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

Cheng, Su Fen; Kuo, Chien Lin; Lin, Kuan Chia; Lee-Hsieh, Jane

doi:10.1016/j.ijnurstu.2010.02.002

Cited by 193 publications

(188 citation statements)

References 5 publications

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“…Knowles defined the concept of SDL in 1975, emphasising the importance of learner autonomy in 1980 (Knowles, 1989). In its current conceptualisation, SDL is based on specific domains: SDL is connected to learner awareness of personal learning needs; to his/her motivation to learn; to the ability to select appropriate learning resources, aims, and strategies; and to the ability to evaluate achieved outcomes (Cheng et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study

Cadorin

Rei²,

Dante

et al. 2015

Nurse Education Today

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Section: Introductionmentioning

confidence: 99%

Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study

Cadorin

Rei²,

Dante

et al. 2015

Nurse Education Today

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“…[1] Healthcare professionals must keep abreast of new information and critically evaluate emerging evidence in order to function effectively in a constantly changing workplace. [1,2] SDL helps healthcare workers to remain flexible, open to change, and continuously up-to-date. Therefore, university and continu-ing education strategies should be based upon SDL principles, [1,3] which are aimed at developing professionals who are capable of life-long learning (LLL).…”

Section: Introductionmentioning

confidence: 99%

“…[4] Progressive independence in learning processes is a core attribute of effective LLL. [2,3,5] Independence in LLL is based on responsibility, confidence, patience, persistence, diligence, and attention to details; [5] therefore, independence in LLL reflects one's ability to self-direct the learning process. According to Knowles, SDL is a process whereby a person determines his/her learning aim(s) with or without the help of teachers/mentors, selecting appropriate learning resources and methods, and evaluating learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“…• Self-Directed Learning (SDLRS) by Guglielmino, up-dated by various authors and tested among nursing and other medical students, [10][11][12][13] • Self-Directed Learning Instrument (SDLI), developed and validated by Cheng, [2] devoted to nursing students, and • Self-Directed Learning Aptitude Scale (SDLAS) developed by Abd-El-Fattah, [14] and devoted to college students.…”

Section: Introductionmentioning

confidence: 99%

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The self-rating scale of self-directed learning tool: findings from a confirmatory factor analysis

Cadorin

Ghezzi²,

Camillo³

et al. 2016

JNEP

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Introduction: Healthcare students and professionals possess self-directed learning abilities at different levels of development. For educators, measuring these abilities allow to tailor teaching and mentoring interventions. The aim of this study was to validate the structure of the Self-Rating Scale of Self-Directed Learning, Italian version (SRSSDL-Ita). Methods: A cross-sectional study design was adopted involving a convenience sample of 593 healthcare students and professionals. A Confirmatory Factor Analysis was performed to confirm the validity of the measurement model of the original structure of the SRSSDL-Ita. Results: The Maximum Likelihood Meand-and-Variance (MLMV) to confirmatory factor analysis was used to examine the underlying latent variable structure of the SRSSDL-Ita, which was composed of 40 items. All standardized factor loadings were > 0.42. Latent dimensions were all positively correlated, ranging in magnitude between 0.28 and 0.78. The Chi-square value for the overall model was χ 2 (712) = 1,104.273 with p < .001, Root Mean Square Error of Approximation (RMSEA) (90% confidence interval (CI)) = 0.031 (lower bound 0.027; upper bound 0.054) with p = 1.00, and Standardized Root Mean Square Residual (SRMR) = 0.055. The overall interpretation of the fit indices suggests a more than acceptable fit between the hypothesized model and the data. The emerged structure confirms the original structure of the instrument composed of eight factors: "Awareness", "Attitudes", "Motivation", "Learning Strategies", "Learning Methods", "Learning Activities", "Interpersonal Skills" and "Constructing Knowledge". Conclusions: The SRSSDL-Ita structure was confirmed. Therefore, SRSSDL-Ita is a valid and practical tool that may contribute to determining learning needs among students and healthcare professionals; helping educators in identifying and implementing strategies to enhance SDL abilities in both groups.

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“…[11,12] Further reasons for increasing use of SDL are the significant increase in the number of nursing students, time constraints for CSL teaching and practice, and limited healthcare setting availability of practice. [1,2] Therefore, appropriate educational media and SDL is needed to improve CSL for nursing students [13,14] because they can learn outside the classroom and it is the individual who is responsible for their own learning process by determining their needs, setting goals, identifying resources, implementing a plan to meet their goals, and evaluating the outcomes. [13] CSL teaching and SDL using a 3 dimensional model is preferable to using real objects because some CSL cannot be performed in actual real-life situations.…”

Section: Introductionmentioning

confidence: 99%

Innovation of educational wound models for nursing students

Kasatpibal

Sawasdisingha

Whitney

2016

JNEP

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Background: A clinical skills laboratory enhances the learning of nursing skills that can be translated to real professional practice. However, effective laboratory learning material that facilitates learners to achieve learning objectives may be inadequate in resource-limited settings. This study aimed to develop models for practicing wound dressing changes and to evaluate the quality of the model and user satisfaction. Methods: The study was conducted in three phases: 1) preparing for model development, 2) model development, and 3) evaluation of the quality of the model and user satisfaction. Convenience sampling was used to recruit both nursing instructors and nursing students, 30, 10 and 271 participants in the first, second, and third phases, respectively. Focus group discussions were held to gain ideas and opinions for developing the models. A Likert scale questionnaire was used to evaluate the quality of the model and user satisfaction. Results: The developed wound models were made from silicone. The quality evaluation form determined that the developed models had higher overall quality than those previous models available in the nursing laboratory center. User satisfaction with the developed models was high. The overall mean (SD) of user satisfaction toward the developed closed-wound model and open-wound model were 3.41 (0.72) and 3.44 (0.71), respectively. Conclusions: The developed wound models are potentially useful and user friendly, and could be easily available in settings of education with limited resources. Encouraging the students to use these models may help to enhance self-directed learning and clinical skills for application of wound dressings.

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

Cited by 193 publications

References 5 publications

Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study

Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study

The self-rating scale of self-directed learning tool: findings from a confirmatory factor analysis

Innovation of educational wound models for nursing students

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