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Since the late 1990s, the UK government has a policy to support widening participation (WP) measures in UK universities. These measures aimed to increase the demographic and socio-economic profile of the undergraduate student population across all UK universities. The target for these measures includes a focus on mature applicants, women entrants, and ethnic minority representation. One such recognised qualification is that of an Access to Higher Education Diploma. The Access programme is usually undertaken by mature students, with no previous qualifications, who after successful completion of a one-year full-time course are then able to apply for an undergraduate course.

The research questions asked in this thesis are not around student retention, although this phenomenon provides a backdrop to the study, but around learner persistence by mature Access entrants on the UK pre-registration nursing programme. This research raises important questions about what is enabling mature entrants to persist on their programme, since data indicates that mature entrants account for 46 per cent of all nursing students who enter preregistration nursing programmes in the UK.

The study findings indicate that despite the known transition hurdles that result in some student nurses leaving their course early, the nine participants in this study were able to persist successfully on their programme. The study findings suggest that there are significant factors that have enabled these nine mature Access entrants to have a 'persistent' approach. These are the 'learner profile', 'on-programme' and 'environmental' factors and are presented as a framework for a grounded theory of mature learner persistence directly taken from the lived experiences of the nine individuals in this study.

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Over several years at a widening-participation institution, a successful pre-entry programme was developed to provide a diverse body of nursing students with the academic skills necessary for higher education (HE) transition. Restructuring and financial constraints led to the cancellation of the programme in 2011. This paper will report on research that aimed to evaluate the campus-based initiative and investigate the potential in developing an online/blended alternative.

As well as conducting interviews with participants and academic staff, a web-based learning development and peer-support blog was published and evaluated. Designed to provide support to new students undertaking clinical placements and completing assessments, the project was considered a 'pilot' for the provision of online academic skills support. The findings of both strongly suggest that opportunities to replace campus activities with blended versions are limited and, indeed, anathema to certain learners. Thus, inclusivity may be threatened and diversity potentially curtailed within the discourse of blended learning. Indeed, assumptions of digital literacy, the narrative of digital natives and the prioritising of reductive technology-enhanced learning may disenfranchise some learners.

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In this paper [the authors] argue that enrolled nurses [ENs] enrolling in the Bachelor of Nursing at Murdoch University through a 'pathway' program face particular challenges and require a transition program specifically designed to meet their needs. Credit for their [vocational education and training] VET qualifications allows the ENs to enter at the second year, but in doing so they bypass the first year transition program. [The authors] began with a scoping questionnaire: writing assignments and using [information and communications technology] ICT emerged as the principal areas of concern; however childcare and finding sufficient time for study were also significant. Following the scoping study, a transition program was crafted focussing on relevant academic skills, and the formation of study groups to foster mutual support and encouragement was encouraged. This study suggests that universities and TAFEs need to collaborate more closely to ensure that 'pathway' programs do not become dead ends leaving students demoralised. University staff need to acknowledge the diversity of experience, as well as the knowledge and skills that the ENs bring to their studies as a consequence of their VET qualifications; and the VET staff need to recognise that an EN certificate is often the first stage in their students' learning journey and design programs with this in mind.

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The aim of the study was to investigate the impact of recognition of prior learning (RPL) on academic achievement for enrolled nurses (ENs) who applied for credit transfer for first stage science in the Bachelor of Nursing program (BN). A survey method was employed using a quantitative and qualitative approach. The design was based on a questionnaire that included three sections: demographic information; a five-point Likert scale broken into four constructs; and free text open-ended questions. The study was conducted from a regional nursing and rural health unit of a South Australian tertiary education institution.

Main outcomes from the study showed the constructs of regret, difficulty, advantage and satisfaction of receiving RPL for first stage science. Some diploma undergraduates were also having difficulty in studying second stage science, whereas other diploma undergraduates were able to grasp the concepts and were satisfied with their achievement. Results show that applying for RPL can have an advantage for an applicant and this study has shown that some ENs entering the BN program were advantaged, while others expressed disadvantage and would have preferred to have received credit RPL in another area of the BN program rather than first stage science.

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Hong Kong has introduced a senior intake admission scheme which is similar to the US model of credit transfer from community college programmes to university bachelor programmes. The study aimed to assess the outcomes, in terms of generic capabilities, of introducing a senior intake articulation scheme to a bachelor of nursing curriculum in Hong Kong. One hundred and seventy-four nursing students completed and returned the Student Engagement Questionnaire. The senior intake students reported significantly higher scores in creative thinking, active learning, teaching for understanding, feedback to assist learning, and relationship between teachers and students than the mainstream students. Self-managed learning and relationship with other students were positively and significantly related to academic performance. The senior intake students appeared to adjust well in university education. Greater effort should be made to nurture their relationship with other students and a review of the denseness of the mainstream curriculum is warranted.

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