Self-directed Learning Readiness Is Independent of Teaching and Learning Approach in Undergraduate Nursing Education

2018 ◽  
Vol 43 (5) ◽  
pp. 277-281 ◽  
Author(s):  
Nomawethu Qamata-Mtshali ◽  
Judith C. Bruce
Keyword(s):  
Nursing Education ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Directed Learning

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.

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.

scholarly journals Mix research methods: teaching and learning in 2nd year bachelor nursing program

2016 ◽  
Vol 5 (2) ◽  
pp. 127 ◽  
Author(s):  
Samantha Ismaile ◽  
Haya Alsahlia ◽  
Samina Khan ◽  
Hanan Alshehri
Keyword(s):  
Nursing Education ◽  
Research Methods ◽  
Research Method ◽  
Teaching And Learning ◽  
Self Management ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Group A ◽  
Group B

Background: Nursing profession and its development, no doubt plays a crucial role in healthcare sectors. Students’ learning approaches are now being recognized across higher education as having a considerable effect on student achievement’ and their learning outcomes. The learning process in nursing education has always been a challenge to find pedagogical instructional methods that can engage learners actively and help the students to understand concepts for new applications in theoretical and practical situation.Purpose: The aim of this research study is to compare the effect of sequencing theory via classroom lecturing before practical clinical skill taught in laboratories and visa versa on students learning readiness and approaches.Methods: The research method of this study employed a mixed research methods by the implication of both quantitative and qualitative methods. The quantitative research method was conducted by means of two validated questionnaires. The first questionnaire used is the Self- Directed Learning Readiness Scale for Nursing Education (SDLRSNE). This is a self-reporting instrument designed to assess stu-dents' attitudes, abilities, and personality characteristics necessary for self- directed learning. The second questionnaire is the Revised two-factor version of the Study Process (R-SPQ-2F) in order to assess students’ deep or surface learning approaches. The qualitative research was conducted via students reflection on their learning experience via the use of free text comments in Blackboard Learning Management System (LMS) environment. The study sample included 97 nursing students. Students were divided into two groups A and B. Each group consisted of 47 nursing students.Results: Significant differences between group ‘A’ and group ‘B’ were found for SDLRSNE self-management, desire for learning and self-control, suggesting that self-management in group ‘A’ managed their learning better than group ‘B’. There were no significant differences in terms of learning approaches between group ‘A’ and B.Conclusion: This study highlights that students teaching and learning experiences are sensitive to learning environments. This was done through sequencing theoretical and clinical teaching and visa versa in a nursing course. Proper design of the learning environment and the availability of supportive learning tools encourage students learning and teaching experience.

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