scholarly journals Effect Self Directed Learning Readiness of Nursing Students of the Web Based Learning

2014 ◽  
Vol 152 ◽  
pp. 386-392 ◽  
Author(s):  
Emine Şenyuva ◽  
Hülya Kaya
Keyword(s):  
Nursing Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Web Based ◽  
Web Based Learning ◽  
Directed Learning ◽  
The Web

Self-directed learning readiness among web-based learners

2007 ◽  
Vol 4 (1) ◽  
pp. 87
Author(s):  
Shireen Haron
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Quantitative Methodology ◽  
Self Directed Learning ◽  
Data Set ◽  
Learning Readiness ◽  
Web Based ◽  
Web Based Learning ◽  
Directed Learning ◽  
The Relationship

The purpose ofthis research is to explore the practice of self-directed learning in web-based learning environments. The main objectives ofresearch are: (I) to determine whether students following UNITAR and UiTM web-based learning models are ready as self-directed learners, (2) to establish the relationship between level of readiness to students' academic achievement. The research employed the quantitative methodology. Data were collected using the Self-Directed Learning Readiness Scale (SDLRS). SDLRS is developed and designed to measure the level of readiness for self-directed learning among adult learners. The data set comprised of 109 students responding to the SDLRS instrument. From the 109 students, 53 students are from UNITAR and 56 students arefrom UiTM.

scholarly journals The impact of facilitation in a problem-based pedagogy on self-directed learning readiness among nursing students: a quasi-experimental study in Tanzania

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Walter C. Millanzi ◽  
Patricia Z. Herman ◽  
Mahamudu R. Hussein
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Intervention Group ◽  
Cost Effective ◽  
Self Directed Learning ◽  
Related Factors ◽  
Learning Readiness ◽  
Quasi Experimental ◽  
Directed Learning ◽  
The Impact

Abstract Background Self-directed learning is important in nursing as it is associated with improved clinical and moral competencies in providing quality and cost-effective care among people. However, unethical professional conduct demonstrated by some graduate nurses is linked with the way they are developed in schools alongside the content and pedagogies prescribed in nursing curricula. Pedagogical transformations appear to be inevitable to develop enthusiastic nursing students who can work independently in delivering quality and cost-effective nursing services to people. This study intended to examine the impact of facilitation in a problem-based pedagogy on self-directed learning readiness among undergraduate nursing students in Tanzania. Methods A controlled quasi-experimental design was conducted in Tanzanian higher training institutions from January to April 2019. A 40-item Self-directed learning Readiness scale for nursing education adopted from previous studies measured self-directed learning and the Student A descriptive analysis via a Statistical Package for Social Sciences software program (version 23) was performed to establish nursing students’ socio-demographic characteristics profiles. Independent samples t-test determined mean scores difference of self-directed learning readiness among nursing students between groups while regression analysis was performed to discriminate the effect of an intervention controlled with other co-related factors. Results The post-test results of self-directed learning readiness showed that nursing students scored significantly higher [(M = 33.01 ± 13.17; t (399) = 2.335; 95%CI: 0.486,5.668)] in the intervention group than their counterparts in the control. Findings of SDL readiness subscales were significantly higher among students in the intervention including self-management [(M = 10.11 ± 4.09; t (399) = 1.354; 95%CI: 0.173,4.026)], interest learning [(M = 9.21 ± 2.39; t (399) = 1.189; 95%CI: 0.166,4.323)] and self-control [(M = 13.63 ± 5.05; t (399) = 2.335; 95%CI: 0.486,5.668)]. The probability of nursing students to demonstrate self-directed learning readiness was 1.291 more times higher when exposed to the intervention (AOR = 1.291, p < 0.05, 95%CI: 0.767, 2.173) than in the control. Conclusion Facilitation in a problem-based pedagogy promises to change the spectrum of nursing learning habits potentially to their academic and professional achievements. Nurse tutors need to be empowered with it to prepare nursing students to meet their academic and professional potentials.

scholarly journals The Significance of Self-directed Learning Readiness, Academic Self-efficacy, and Problem-solving Ability Among Filipino Nursing Students

2021 ◽  
Vol 20 (10) ◽  
pp. 83-94
Author(s):  
Johnny J. Yao
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
The Philippines ◽  
Future Research ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Indirect Association ◽  
Academic Self Efficacy

A professional skill that permits nursing students to carry out nursing interventions in the workplace is the ability to solve health care problems. This is essential if they want to become professional nurses. Educators have been attempting to establish effective instructional techniques to improve nursing students’ problem-solving abilities. This study examined the relationship between problem-solving ability, academic self-efficacy, and self-directed learning readiness (SDLR) among nursing students. This study utilized a descriptive correlational study and recruited 170 nursing students in a private higher education institution in the Philippines. Standardized questionnaires were distributed, and data were analyzed using descriptive and inferential statistics. Results show that there is a significant indirect association between problem-solving ability and SDLR (r = -0.525, p < 0.001). Secondly, there is a significant direct association between SDLR and academic self-efficacy (r = 0.549, p < 0.001). Lastly, there is a significant indirect association between academic self-efficacy and problem-solving ability (r = -0.505, p < 0.001). The findings substantiate the assumptions of the study that academic self-efficacy, SDLR, and problem-solving ability of students have relationships with each other. Thus, students who are self-directed learners and are confident with their abilities of success in school tasks are able to solve complex problems or issues. Future research may be explored using longitudinal designs to be able to ascertain the causal link and directionality of the variables related to the present study.

Self-Directed Learning Readiness of the Undergraduate Nursing Students: A Study from Eastern Nepal

2021 ◽  
Vol 6 (1) ◽  
pp. 1263-1268
Author(s):  
Namu Koirala ◽  
Shyam P Kafle
Keyword(s):  
Data Analysis ◽  
Nursing Students ◽  
Rating Scale ◽  
Demographic Variables ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Directed Learning

Introduction: Self-directed learning is one of the concepts of learning which is mostly used in higher education, especially in the discipline of medicine and paramedics. Objectives: The objectives of this study were to assess the self-directed learning readiness of the undergraduate nursing students and to find out its association with selected demographic variables. Methodology: A descriptive, quantitative, cross-sectional study was undertaken among undergraduate nursing students from three nursing colleges of Eastern Nepal; from January 2019 to August 2020. The nursing colleges were randomly selected; one constituent nursing college and two colleges affiliated to Purbanchal University. Census sampling method was adopted and 565 students were enrolled. Ethical clearance was taken from the Institutional Review Committee of the institute. Data was collected using a self administered, valid and standard tool: Williamson's Self Rating Scale for Self-directed Learning (SRSSDL) via online google forms, then transferred to Microsoft EXCEL. Data analysis was done using SPSS 16.0 version. Mean, median, standard deviation, range, chi-square test, Mann Whitney U test and Kruskal Wallis H test were used for data analysis. Result: Overall Self-directed Learning score was 244.83±30.15. The majority of the respondents (79.3%) had high scores of SRSSDL (221-300) and 20.7% of the respondents had moderate levels of SRSSDL (141-220). The demographic variables didn't exert any significant effect on the overall level of SRSSDL but varied only with the sub-dimensions of SRSSDL. Conclusion: This study shows that overall self-directed learning among nursing students is moderate to high and the subdimensions have significant associations with demographics and academic level.

scholarly journals Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

2019 ◽  
Vol 6 (2) ◽  
pp. 143-150
Author(s):  
Ru-Zhen Luo ◽  
Xiao-Hong Zhang ◽  
Chun-Mei Zhang ◽  
Yan-Hui Liu
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Social Problem Solving ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Undergraduate Nursing Students ◽  
Proper Actions ◽  
Undergraduate Nursing ◽  
Learning Attitude ◽  
Directed Learning

Abstract Objective To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.

A Study to Assess the Self-Directed Learning Readiness Among First Year B. Sc Nursing Students at Mother Teresa College of Nursing, Pudukkottai

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
R. Geetha ◽  
S. Sushmitha Shan
Keyword(s):  
Nursing Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Average Level ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Mother Teresa ◽  
Directed Learning ◽  
College Of Nursing

A descriptive research design was conducted among b.sc nursing students of Mother Teresa College of nursing, Pudukkottai. It aims to assess the level of self-directed learning readiness among nursing students. 50 students were selected using simple random sampling technique. Level of self-directed learning readiness was assessed using Guglielmino’s self-directed learning readiness assessment scale. Data was used by using descriptive and inferential statistics. Chi square test which was found significant with the table value of 3.34 shows the effectiveness Self-directed learning readiness among first year BSc nursing students in mother Teresa College of nursing. The frequency and percentage distribution of the levels of self-directed learning readiness among first year BSc nursing students depicts that majority 34 (68%) of the students have above average levels of self-directed learning readiness, 13% (26%) have average level of self-directed learning and 3(6%) have below average level of self-directed learning readiness

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