: The impact of

term-time employment on undergraduate nursing students' engagement in the Republic of Ireland: A

cross-sectional study. Science Direct.

https://www.sciencedirect.com/science/article/abs/pii/S1041608022001376

Coca, V., Feygin, A., Miller, T., Poole, J., Choi, L., Hatcher, M., & Goldrick-Rab, S., (2022). Five

Lessons to Consider When Supporting Returning Students.

https://files.eric.ed.gov/fulltext/ED626468.pdf

Colvin, B. B. (2013). Where is Merlin when I need him? The barriers to higher education are still in

place: Recent re-entry experience. New Horizons in Adult Education and Human Resource

Development, 25(2), 19–32. https://doi.org/10.1002/nha.20014

Contreras-Mendez,, S., & Cruse,, S. (2021, March). Busy With Purpose. Institute for Women's Policy
F-REC-002 (10-25-19)
Page 29 of 37
 Research. https://files.eric.ed.gov/fulltext/ED612518.pdf

Cruse, L. R., Gault, B., & Holtzman, T. (2020, October 6). Understanding the Student Parent

Experience: The Need for Improved Data Collection on Parent Status in Higher Education - IWPR.

Institute for Women's Policy Research. https://iwpr.org/understanding-student-parent-experience-

need-improved-data-collection/

Darney, K.S., & Larwin, K.H. (2018, November). Vocational nursing programs in Appalachia: The

Impact of Technology on Traditional and Non-Traditional Students Experiences. Ingenta Connect.

https://www.ingentaconnect.com/content/acter/cter/2018/00000043/00000002/art00003

Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of working on the

academic performance of full-time and part-time students. Economics of Education Review, 38, 38–

50. https://doi.org/10.1016/j.econedurev.2013.10.004

Daud, N., Norwani, N. M., & Yusof, R. (2018). Students Financial Problems in Higher Education

Institutions. International Journal of Academic Research in Business and Social Sciences.

https://www.academia.edu/download/72011826/a4b55fd277123bd38ba1fe9e5680d8324d26.pdf

Dos Santos, L. M. (2020). I Want to Become a Registered Nurse as a Non-Traditional, Returning,

Evening, and Adult Student in a Community College: A Study of Career-Changing Nursing Students.

International Journal of Environmental Research and Public Health, 17(16), 5652.

https://doi.org/10.3390/ijerph17165652

Fragoso, A., Gonçalves, T., Ribeiro, C.M., Monteiro, R., Quintas, H., Bago, J., Fonseca,, H.M., &

Santos, L. (2013). The transition of mature students to higher education: Challenging traditional

concepts? Studies in the Education of Adults. https://doi.org/10.1080/02660830.2013.11661642

Francois, E. J. (2014). Motivational orientations of non-traditional adult students to enroll in a

degree-seeking program. New Horizons in Adult Education and Human Resource Development.
F-REC-002 (10-25-19)
Page 30 of 37
 https://doi.org/10.1002/nha3.20060

Gale, T., & Parker, S. (2013). Widening Participation in Australian Higher Education. Report

submitted to HEFCE and OFFA. Leicester: CFE.

https://www.deakin.edu.au/__data/assets/pdf_file/0006/365199/widening-participation.pdf

Grau-Valldosera, J., Minguillón, J., & Blasco-Moreno, A. (2018). Returning after taking a break in

online distance higher education: from intention to effective re-enrollment. Interactive Learning

Environments, 1–17. https://doi.org/10.1080/10494820.2018.1470

Grossoehme, D. H. (2014). Overview of Qualitative Research. Journal of Health Care Chaplaincy,

20(3), 109–122. doi:10.1080/08854726.2014.9256

Hammarberg, K., Kirkman, M., & de Lacey, S. (2016). Qualitative research methods: when to use

them and how to judge them. Human Reproduction, 31(3), 498–501. doi:10.1093/humrep/dev334

Hamshire, C., Barrett, N., Langan, M., Harris, E., & Wibberley, C. (2017). Students’ perceptions of

their learning experiences: A repeat regional survey of healthcare students. Nurse Education Today,

49, 168–173. https://doi.org/10.1016/j.nedt.2016.11.019

Handwerker, S. M. (2018). Challenges experienced by nursing students overcoming one course

failure: A phenomenological research study. Teaching and Learning in Nursing, 13(3), 168–173.

https://doi.org/10.1016/j.teln.2018.03.007

He, F. X., Turnbull, B., Kirshbaum, M. N., Phillips, B., & Klainin-Yobas, P. (2018). Assessing Stress,

Protective Factors and Psychological Well-being Among Undergraduate Nursing Students. Nurse

Education Today, 68, 4–12. https://doi.org/10.1016/j.nedt.2018.05.013

Heckman, S., & Lim, H. (2014). Factors Related to Financial Stress among College Students. Journal

of Financial Therapy, 5(1). https://doi.org/10.4148/1944-9771.1063

Hinton-Smith, T. (2015). Negotiating the risk of debt-financed higher education: The experience of

F-REC-002 (10-25-19)
Page 31 of 37
 lone parent students. British Educational Research Journal, 42(2), 207–222.

https://doi.org/10.1002/berj.3201

Hodge, B., Wright, B., & Bennett, P. (2017). The role of grit in determining engagement and

academic outcomes for university students. Research in Higher Education, 59(4), 448-460.

http://doi.org/10.1007/s11162-017-9474-y

Johnson, D. (2022). The Lived Experiences of Students Who are Single Parents and Attending

Community College: A Phenomenological Study. Electronic Theses and Dissertations. Paper 4137.

https://dc.etsu.edu/etd/4137

Khabanyane, K., Maimane, J., & Ramabenyane, M. (2014). A critical reflection on transformative

learning as experienced by student-teachers during school-based learning. Mediterranean Journal of

Social Sciences, 5(27), 452-460. https://doi.org/:10.5901/mjss.2014.v5n27p452

Lee, N.E. (2018). View of The Part-Time Student Experience: Its Influence on Student Engagement,

Perceptions, and Retention. Canadian Journal for the Study of Adult Education.

https://cjsae.library.dal.ca/index.php/cjsae/article/view/5392/pdf_94

Lee, P.L., & Pang, V. (2013). View of Motivational Factors in Continuing Education an Academic

Achievement of Adult Learners. UUM e-journals System.

https://e-journal.uum.edu.my/index.php/mjli/article/view/7651/773

Letkiewics, J., Lim, H., Heckman, S., Bartholomae, S., Fox, J. J., & Montalto, C. P. (2014). The Path

to Graduation: Factors Predicting On-Time Graduation Rates. Journal of College Student Retention:

Research, Theory & Practice, 16(3), 351–371. https://doi.org/10.2190/cs.16.3.c

Long, B. T., & Hill, C. (2017, october). Helping Women to Succeed in Higher Education: Supporting

Student-Parents with Child Care. Inside Higher Ed.

https://vtechworks.lib.vt.edu/bitstream/handle/10919/87013/HelpingWomenHigherEducation.pdf?
F-REC-002 (10-25-19)
Page 32 of 37
 sequence=1&isAllowed=y

Macqueen, S. (2017). Narratives from Non-traditional Students in Higher Education.

https://doi.org/10.14264/uql.2018.141

Mäenpää, K., Pyhältö, K., Järvenoja, H., & Peltonen, J. (2017). Nursing students’ motivation

regulation and its relationship with engagement and burnout. Nordic Journal of Nursing Research,

38(3), 143–150. https://doi.org/10.1177/2057158517731719

Meuleman, A.-M., Garrett, R., Wrench, A., & King, S. (2014). “Some people might say I”m thriving

but … ’: non-traditional students’ experiences of university. International Journal of Inclusive

Education, 19(5), 503–517. https://doi.org/10.1080/13603116.2014.9459

Moreau, M.-P., & Kerner, C. (2013). Care in academia: an exploration of student parents’

experiences. British Journal of Sociology of Education, 36(2), 215–233.

https://doi.org/10.1080/01425692.2013.8145

Naciri, A., El Hajji, M., Radid, M., Kharbach, A., Chemsi, G. (2022). Exploring Student Motivation

and Performance in the Flipped Classroom: A Case Study of Nursing Students. Electron J Gen Med.

2022;19(3):em364. https://doi.org/10.29333/ejgm/11796

Neyt, B., Omey, E., Baert, S., & Verhaest, d. (2018). Does Student Work Really Affect Educational

Outcomes? A Review of the Literature. Journal of Economic Surveys.

https://doi.org/10.1111/joes.12301

Nikiforidou, Z. & Holmes, S., (2022). Student Parents or Parent Students in Lockdown Pandemic? A

Third Space approach. https://doi.org/10.1177/0192513X211067524

Noll, E., Lindsey, R., & Gault, B. (2017). College Students with Children: National and Regional

Profiles. Student Parent Success Initiative. ERIC. https://eric.ed.gov/?id=ED612519

Parks, R., Evans, B., & Getch, Y. Q. (2013). Motivations and enculturation of older students

F-REC-002 (10-25-19)
Page 33 of 37
 returning to a traditional university. New Horizons in Adult Education and Human Resource

Development. https://doi.org/10.1002/nha3.20031

Petrakis, M., McCall, D., & Western, D. (2020, april 1). Opportunities for change : What factors

influence non-traditional students to enrol in higher education? Informit.

https://search.informit.org/doi/abs/10.3316/aeipt.226331

Phillips, B. N., Turnbull, B. J., & He, F. X. (2015). Assessing Readiness for Self-directed Learning

Within a Non-traditional Nursing Cohort. Nurse Education Today, 35(3), e1–e7.

https://doi.org/10.1016/j.nedt.2014.12.003

Priode, K. (2019). Juggling School with Life: How the Successful Non-traditional Nursing Student

Stays in School. Teaching and Learning in Nursing, 14(2), 117–121.

http://doi:10.1016/j.teln.2018.12.010

Remenick, L. (2019). Services and support for nontraditional students in higher education: A

historical literature review. Journal of Adult and Continuing Education, 25(1), 113–130.

http://doi.org/10.1177/1477971419842880

Rhijn, T. M. V., Acai, A., & Lero, D. S. (2019, March). Measuring School–Family Conflict and

Enrichment in University Student Parents: A Measurement Validation Study. Erudit.

https://doi.org/10.7202/1057131ar

Rhijn, V., Lero, D.S., & Burke, T. (2016). Why Go Back to School? Investigating the Motivations of

Student Parents to Pursue Post-Secondary Education. New Horizons in Adult Education and Human

Resource Development. e-journal. https://doi.org/10.47678/cjhe.v48i3.188145

Robb, C. A. (2017). College Student Financial Stress: Are the Kids Alright? Journal of Family and

Economic Issues, 38(4), 514–527. https://doi.org/10.1007/s10834-017-9527-6

Roy, R. N., Schumm, W. R., & Britt, S. L. (2014). The Transition to Parenthood. New York:

F-REC-002 (10-25-19)
Page 34 of 37
 Springer. https://doi.org/10.1002/9781119171492.wecad203

Sanford, G.B., Heskeyahu, T., Longo, J., & Rundles, K. (2015). The Role of Counseling Centers for

Serving Non-Traditional Students in Higher Education. PAACE Journal of Lifelong Learning.

https://www.iup.edu/pse/files/programs/graduate_programs_r/instructional_design_and_technology_m

a/paace_journal_of_lifelong_learning/volume_24,_2015/gail-bruce-sanford.pdf

Schumacher, R. (2013). Prepping Colleges for Parents: - Strategies for Supporting Student Parent

Success in Postsecondary Education. ERIC. https://files.eric.ed.gov/fulltext/ED556710.pdf

Scott, R.S., & Varner, B. (2020, May). Exploring the Research and Library Needs of Student-Parents.

College & Research Libraries, 81(4), 598. https://doi.org/10.5860/crl.81.4.598

Siivonen, P., & Filander, K. (2020). “Non-traditional” and “traditional” students at a regional

Finnish University: demanding customers and school pupils in need of support. International Journal

of Lifelong Education, 1–16. https://doi.org/10.1080/02601370.2020.1758

Schmid, E. & Garrels, V. (2021). Parental involvement and educational success among vulnerable

students in vocational education and training. Educational Research,

https://doi.org/10.1080/00131881.2021.1988672

Smith, K. M. (2023, March 17). The Lived Experiences of Student-Parents in Higher Education Who

Utilized the Childcare Program At Eastern Community College: A Phenomenological Study.

https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=5643&context=doctoral

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal

of Business Research, 104, 333–339. doi:10.1016/j.jbusres.2019.07.039

Sogunro, O.A. (2014, November 11). Motivating Factors for Adult Learners in Higher Education,

4(1). https://doi.org/10.5430/ijhe.v4n1p22

Tähtinen, J., & Havila, V. (2018). Conceptually confused, but on a field level? A method for

F-REC-002 (10-25-19)
Page 35 of 37
 conceptual analysis and its application. Marketing Theory, 147059311879667.

doi:10.1177/1470593118796677

Thurnborg, C., Bron, A., & Edström, E. (2013). Motives, commitment and student identity in higher

education—experiences of non-traditional students in Sweden. Studies in the Education of Adults,

45(2), 177–193. https://doi.org/10.1080/02660830.2013.1166

Torres, R. M. V., Sangala, L. J., San Jose, A., & Mortos Edd, A. R. (2020). Untold Stories of Student-

Mothers' Academic Journey: A Phenomenology.

https://www.researchgate.net/publication/347355080_Untold_Stories_of_Student-

Mothers'_Academic_Journey_A_Phenomenology

Triventi, M. (2014). Does working during higher education affect students’ academic progression?

Economics of Education Review. https://doi.org/10.1016/j.econedurev.2014.03.006

Trowler, V. (2015, June). Negotiating Contestations and ‘Chaotic Conceptions’: Engaging ‘Non-

Traditional’ Students in Higher Education. Higher Education Quarterly, 69(3), 295–310.

https://doi.org/10.1111/hequ.12071

Vogelsang, E. M., Shultz, K. S., & Olson, D. A. (2018). Emotional Well-Being Following a Later Life

Career Change: The Roles of Agency and Resources. The International Journal of Aging and Human

Development, 009141501774597. https://doi.org/10.1177/0091415017745972

Welcome, S. L. (2014). Expectation versus reality: The impact of academic advising on

nontraditional community college students seeking a career change. Capella University ProQuest.

https://www.proquest.com/openview/da29d9966ed0ab40cc160ee744996bf2/1?pq-

origsite=gscholar&cbl=18750

Wladis, C., Hachey, A. C., & Conway, K. (2018). No Time for College? An Investigation of Time

Poverty and Parenthood. The Journal of Higher Education, 1–25.

F-REC-002 (10-25-19)
Page 36 of 37
 https://doi.org/10.1080/00221546.2018.1442

F-REC-002 (10-25-19)
Page 37 of 37