Self-Directed Learning Readiness of the Undergraduate Nursing Students: A Study from Eastern Nepal (original) (raw)
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Journal of Chitwan Medical College
Background: Self-directed learning is a higher educational learning paradigm where learners take both learning initiatives and evaluate learning outcomes. Since students have control over their own learning, they can understand their own strengths, interests, limitations and style of receiving new information. The objective of this study was to assess the factors associated with self-directed learning readiness of the undergraduate nursing students from the nursing school of Purbanchal University. Methods: A descriptive, cross-sectional study was conducted from January 2019 - August 2020 among undergraduate nursing students from Purbanchal University School of Health Sciences where 253 students participated. Census sampling method was adopted. Ethical clearance was taken from Institutional Review Committee of Purbanchal University School of Health Sciences. Self-administered, valid and standard tool i.e. Williamson’s Self Rating Scale for Self-directed Learning (SRSSDL) was used. Da...
International Journal of Multidisciplinary Research and Analysis, 2022
Self-Directed Learning (SDL) is a process in which the learner takes self-initiation for assessing own learning needs and work accordingly with the help of available resources for achievement of required learning, The objective of this study is to identify the readiness for self-directed learning among the Bachelor of Science in Nursing (BSN) students. A descriptive cross sectional study was conducted among BSN students of Yeti Health Science Academy and Kantipur Academy of Health Science, Kathmandu, Nepal. Complete enumerative sampling technique was used in this study where 107 students were involved. Questionnaire method with SDL scale was used for data collection. Most of the respondents 74(69.2%) had high level of readiness for self-directed learning and 33(30.8%) of respondents had low level of readiness for self-directed learning. The association between academic year with the level of readiness for self-directed learning were statistically significant (p=0.045) whereas the as...
Journal of Education and Practice, 2019
In the last few decades development of nursing profession demands acquirement of skills that encourage lifelong learning. Self-concept is an important predictor and outcomes through educational learning environment of student personal interest and satisfaction. In addition, self-directed learning has become a focus for nursing education and critical skills for nursing students due to the complexity and changes in nursing profession development. Therefore, this study will integrated self concept and readiness of directed learning among nursing students' skills that gain and exposure during practice in the clinical settings to facilitate all over their professional career. This study aimed to investigate the relationship between self-concept and self-directed learning readiness among undergraduate nursing students in Jeddah. A descriptive correlational comparative study design was selected for fulfilling the aim of this study. The area of studying was carried out at College of Nursing-King Saud Bin Abdul-Aziz University for health science-Jeddah .The Study Subjects composed of junior and senior undergraduates nursing students at College of Nursing-King Saud Bin Abdul-Aziz University for health science-Jeddah. Non probability convenience sampling technique was utilized for this study. The estimated number of students' 50 junior and 50 senior nursing students from CONJ.A package composed of two questionnaires was used to collect data namely; Nurses Self-Concept Questionnaire. (NSCQ) and a Self-Directed Learning Readiness Scale (SDLRS). Data ware analyses using descriptive and implemented statistics. Main finding were that positively significant moderate correlation between self-concept and self-directed learning readiness dimensions among nursing students except for desire for learning. The majority of nursing students was high for self-concept and self-directed learning readiness dimensions. Finally, age, educational level and marital status are factors which have an effect on the nursing students' perception of self-concept dimensions, whereas marital status was influenced their SDLR dimensions. Therefore, the study recommended that educators should foster a partnership with students to help them assess their learning needs, develop specific learning objectives and promote lifelong learning.
Readiness for Self-Directed Learning Among Male and Female Nursing Students at Najran University
2019
Background: Rapid change in knowledge and technology in the field of health care exaggerate the necessity from nurses to continuously update their knowledge and skills. Readiness for self-directed learning (RSDL) is the operator for Self-updating Aim: this study aims to compare RSDL among male and female nursing student at Najran University and investigate its relation to student sociodemographic characteristics. Research design: Descriptive correlational research design Setting: This study was conducted at nursing colleges Najran University (male and female sections). Subjects: a comprehensive sample of all students registered in nursing colleges during the second semester 2019 and accepted to participate in the study. Tools: Two tools were used for data collection: Tool I: Sociodemographic and academic history questionnaire, Tool II: Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE). Results: Female nursing students have higher self-management, desire for learning and total RSDL score than male students. Where, the mean selfmanagement, desire for learning and total RSDL score is higher among female (40.8922±5.87646, 38.0392±4.79257 and 120.8725±13.41838) compared to male (37.2526±5.66243, 35.2316±4.84318 and 112.0421±12.99011) with statistically significant differences (p=0.000*) between the two groups, respectively. On the contrary, self-control is significantly higher among male student compared to female. Where, male student have higher self-control mean (42.5579±6.27849) compared to female (39.9412±5.12579) student with statistically significant difference between the two groups (p=0.004*). Thiers a statistically significant relation between age, sex, father education and RSDL scores. Another statistically significant relation between RSDL score, computer and black board skills is found. Conclusion: All RSDL element score is higher among female Saudi nursing students than male except for self-control. Thiers a statistically significant relation between age, sex, father education, computer skills, blackboard skills and RSDL scores.
Journal of Pharmaceutical Research International, 2022
Background: Nursing is a profession where theory and skills runs vice-versa but advancement and new technology increasing challenges for professionals, to update their-selves for which they required to use self-directed learning (SDL). The SDL has become a key concept in nursing education and is considered as an essential as learning of skill for nursing students and nurses to keep them motivated for lifelong learning, Objective: The objective of this study is to assess the readiness level of nursing students regarding self-directed learning (SDL) currently studying in the BSN program in private nursing institutes. Study Design: Method: This study used the descriptive cross-sectional study design. Place and Duration of the Study: Study performed in three institutes of nursing, in Karachi, Pakistan, in duration between May to October 2019. Methodology: 384 BS Nursing students of I- IV year were selected by stratified random sampling technique, 203 were females and 181 males particip...
American Journal of Nursing Science, 2015
Background: Self-Directed in Learning has been emphasized nursing education settings based on many factors such as changing in learning teaching methods, nursing professions development, etc. Awareness and identification of the students learning and their academic achievement are important factors in nursing Course. Objective: The purpose of this study was to determine the relationship between self-directed in learning and undergraduate nursing students' academic achievement in Tehran University of Medical Sciences (TUMS), Tehran, Iran. Method: The cross sectional study with 232 sample size was conducted. The subjects of this study were 232 undergraduate nursing students from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous self-administrated questionnaire. The questionnaire was divided into three sections including (a) demographic profile (b) Fisher's Self-Directed in Learning Readiness questionnaire, (d) academic achievement. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, Self-directed in learning and undergraduate nursing students' academic achievement. One hundred-Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were <20 years, and 5.6% were >25 years old. The most frequency learning style of students was AC (37.5%).The majority of subjects (90.52%) SDLR were in the level of Self-Control (Score >150). The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning styles and Academic Achievement (P> 0.05).Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses' educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning. It is important to acknowledge that Self-Directed in Learning is only one teaching method that can be used to meet the learning needs of all students.
Self-Directed Learning Readiness Level and Personality Traits Among Nursing Students
Alexandria Scientific nursing journal, 2022
Background: Assessing self-directed learning (SDL) readiness and personality traits among nursing students can help in identifying some educational and psychological factors that can be considered to create a positive psychological learning atmosphere in nursing education. Objective: assess self-directed learning readiness level and personality traits among nursing students. Setting: All academic departments at the Faculty of Nursing, Alexandria University. Subjects: comprised of 350 nursing students selected randomly in the first semesters of the academic year 2020-2021. Tools: Two tools were used to collect data 1-Self Rating Scale of Self-Directed Learning to assess the level of nursing students' self-directed learning readiness. 2-Big Five Personality Inventory to assess nursing students' personality traits. Results: The majority of nursing students (86.0%) have a high level of self-directed learning readiness while the rest (14%) of them have a moderate level. Furthermore, they have a higher mean score of agreeableness and conscientiousness personality traits and followed by openness, extraversion, and finally neuroticism. Also, it was observed that neuroticism of them has a significant negative correlation with total self-directed learning. Awareness and interpersonal skills aspects of SDL were positively correlated with openness and extraversion personality traits respectively. Conclusion: Self-directed learning (SDL) cannot be assessed without considering personality traits among nursing students. Thus personality traits assessment is considered the cornerstone of SDL among nursing students that affect their learning preferences or desires for accepting responsibility for their learning process. Recommendation: Educational workshops should be conducted for all nursing educators about the assessment of students' SDL readiness and personality traits.
Development of a self-directed learning readiness scale for nursing education
Nurse Education Today, 2001
Self-directed learning is a method of instruction used increasingly in adult education. A scale was developed in response to a need for a valid and reliable instrument to measure self-directed learning readiness. Such a scale will allow nurse educators to diagnose students' attitudes, abilities and personality characteristics, necessary for self-directed learning. This study was undertaken in two stages. In the first, the Delphi technique utilizing a panel of 11 nurse educator experts was used to assess the content and construct validity of a number of items perceived to reflect self-directed learning readiness. Each panel member was asked to independently rate the relevance of each item on a Likert scale. The second stage involved the administration of the questionnaire to a convenience sample of 201 undergraduate nursing students. The questionnaire was analysed using principal components factor analysis with varimax rotation, Chronbach's coefficient alpha, and item-to-total correlations to measure the scale's construct validity, internal consistency (reliability), and unidimensionality, respectively. The resulting self-directed learning readiness scale appears homogeneous and valid. The scale will assist nurse educators in the diagnosis of student learning needs, in order for the educator to implement teaching strategies that will best suit the students. Furthermore the development of this scale will provide valuable data for curriculum development.