scholarly journals Personal development plans and self-directed learning for healthcare professionals: are they evidence based?

2007 ◽  
Vol 83 (982) ◽  
pp. 518-524 ◽  
Author(s):  
S. F Jennings
Keyword(s):  
Personal Development ◽  
Healthcare Professionals ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Development Plans

Self-directed learning competence assessment within different healthcare professionals and amongst students in Italy

2012 ◽  
Vol 12 (3) ◽  
pp. 153-158 ◽  
Author(s):  
Lucia Cadorin ◽  
Nicoletta Suter ◽  
Angelo Dante ◽  
Swapna Naskar Williamson ◽  
Angie Devetti ◽  
...  
Keyword(s):  
Healthcare Professionals ◽  
Competence Assessment ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Competence

An Intervention Program for Advancing the Academic Performance of International Pathway “STAR”

2018 ◽  
pp. 71-95
Author(s):  
Donna Marie Velliaris
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Study Skills ◽  
Intervention Program ◽  
Independent Study ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Students At Risk ◽  
Support Strategy ◽  
Directed Learning

As part of an intervention and support strategy, this chapter discusses the evidence-based merits of a tertiary skills development (TSD) course delivered at the Eynesbury Institute of Business and Technology (EIBT) to “students at risk” (STAR). The effectiveness of the TSD course was measured via quantitative means by comparing students' academic performance before, during, and after TSD intervention. It was found that student performance analysed over three consecutive trimesters underwent a significant improvement when the support strategy was provided, followed by a small downturn in performance when the support was removed and students were again relying solely on their independent study skills and self-directed learning.

Self-Directed Learning in MBA Leadership Courses: Using Strategic Professional Development Plans

2017 ◽  
Vol 2017 (1) ◽  
pp. 11373
Author(s):  
Arthur J. Rubens ◽  
Gerald A Schoenfeld ◽  
Bryan Schaffer ◽  
Joseph S. Leah
Keyword(s):  
Professional Development ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Development Plans

scholarly journals Development and effects of a nursing information literacy competency education program for undergraduate nursing students

2021 ◽  
Vol 27 (2) ◽  
pp. 210-222
Author(s):  
Mean Jung Jo ◽  
Mee Ock Gu
Keyword(s):  
Nursing Students ◽  
Information Literacy ◽  
Education Program ◽  
Learning Ability ◽  
Control Group ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Directed Learning

Purpose: This study was conducted to develop and test the effects of a nursing information literacy competency education program for undergraduate nursing students.Methods: A non-equivalent control group pretest-posttest design was used. The subjects consisted of 42 sophomore undergraduate nursing students who had completed a fundamental nursing course (experimental group: n=21, control group n=21). The nursing information literacy competency education program consisted of 8 steps in 8 sessions, taught over 4 weeks, which was 20 hours in total. Data were collected between January 23 and March 14, 2019 and were analyzed using Chi-square test, Fisher's exact test, t-test, paired t-test, and repeated measure ANOVA with SPSS/WIN 23.0.Results: Significant differences were shown between the experimental and control groups regarding nursing information literacy competency (F=91.74, p<.001), problem-solving ability (F=52.43, p<.001), self-directed learning ability (F=36.61, p<.001), and evidence-based practice competency (F=59.66, p<.001).Conclusion: The nursing information literacy competency education program was effective in improving the nursing information literacy competency, problem-solving ability, self-directed learning ability, and evidence-based practice competency of nursing students. Hence, we recommend the nursing information literacy education program will be included as an independent course in the nursing curriculum for undergraduate nursing students to promote a needed proficiency in nursing information literacy competency.

scholarly journals PROMOTING OF SELF-DIRECTED LEARNING IN COOPERATION WITH THE PARENTS FOR CHILDREN IN THE PRESCHOOL AGE

2015 ◽  
Vol 1 ◽  
pp. 608
Author(s):  
Asja Vanaga ◽  
Lūcija Rutka
Keyword(s):  
Academic Performance ◽  
Qualitative Study ◽  
Empirical Study ◽  
Learning Process ◽  
Personal Development ◽  
Research Method ◽  
Theoretical Background ◽  
Preschool Age ◽  
Self Directed Learning ◽  
Directed Learning

Successful learning process in pre-school requires collaboration between children, educators and parents, whose primary goal is individual understanding of each child to promote his academic performance and personal development as a whole. This paper shows a pre-scientific and theoretical background of self-directed learning in preschool, as well as developed and theoretically substantiated child initiative research method "New friend". Particular attention is given to the promotion of the child's initiative, which is crucial in the process of self-directed learning. The empirical study of children's initiatives shows analysis of collaboration with the parents. A qualitative study reveals pre-school children's initiative promotion opportunities in collaboration with parents, by using research method "New friend".

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