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abstract
Enrolled nurses entering higher education (HE) are increasing the complexity of their lives and this results in a need to lean more heavily on a variety of support systems. Most of these part‐time students are women who have to juggle home, work and study in a social mileau that still expects them to be privotal to family life. Family life is, however, both supportive and restrictive in its effect on these women attempting to ‘better’ themselves in a changing world of work. Friends and colleagues also provide both a stabilising yet challenging force to their progress throughout their course.
The peer group (usually a sub‐group of a larger set) seems to be the most crucial factor in that it maintains momentum. This group gives emotional and practical help throughout the ups and downs of studying in a formal educational setting. Interestingly, the choice of teachers for these women appears to be critical. These students demand teachers to be an integral part of their learning experience. If there is a mismatch this can result in a toxic relationship where a student's independence fails to develop.
