The Development of the Self-Directed Learning Ability Inventory for Employees in HRD Companies

Bae, Eul Kyoo; Lee, Minyoung

doi:10.18211/kjhrdq.2010.12.3.001

Cited by 14 publications

(6 citation statements)

References 17 publications

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“…In this study, nursing students' self-directed learning was significantly improved in the experimental group compared to the control group. This is similar to Lin et al [17]'s report that PBL-linked EMR training is effective in self-directed learning among nursing students in Taiwan and supports previous research that EHR training for medical students promotes self-directed learning [19]. The academic EMR system used in this study was equipped with virtual data such as clinical observation records, clinical pathology records, prescriptions, and hospitalization records so that learners could show higher concentration by selecting the necessary information through various patient information channels.…”

Section: Discussionsupporting

confidence: 92%

“…Nursing students are required to perform electronic nursing records in various clinical settings after graduation, so they need the self-directed ability to collect, evaluate, and utilize information necessary for problem-solving or decision-making [13,17]. EMR education allows users to find information within the system, such as a patient's labs and vital signs, and reflect them to enable selfcare planning [18].…”

mentioning

confidence: 99%

“…EMR education allows users to find information within the system, such as a patient's labs and vital signs, and reflect them to enable selfcare planning [18]. EMR training has been shown to increase students' self-directed learning capabilities compared to paper medical records [17,19], but there are not many studies on this. Nurses with a high level of problem-solving skills can better use the nursing process to provide more care to their subjects [15].…”

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confidence: 99%

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Effects of an EMR Education Program on Nursing Information Literacy, Self-Directed Learning, Problem-Solving Ability, and Practice Satisfaction of Undergraduate Nursing Students

Choi

2024

J Korean Acad Fundam Nurs

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Purpose: This study implemented an electronic medical record (EMR) training program for nursing students and aimed to confirm its effectiveness.Methods: A non-equivalent control group pretest-posttest design was used. The participants were 42 sophomore nursing students enrolled in a fundamental nursing course (experimental group: n=21, control group n=21). The EMR training program consisted of 6 sessions, taught over 5 weeks. Data were collected between April 23 and July 14, 2023, and were analyzed using the x2 test, Fisher exact test, t-test, paired t-test, Wilcoxon signed-rank test, and Mann-Whitney U test with SPSS for Windows version 24.0.Results: Significant differences were shown between the experimental and control groups regarding self-directed learning ability (t=2.22, p=.032), problem-solving ability (t=2.34, p=.026), practice satisfaction (U=136.00, p=.016) and EMR competency (U=101.50, p=.001).Conclusion: The EMR training program effectively improved nursing students’ self-directed learning ability, problem-solving ability, practice satisfaction, and EMR competency. Therefore, developing and applying EMR-related content can enhance nursing student’s awareness of EMR systems is recommended.

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Section: Discussionsupporting

confidence: 92%

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confidence: 99%

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confidence: 99%

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Effects of an EMR Education Program on Nursing Information Literacy, Self-Directed Learning, Problem-Solving Ability, and Practice Satisfaction of Undergraduate Nursing Students

Choi

2024

J Korean Acad Fundam Nurs

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“…The measurement of the Independent Learning Ability Scale was based on Bae and Lee’s ( 21 ) questionnaire. Cronbach’s α for each factor of the Independent Learning Ability Scale, as measured by Bang ( 22 ), was 0.90 or above, and it had good reliability and validity after the test; we used this in our study after modification and improvement.…”

Section: Methodsmentioning

confidence: 99%

The Structural Relationships among Academic Pressure, Independent Learning Ability, and Academic Self-Efficacy

Zhao¹,

Li²,

Kim³

2023

ijph

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Background: The coronavirus disease pandemic has caused significant disruption in the field of education, resulting in the need for more online classes and a blended offline and online teaching model. Therefore, understanding what makes this model effective is important. Accordingly, this study explored the structural relationships among academic pressure, independent learning ability, and academic self-efficacy in a blended teaching environment during the pandemic and independent learning ability’s mediating effect on the relationship between academic pressure and academic self-efficacy. Methods: Adopting a random sampling method, this study surveyed 761 Chinese college, Shaanxi Province, China in 2022 and university students. Factor analysis, correlation analysis, structural equation modeling, and path analysis were used to analyze the data. Results: The results show that the academic pressure faced by Chinese English majors had a significant negative impact on academic self-efficacy (P<0.001). However, academic pressure had no statistical effect on students’ independent learning ability (P=0.317). Moreover, independent learning ability had a significant positive effect on academic self-efficacy (P<0.001) and a mediating effect on the relationship between academic pressure and academic self-efficacy (P=0.032). Conclusion: Independent learning ability can directly and indirectly affect academic self-efficacy. Thus, in an online and offline blended teaching model, teachers should guide students regarding self-exploration, communication, and cooperation based on existing knowledge and experience. They should also enable students to improve their learning process and independent learning ability. Various language learning situations should be established for learning English so that by experiencing success and failure, students can ultimately improve their academic self-efficacy.

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“…For an individual to have the ability to set and implement goals, they need a mechanism to monitor and control the dreams themselves. In the case of self-directed learning, a voluntary program assumes that metacognition must precede an individual's strategic behavior to enable autonomous learning through cognitive traits (Bae and Lee, 2010). Moreover, Cognition and metacognition are essential components in the creative process of generating, evaluating, and selecting ideas (Puente-Díaz et al, 2021).…”

Section: Relationship Between Metacognition and Innovative Behaviormentioning

confidence: 99%

Research on metacognition and innovation behavior of vocational college students in Hainan

Pan¹,

Chang²

2023

Educ. Res. Rev.

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Strengthening the cultivation of students' innovation ability is an urgent requirement for the construction of China's innovation system, and vocational colleges are a crucial driving force for cultivating technical innovation talents. Therefore, this study aims to explore the influence of metacognition on innovative behavior among vocational college students in Hainan, China and the differences between the behavior of boys and girls. Five vocational colleges were selected by purposive sampling. A total 600 students and 577 valid questionnaires were obtained, with 285 male and 292 female respondents. The results of the study found that the metacognition of boys and girls in vocational colleges has a positive and substantial impact on innovative behavior, and that the effect of metacognition on the innovative behavior of girls is higher than that of boys.

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The Development of the Self-Directed Learning Ability Inventory for Employees in HRD Companies

Cited by 14 publications

References 17 publications

Effects of an EMR Education Program on Nursing Information Literacy, Self-Directed Learning, Problem-Solving Ability, and Practice Satisfaction of Undergraduate Nursing Students

Effects of an EMR Education Program on Nursing Information Literacy, Self-Directed Learning, Problem-Solving Ability, and Practice Satisfaction of Undergraduate Nursing Students

The Structural Relationships among Academic Pressure, Independent Learning Ability, and Academic Self-Efficacy

Research on metacognition and innovation behavior of vocational college students in Hainan

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