A Longitudinal Analysis of the Self-Directed Learning Readiness Level of Nursing Students Enrolled in a Problem-Based Curriculum

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.

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

Frontiers of Nursing ◽

10.1515/fon-2018-0032 ◽

2018 ◽

Vol 5 (4) ◽

pp. 317-329 ◽

Cited By ~ 1

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.

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Review: The self-directed learning readiness of first year bachelor of nursing students

Journal of Research in Nursing ◽

10.1177/1744987107077534 ◽

2007 ◽

Vol 12 (4) ◽

pp. 387-388

Author(s):

Philip Esterhuizen

Keyword(s):

Nursing Students ◽

The Self ◽

First Year ◽

Self Directed Learning ◽

Learning Readiness ◽

Directed Learning

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Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

International Journal of Advanced Nursing Studies ◽

10.14419/ijans.v5i2.5993 ◽

2016 ◽

Vol 5 (2) ◽

pp. 109 ◽

Cited By ~ 1

Author(s):

Nesreen AbuAssi ◽

Hanan Alkorashy

Keyword(s):

Nursing Students ◽

Learning Styles ◽

Learning Style ◽

Nursing Faculty ◽

Nurse Educators ◽

The Self ◽

Learning Approach ◽

Self Directed Learning ◽

King Saud University ◽

Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

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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 ◽

10.1186/s12912-021-00769-y ◽

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.

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

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.10.5 ◽

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.

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

Birat Journal of Health Sciences ◽

10.3126/bjhs.v6i1.37553 ◽

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.

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