Motivating students towards self-directed learning

This article examines what motivates students towards self-directed learning (SDL). The results discussed are taken from a larger study examining students' perceptions of SDL, a concept that is increasingly evident in nurse education. The study focuses on the views of pre-registration students and their tutors. The study was conducted in two phases, firstly using focus groups, followed by a questionnaire to test the views of the focus group participants amongst a wider audience. A total of 12 students and 8 tutors took part in the focus groups, There were 97 student responses to the questionnaire and 18 tutor responses. The results indicated a wide range of motivational factors, with a good level of agreement between the two groups for most factors. The results also highlighted the importance of lectures in motivating students towards SDL. This link between teacher-led activities and the development of independent learners is not readily acknowledged in literature on adult learning. The study also indicated that students need specific guidance and feedback to motivate them towards SDL, which is not consistent with the philosophical basis of SDL and may lead to inconsistency amongst tutors in the facilitation of this process. Implications for practice are discussed within this article.     

形成性评价对护理本科生自主学习能力的影响研究

目的评价形成性评价对护理本科生自主学习能力的影响。方法选取2011级205名护理专业本科生为研究对象,其中1班102名学生设为试验组,2班103名学生设为对照组。试验组采用形成性评价方法,对照组采用终结性评价方法。课程结束后,采用问卷调查学生的自主学习能力及其对课程的满意度。结果试验组护理本科生自主学习能力总分(218.56±33.96)高于对照组(196.05±33.31),(t=4.651,P<0.001),且在自我效能感、内在目标、外在目标、学习计划、学习总结和学习评价这6个维度上的得分高于对照组(P<0.001)。两组学生对课程的满意度差异无统计学意义(P>0.05)。结论形成性评价有利于提高护理本科生的自主学习能力,能激发学生的学习兴趣及动力,有利于护理本科生的终身学习及毕业后的发展。     

Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: A pilot project

PurposesThis study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning.MethodsA mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire.ResultsFifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes.ConclusionSuccessful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum.     

护理本科生导演《老年护理》实践课的体会

本文以原发性高血压为例,介绍学生策划并完成社区老年护理实践课,并对老年高血压患者免费进行护理服务。学生通过自导自演的《老年护理》实践课亲身实践社区老年护理的过程,从内心感悟了老年护理工作的责任,提高了团队意识、责任意识、综合素质及学习兴趣。     

Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students

Background

With the growing trend of preparing students for lifelong learning, the theory of self-directed learning (SDL) has been increasingly applied in the context of higher education. In order to foster lifelong learning, abilities among nursing students, faculties need to have an appropriate instrument to measure the SDL abilities of nursing students.

Objectives

The objectives of this study were to develop an instrument to measure the SDL abilities of nursing students and to test the validity and reliability of this instrument.

Methods

This study was conducted in 4 phases. In Phase 1, based on a review of the literature, the researchers developed an instrument to measure SDL. In Phase 2, two rounds of the Delphi study were conducted, to determine the content validity of the instrument. In Phase 3, a convenience sample of 1072 nursing students from two representative schools across three different types of nursing programs were recruited to test the construct validity of the Self-Directed Learning Instrument (SDLI). Finally, in Phase 4, the internal consistency and reliability of the instrument were tested.

Results

The resulting SDLI consists of 20 items across the following four domains: learning motivation, planning and implementing, self-monitoring, and interpersonal, communication. The final model in confirmatory factor analysis revealed that this 20-item SDLI indicated a good fit of the model. The value of Cronbach's α for the total scale was .916 and for the four domains were .801, .861, .785, and .765, respectively.

Conclusions

The SDLI is a valid and reliable instrument for identifying student SDL abilities. It is available to students in nursing and similar medical programs to evaluate their own SDL. This scale may also enable nursing faculty to assess students’ SDL status, design better lesson plans and curricula, and, implement appropriate teaching strategies for nursing students in order to foster the growth of lifelong learning abilities.     

合作学习法对护理本科生自主学习能力的影响研究

目的探讨合作学习法在健康教育学教学中的应用及效果评价。方法以204名护理本科生为教学对象,在健康教育学课程中采用合作学习法,在课程开始前及结束后,分别用自主学习能力量表对学生进行测量。结果课程结束后学生的自主学习能力总分及各维度得分高于课程开始前(P相似文献   

Factors related to self-directed learning readiness of students in health professional programs: A scoping review

BackgroundAcademic and professional drivers have stimulated interest in self-directed learning of students in pre-certification health professional programs. Particular attention has focussed on factors which may influence a students' readiness for self-directed learning.MethodA five stage structured scoping review of published literature was conducted to identify measures of self-directed learning readiness used with students in pre-certification health professional programs and those factors that have been investigated as potential determinants. Relevant articles were identified in six databases using key search terms and a search strategy. Two independent reviewers used criteria to cull irrelevant sources. Articles which met eligibility criteria were charted.ResultsThe final analysis included 49 articles conducted in nursing, medicine, physiotherapy, pharmacy, occupational therapy and dentistry cohorts. Twenty-one potential determinants had been investigated with gender, year level, age program delivery and previous education level the most common. Self-directed learning readiness has been of interest globally, mostly in medicine and nursing, and studies have nearly exclusively used one of two instruments.ConclusionThere is nascent evidence that age, year level and previous education level may have positive influence. These factors have in common the passing of time and may in fact be proxy for more encompassing developmental or social constructs. Further research is needed particularly in the allied health professions where there is limited research in very few disciplines. Studies in interprofessional contexts may be an efficient approach to increasing the knowledge base. Further work is also warranted to determine appropriate use of the two instruments across the range of health disciplines.     

中职护生自主学习准备度测评量表的研制

目的：针对中职护生制定自主学习准备度测评量表,对学生自主学习准备度进行调查,为有效评估中职护生学习自主性及开展学生教育提供参考。方法：经查阅国内外相关文献,结合实际情况,采用德尔菲法拟定自主学习准备度调查问卷,并分析问卷的信度和效度。结果：经分析确定量表框架分为3部分：调查对象一般情况、问卷主体、调查参考内容项目。其中,问卷主体分为3个维度。总量表的Cronbach’sα系数为0.856,各维度的Cronbach’sα系数在0.808～0.821之间;各维度的重测信度系数在0.834～0.826之间;量表的CVR=0.845。问卷第3部分内容由13个条目组成。结论：量表的信度和效度良好,可作为中职护生自主学习准备度评价工具。     

Nursing students and elder abuse: developing a learning resource

This article describes the development of a learning resource designed to increase awareness of elder abuse among nursing students. The learning resource combines exercises, lectures, group work and the use of film. It encourages students to reflect on ways of identifying and preventing elder abuse in the increasingly wide range of settings where they are likely to work with older people.     

老年护理专业本科生自主学习准备度、学习过程及学习风格的研究

[目的]了解老年护理专业本科生自主学习准备度、学习过程、学习风格的现状,并探讨其特点。[方法]采用自主学习准备度量表、学习过程问卷、学习风格量表对天津中医药大学老年护理专业自愿参与本研究的77名学生进行调查。[结果]一年级和二年级学生自我管理维度得分最低;学习动机各维度差异有统计学意义(P<0.05);学习风格以集中型为主,具体经验和感知信息维度差异有统计学意义(P<0.05)。[结论]老年护理专业学生有自主学习的需求,对自主学习的主观态度较好,但自我管理能力较差;学习动机与学习策略倾向于深层型;学习能力偏好抽象概括和主动实践;可以通过对学习动机与学习策略以及学习风格的调整来增强学生自主学习能力。     

实习护生自主学习准备度现状及影响因素分析

目的 通过调查分析实习护生自主学习准备度现状及影响因素,为制订更有针对性的临床教学方法和课程体系提供依据.方法 采用问卷调查法对郑州大学、北京协和医学院护理专业本专科生共240名进行横断面调查;采用定量分析法,进一步精确实习护生自主学习准备度得分;通过文献研究法,分析对影响实习护生自主学习准备度因素问题的研究现状及方向.结果 实习护生自主学习准备度总分为(116.59±21.79)分,影响实习护生自主学习准备度的因素主要包括:是否喜欢护理专业、有无自我感知“学习困难”、有无“小组学习”经历、对临床教师的满意度,课程体系优化度.结论 当前实习护生自主学习准备度相对较低,有多方面的影响因素,院校应采取多种措施提高护生的自主学习准备度,并结合实习护生的特点采用适合、有效的临床教学方法,优化课程体系.     

Interprofessional learning for pre-qualification health care students: an outcomes-based evaluation

Within health, it is widely acknowledged that a collaborative, team-oriented approach to care is required to ensure patient safety and quality of service delivery. A pre-qualification interprofessional learning experience should provide an ideal opportunity for students to gain the necessary knowledge, skills and attitudes to enable them to work as part of a patient-centred interprofessional team. In this article we report a multidimensional evaluation of a pre-qualification interprofessional learning (IPL) program. The program brings together senior year students from various health care professions on clinical placement in the same service area of a hospital to take part in shared, structured learning experiences centred on interprofessional teamwork. We used a combination of qualitative and quantitative methods to evaluate the IPL program. Results indicate that students' understanding of the roles of other team members was enhanced, and students and supervisors perceived the program to be of value for student learning. Measured changes in attitude were limited. Unexpected findings emerged in relation to role responsibilities within teams and attitudes towards doctors. We conclude that such programs have the potential to expand students' understanding of the contributions made by other professionals/colleagues to effective patient care, although challenges persist in overcoming pre-existing role stereotypes.     

形成性评价对护理本科生自主学习能力的影响研究

目的探讨形成性评价对护理本科生自主学习能力的影响。方法选取2010级104名护理本科生为研究对象,1班52名为试验组,2班52名为对照组。试验组运用形成性评价教学和评价方式,对照组采用终结性评价方法。课程结束后,采用自主学习能力评定量表和课程满意度问卷对学生进行调查。结果试验组学生自主学习能力总分及学习意识、学习策略、学习行为、学习评价和人际交流得分均高于对照组(P<0.05);试验组学生在授课方式、教学安排、考评方式的满意度高于对照组(P<0.05)。结论形成性评价得到了学生认可,且能提高护理本科生的自主学习能力。     

Development of a self-rating scale of self-directed learning

In order to realise their full potential as learners, it is essential that students have good self-directed learning skills. It is also important that students develop their own roles in learning by continuously monitoring their own learning progress, identifying areas of deficit and making a conscious effort towards self-improvement. In this paper, Swapna Naskar Williamson reports on the development and testing of a self-rating scale of self-directed learning in higher education, and considers how it might be used in practice in order to enhance the requisite skills for becoming independent and lifelong learners.