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 MOTIVATION AND SELF-LEARNING READINESS OF BLENDED LEARNING IN RESEARCH AND STATISTICS COURSE FOR UNDERGRADUATE NURSING STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 32
Author(s):  
Ni Gusti Ayu Eka ◽  
Grace Solely Houghty ◽  
Juniarta Juniarta
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Blended Learning ◽  
Academic Motivation ◽  
Validity And Reliability ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Statistics Course ◽  
Directed Learning ◽  
Self Learning

<p>Though blended learning has been applied in nursing schools in Indonesia, the number of studies with regards to students’ motivation and self-readiness in their courses is still lacking. In addition, many student nurses claimed that the Research and Statistics course was more difficult than other nursing courses. This study aimed to assess the nursing students’ motivation and self-learning readiness of blended learning in a Research and Statistics course of the Faculty of Nursing at Universitas Pelita Harapan. The preliminary study recruited forty nursing students for validity and reliability test purposes. Two questionnaires were translated and tested including the adapted Academic Motivation Scale and the adapted Self-Directed Learning Readiness Scale for Nursing Education. Both Cronbach’s alphas of the questionnaires were above 0.8 (good reliability), however some questions were revised based on its validity test results and its readability. A total of 181 students were involved in the study and descriptive statistics were applied in the data analysis. The findings showed that nursing students had relatively moderate self-directed learning readiness (mean 90.18). With regards to academic motivation, students’ intrinsic motivation to know (mean 3.35) was higher than in other subdimensions of academic motivation. It also means that most of the students felt happy while learning and exploring something new in the course. In conclusion, motivation and self-learning readiness of students are important when applied to a blended course. It is recommended that nurse educators should identify students’ motivation and self-learning readiness to provide student-centered learning especially in a Research and Statistics course. Further research may involve more universities in different regions of Indonesia.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Meskipun blended learning telah diterapkan di pendidikan keperawatan di Indonesia, sejumlah studi berkaitan dengan motivasi dan kesiapan diri mahasiswa dalam pembelajaran mereka masih kurang. Selain itu, banyak mahasiswa perawat mengklaim bahwa mata kuliah Penelitian dan Statistik lebih sulit daripada mata kuliah keperawatan lainnya. Penelitian ini bertujuan untuk mengidentifikasi motivasi mahasiswa keperawatan dan kesiapan belajar sendiri dalam mata kuliah Penelitian dan Statistik dengan blended learning di Fakultas Keperawatan Universitas Pelita Harapan. Studi pendahuluan merekrut empat puluh mahasiswa keperawatan untuk keperluan uji validitas dan reliabilitas. Dua kuesioner diterjemahkan dan diuji yaitu Skala Motivasi Akademik dan Skala Kesiapan Belajar Sendiri (self-directed readiness) yang telah disesuaikan untuk pendidikan keperawatan. Hasil uji kedua kuesioner mempunyai nilai Cronbach Alpha berada di atas 0,8 (reliabilitas yang baik), namun beberapa pertanyaan direvisi berdasarkan pada hasil tes validitas dan keterbacaannya. Sebanyak 181 siswa terlibat dalam penelitian ini dan statistik deskriptif diterapkan dalam analisis data. Dalam penelitian ini, terungkap bahwa mahasiswa keperawatan memiliki kesiapan belajar mandiri yang relatif sedang (rata-rata 90,18). Sehubungan dengan motivasi akademik, motivasi intrinsik mahasiswa untuk mengetahui (rata-rata 3,35) lebih tinggi daripada sub-dimensi lain dari motivasi akademik. Ini juga berarti bahwa sebagian besar mahasiswa merasa bahagia saat belajar dan menggali sesuatu yang baru dalam pembelajaran. Sebagai kesimpulan, motivasi dan kesiapan diri adalah penting saat melaksanakan blended learning. Penelitian ini merekomendasikan agar pendidik perawat atau dosen untuk mengidentifikasi motivasi dan kesiapan diri mahasiswa dalam memberikan pembelajaran yang berpusat pada mahasiswa terutama dalam mata kuliah Penelitian dan Statistik. Penelitian selanjutnnya dapat memasukkan lebih dari satu universitas di daerah yang berbeda di Indonesia.</p>

scholarly journals Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

2018 ◽  
Vol 5 (4) ◽  
pp. 317-329 ◽  
Author(s):  
Ya-Qian Liu ◽  
Yu-Feng Li ◽  
Meng-Jie Lei ◽  
Peng-Xi Liu ◽  
Julie Theobald ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Flipped Classroom ◽  
Meta Analysis ◽  
The Self ◽  
Autonomous Learning ◽  
Cochrane Central Register ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

Abstract Objectives To examine the best practice evidence of the effectiveness of the flipped classroom (FC) as a burgeoning teaching model on the development of self-directed learning in nursing education. Data sources The relevant randomized controlled trial (RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Central Register of Controlled Trials (CENTRAL), Wanfang Data, China National Knowledge Infrastructure (CNKI), and Chinese Science and Technology Periodical Database (VIP) from inception to June 2017. Review methods The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores (continuous outcomes) were analyzed by using the 95% confidence intervals (CIs) with the standard deviation average (SMD) or weighted mean difference (WMD). The heterogeneity was assessed using Cochran’s I2 statistic. Results A total of 12 studies, which encompassed 1440 nursing students (intervention group = 685, control group = 755), were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ self-directed learning skill, as measured by the Self-Directed Learning Readiness Scale (SDLRS), Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE), Self-Regulated Learning Scale (SRL), Autonomous Learning Competencies scale (ALC), and Competencies of Autonomous Learning of Nursing Students (CALNS). Overall scores and subgroup analyses with the SRL were all in favor of the FC. Conclusions The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education. Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.

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 Simulation-based Mastery Improved Nursing Skills in Bsc Nursing Students: A Quasi-experimental Study

2020 ◽  
Author(s):  
Roghaye Mehdipour-rabori ◽  
Behnaz Bagheryan ◽  
monirsadat nematollahi
Keyword(s):  
Experimental Study ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Mastery Learning ◽  
Intervention Group ◽  
Control Group ◽  
Simulation Based ◽  
Quasi Experimental

Abstract Background:Clinical education is an essential part of nursing education. Selected clinical teaching methods influence it. Simulation-based mastery learning has been used to improve clinical skills among nursing students and may provide a novel way to enhance nursing skills.The object of this study was to assessthe effect of the simulation-based mastery learning on the clinicalskills of undergraduate nursing students from 2017 till 2019.Methods:This study was a quasi-experimental study withtwo groups (the control and intervention).After receiving written consent, one 117 studentsselected random convenience sampling. The intervention group participated in a simulation-based mastery learning intervention, and the control group received no intervention except for traditional training.The students of both groups completed the demographic information questionnaire and the checklist before and after the intervention. The results were analyzed by SPSS version 21 using descriptive and inferential statistics.Results:The results showed that there were no significant differences between the two groups before the intervention (p> o.o5). Also, that students’ performance in the intervention group and control group improved significantly at the post-test compared to baseline(p<0.05), implying that the simulation-based mastery model of the intervention group significantly more effective compared to that of the control.Conclusion: Thesefindings showed that mastery learning strategy improved the clinical skills ofundergraduatenursing students.The results suggest that other nursing and health profession’s programs can develop a successful mastery-based learning model.

scholarly journals Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1763
Author(s):  
Jaehee Jeon ◽  
Sihyun Park
Keyword(s):  
Experimental Study ◽  
Academic Performance ◽  
Nursing Students ◽  
Problem Based Learning ◽  
Nurse Education ◽  
Learning Motivation ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Quasi Experimental ◽  
Directed Learning

Effective teaching methods are vital for cultivating advanced professional skills in nurses and equipping them with the necessary training. Problem-based learning (PBL) and self-directed learning (SDL) have been consistently used in nurse education. Therefore, their effects on nursing students’ academic performance warrant comparison. This study compared the effects of PBL and SDL on an adult nursing university curriculum. Participants in this quasi-experimental study with a pre-post non-equivalent control group design were 106 third-year nursing students divided into the PBL and SDL groups. Data collection, conducted from April to June 2019, included a pre-test before an eight-week intervention, followed by a post-test. Changes in the scores of each group were analyzed for learning motivation, self-directed learning ability, self-efficacy, learning confidence, learning satisfaction, and academic performance using paired and independent t-tests. The PBL group scored higher on learning motivation, self-directed learning ability, and academic performance than the SDL group. Based on these results, the PBL method was more effective than the SDL method in an adult nursing curriculum. To maximize the learning effect in adult nursing education, it is necessary to apply SDL education, including the PBL method, with a clearer learning process.

scholarly journals Evaluation of Self-Directed Learning in Nursing Students: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Mohammad Nazarianpirdosti ◽  
Maryam Janatolmakan ◽  
Bahareh Andayeshgar ◽  
Alireza Khatony
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Meta Analysis ◽  
Self Directed Learning ◽  
Positive Role ◽  
Directed Learning ◽  
Training Courses ◽  
The Mean

Background. Self-directed learning plays an important role in nursing education and is associated with academic achievement, communication self-efficacy, assertiveness, responsibility, and students’ clinical competencies. This study was conducted to analyze the existing research on the level of self-directed learning in nursing students. Methods. In this systematic review and meta-analysis, all studies that had examined the level of self-directed learning in nursing students until March 2, 2020, were searched in Science Direct, Ovid, Scopus, PubMed, ProQuest, Web of Science, and Google Scholar databases. In the meta-analysis section, I2 index and the random effects model were used. Comprehensive Meta-Analysis software (version 2) was used for data analysis. Results. The mean score of self-directed learning in 12 articles with 3830 samples was 156.73 ± 1.47 out of 200 (95% CI: 153.3–160.1). These scores were 153.50 ± 2.71 (95% CI: 148.18–158.82) and 154.67 ± 1.32 (95% CI: 157.50–159.32) in the male and female students, respectively. There was a significant relationship between self-directed learning and sample size, year of study, and semester ( p < 0.05 ). Conclusion. The mean self-directed learning in nursing students was at a moderate level, which does not seem to be sufficient. Given the positive role of self-directed learning in nursing education, it is essential that nursing professors teach self-directed learning skills to students via training courses.

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