scholarly journals The Self-Directed Learning Readiness Level of the Undergraduate Students of Midwife and Nurse in Terms of Sustainability in Nursing and Midwifery Education

2018 ◽  
Vol 10 (10) ◽  
pp. 3574 ◽  
Author(s):  
Mukaddes Örs
Keyword(s):  
Undergraduate Students ◽  
Quantitative Research ◽  
The Self ◽  
Self Management ◽  
Monthly Income ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Academic Level ◽  
Readiness Level ◽  
Directed Learning

Self-directed learning is a necessary skill for students and workers to remain lifelong learners. Being self-directed in learning allows nurses to stay elastic, open to change and sustain their, professional development. The aim of this study was to determine the level of self-directed learning readiness of undergraduate students of nursing and midwifery. This study also investigated whether there were associations between the level of self-directed learning readiness and selected demographic variables such as gender, department, academic level and monthly income in the undergraduate students. Quantitative research method was used in this research. A total of 398 students participated in this survey conducted at the Faculty of Health Sciences of University of Amasya. The Self-Directed Learning Readiness Scale (SDLRS) that was developed by Fisher et al., was used. In the data analysis, descriptive statistics, Kruskal Wallis H test and Mann Whitney U test were applied. In this study, it was revealed that nursing and midwifery students had relatively high self-directed learning readiness. However, students received the lowest score for the self-management dimension, which indicates that students need support in self-management skills. As a result of the Mann Whitney U test, it was put forward that there were statistically significant differences in level of self-directed learning readiness based on gender and department. As a result of the Kruskal Wallis H test, it was found that there was no difference in level of self-directed learning readiness based on monthly income variable.

scholarly journals Evaluation of the self-directed learning readiness of different healthcare profession students in Turkey

Kontakt ◽  
2019 ◽  
Vol 21 (2) ◽  
pp. 151-156
Author(s):  
Dilek Gürçayir ◽  
Yeşim Yaman Aktaş ◽  
Esin Kavuran ◽  
Neziha Karabulut
Keyword(s):  
The Self ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Healthcare Profession ◽  
Directed Learning

Exploring first-year undergraduate medical students' self-directed learning readiness to physiology

2011 ◽  
Vol 35 (4) ◽  
pp. 393-395 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Murray Fisher ◽  
Asha Kamath ◽  
T. Aizan Izzati ◽  
Saidatul Nabila ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Low Achievers ◽  
Self Control ◽  
High Achievers ◽  
Self Management ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBBS students ( n = 130) using a self-directed learning readiness scale (SDLRS) and explored the correlation between SDLRS scores of high achievers, medium achievers, and low achievers with their academic performance in physiology examinations. Students were requested to respond to each item of the SDLRS on a Likert scale. Median scores of the three scales of the SDLRS were compared across the three groups of students using a Kruskall-Wallis test. SDLRS scores of the students ( n = 130) were correlated with their marks in theory papers of first, second, and third block-end examinations using Spearmann's correlation coefficient. The mean item score for desire for learning was found to be higher followed by self-control and self-management. Data analyses showed significantly high ( P < 0.03) median scores for self-control for high achievers compared with medium and low achievers. Between the groups, high achievers had a higher score for all the three scales of the SDLRS followed by low and medium achievers. SDLRS scores and academic performance of the three groups of students were found to exhibit a weak correlation. This study threw light on the fact that despite having a high desire for learning and ability of self-control, students need to be supported in their self-management skills.

scholarly journals Review of Self-directed Learning Readiness Assessments Among Undergraduate Students in the World and Lessons Learnt for Vietnam

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Dang Thi Thanh Thuy ◽  
Tang Thi Thuy ◽  
Trinh Van Minh
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Demographic Variables ◽  
Self Directed Learning ◽  
Readiness Assessment ◽  
Learning Readiness ◽  
Vietnamese Higher Education ◽  
Directed Learning ◽  
Practical Recommendations

This article aims to provide the selected findings of self-directed learning readiness assessment to undergraduate students in various countries. It also offers relevant recommendations for promoting self-directed learning to Vietnamese higher education institutions. Through desk study by analyzing articles and studies of self-directed study readiness assessment, the result shows that the level of self-direct learning readiness among undergraduate students is different due to the influence of mental, social and demographic variables. Some practical recommendations for higher education institutions, students, teachers and researchers are proposed to promote self-directed learning. It is expected that this study will partly contribute to promote the students’ initiative and creativity in learning associated with lifelong learning.

scholarly journals THE USE OF BLENDED LEARNING TO IMPROVE STUDENTS’ SELF DIRECTED LEARNING IN ACCOUNTING CLASS AT SMK N 7 YOGYAKARTA ACADEMIC YEAR OF 2014/2015

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Yolandaru Septiana ◽  
Annisa Ratna Sari
Keyword(s):  
Blended Learning ◽  
Research Result ◽  
The Self ◽  
Self Control ◽  
Self Management ◽  
Average Score ◽  
Self Directed Learning ◽  
Data Presentation ◽  
Directed Learning ◽  
Academic Year

Based on the pre-research questionnaire in accounting introduction class at SMK N 7 Yogyakarta, 64,68% students have self management, 75,00% students have desire for learning and 71,00% students have characteristics of self control. This shows the self directed learning is low. Thus, the type of this research aimed to improve students’ Self Directed Learning of Class X AK 1 SMK N 7 Yogyakarta Academic Year of 2014/2015. The research is done in two cycles uses one kinds of data collection techniques is questionnaire. The data collected was analyzed by qualitative analysis using three steps, data reduction, data presentation and conclusion formulation. The analysis is completed with descriptive quantitative analysis to calculate the score of Self Directed Learning. Based on the research result, the implementation of Blended Learning is able to improve students’ Self Directed Learning of the class X AK 1 SMK N 7 Yogyakarta academic year of 2014/2015. It is proven by the improvements of X AK 1’s average score of Self Directed Learning from 73,66% on the first cycle and reaches to 79,60% on the implementation of the second cycle. This improvement shows that using Blended Learning is able to improve students’ Self Directed Learning of class X AK 1 SMK N 7 Yogyakarta.   Keywords: Blended Learning, Self Directed Learning, Accounting Class

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