Self-directed learning competence assessment within different healthcare professionals and amongst students in Italy

Cadorin, Lucia; Suter, Nicoletta; Dante, Angelo; Williamson, Swapna Naskar; Devetti, Angie; Palese, Alvisa

doi:10.1016/j.nepr.2011.10.013

Cited by 38 publications

(30 citation statements)

References 20 publications

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“…Previous studies developed in the Italian context have documented the influence of female gender (Cadorin et al, 2012) although data regarding the role of gender are still debated in the international literature (Roberson and Merriam, 2005;El-Gilany and El Sayed Abusaad, 2013) and should be considered with caution in this study because the participants were mainly females. For each increased point in SDL abilities at the baseline, students are more likely to increase SDL abilities during the clinical experience possibly because they already posses learning resources and strategies to activate facing the challenging clinical environment (Chuan and Barnett, 2012); not lastly, those students attending their clinical experience in a medical ward, where the complex conditions of the patients are more challenging, which might stimulate students in a more intensive manner, compared with those students attending their clinical experience in a surgical ward where standard approaches are more common, have reported higher SDL scores.…”

Section: Factors Predicting Sdl Abilitiesmentioning

confidence: 93%

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: Factors Predicting Sdl Abilitiesmentioning

confidence: 93%

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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“…Data analysis was performed according to the main aims of the study: Instrument validation: given that the tool used was validated in the context of healthcare university students and nursing staff (Cadorin et al, , , ; Cadorin, Cheng, et al, ; Cadorin, Ghezzi, et al, ), a process of cross‐validation was preliminarily undertaken. Then, the exploratory factor analysis (EFA) and the confirmatory factor analysis (CFA) were performed, aimed at evaluating the structural validity of the tool.…”

Section: Methodsmentioning

confidence: 99%

Evaluating self‐directed learning abilities as a prerequisite of health literacy among older people: Findings from a validation and a cross‐sectional study

Cadorin

Grassetti

Paoletti

et al. 2019

Int J Older People Nursing

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Aims and objectives: To validate a tool measuring self-directed learning (SDL) abilities and to determine these abilities among older individuals attending the University of the Third Age.Background: Health literacy (HL) and SDL abilities have been documented as being closely linked to each other and as prerequisites in enhancing self-management competences required by older people to protect their health and to manage health issues. Furthermore, individuals with SDL abilities have been documented to have a full understanding of their health treatment prescriptions, to be able to demonstrate increased compliance and to further develop self-care competences. Design: A validation and a cross-sectional study design.Methods: A consecutive sample of 313 older people (68.7% female) who attended lessons in two Italian Universities of the Third Age and who were willing to participate in the study were enrolled. The Self-Rating Scale of Self-Directed Learning (SRSSDL) validated previously in the healthcare context, was used.Results: At the exploratory and confirmatory factor analysis, the SRSSDL in Older people (SRSSDLO) has demonstrated good psychometric properties: the tool is composed by four factors ("Awareness," "Attitudes," "Availability" and "Motivation") and 13 items. According to the findings, the average SDL score was 54.27 ± 6.69 out of 65, and women achieved significantly higher scores compared with men (54.81 ± 6.69 vs.53.08 ± 6.54, p = .033), while participants with a university degree (55.95 ± 6.56) or secondary education (54.75 ± 6.13) had higher scores than those with lower secondary education (50.37 ± 7.34, p = .002). Conclusions:Participants were responsible for their learning processes and were capable of identifying learning needs and goals. They were also internally motivated to develop learning methods and to organise learning activities. However, they were less able to keep up to date with the learning resources available.

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“…All items are positively stated, with higher total score showing a higher level of SDL. SRSSDL is found to be an effective tool for self-assessment of SDL both for nursing students, nurses, and Radiologist technicians [12-15]. Therefore, the SRSSDL was used to evaluate the concurrent validity of SDL on mainland Chinese nursing students.…”

Section: Methodsmentioning

confidence: 99%

The validity and reliability of the self-directed learning instrument (SDLI) in mainland Chinese nursing students

Shen

Chen

2014

BMC Med Educ

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BackgroundSelf-directed learning is crucial to the professional development of nursing students, and which enables them to expand the knowledge and enhance the quality of their practice. A validated self-directed learning instrument is important not only in assessing the individual’s self-directed learning level, but also in evaluating the effectiveness of teaching or learning methods. The aim of this study is to evaluate the validity and reliability of the SDLI in mainland Chinese nursing students.MethodsA cross-sectional design with convenience sampling was used to recruit participants from three nursing schools. The mainland Chinese version of SDLI was tested with respect to validity and reliability in 1,499 nursing students, and another 30 nursing students were invited to evaluate the test-retest reliability of the scale in 7 days interval.ResultsExplorary factor analysis identified a four-factor structure, accounting for 56.101% of the total variance. The confirmatory factor analysis showed a good overall fit of this four-factor model. Convergent validity was supported by the highly positive Pearson’s correlation between SDLI score and SRSSDL score (r = .876, p = .000). Cronbach’s alpha for internal consistency of overall scale was .916, and 4 dimensions were between .755-.825.The test-retest reliability of overall scale was .850, and 4 dimensions were between .708-.821. The intraclass correlation coefficient (ICC) of overall scale was .916, and 4 dimensions were .822-.889.ConclusionsThis study indicates that the SDLI is a valid and reliable instrument for assessing self-directed learning in mainland Chinese nursing students. Nurse educators could use such knowledge to develop their roles and plan to support nursing students in becoming self-directed learners and lifelong learner.

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Self-directed learning competence assessment within different healthcare professionals and amongst students in Italy

Cited by 38 publications

References 20 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

Evaluating self‐directed learning abilities as a prerequisite of health literacy among older people: Findings from a validation and a cross‐sectional study

The validity and reliability of the self-directed learning instrument (SDLI) in mainland Chinese nursing students

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