The effect of self-directed learning abilities of student nurses on success in Turkey

Avdal, Elif Ünsal

doi:10.1016/j.nedt.2012.02.006

Cited by 61 publications

(36 citation statements)

References 15 publications

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“…A welltrained nursing educator could improve the learning environment by promoting the use of research-based learning strategies (Wilson 2012). SDL is the most commonly used method in adult learning practices (Avdal 2013) because it shifts the control of the learning paradigm to the students. Self-directed learners enjoy the freedom to learn what they view as important for themselves.…”

Section: Introductionmentioning

confidence: 99%

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

AbuAssi

Alkorashy

2016

IJANS

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Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners' needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study's objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb's learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study's findings suggested that the majority of nursing students had a "Diverging" style of learning. The "self-control" subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of "self-management" and "desire for learning." However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the selfdirected learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students' enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students' learning needs effectively.

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Section: Introductionmentioning

confidence: 99%

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

AbuAssi

Alkorashy

2016

IJANS

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“…SDL is essentially the ability to search for new information, to critically evaluate and adopt the information retrieved in the clinical decision-making process (Avdal, 2013). From the andragogical perspective, SDL is a process whereby the learner defines the learning aims, identifies appropriate methods, and evaluates outcomes, assuming the responsibility for the entire process.…”

Section: Introductionmentioning

confidence: 99%

“…Since the first definition of the concept, several studies have documented the importance of SDL within nursing education (Avdal, 2013). Aimed at preparing students and future nurses capable of learning-for-life, nursing educators play a key role incorporating the principles of SDL both in theoretical and in clinical practice teaching: they can adopt different tutorial strategies as learning contracts, personal support, reflective meetings based upon questions regarding the process of learning rather than its content (Timmis, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Aimed at preparing students and future nurses capable of learning-for-life, nursing educators play a key role incorporating the principles of SDL both in theoretical and in clinical practice teaching: they can adopt different tutorial strategies as learning contracts, personal support, reflective meetings based upon questions regarding the process of learning rather than its content (Timmis, 2008). Plato and Socrates first adopted these methods, stimulating their students, asking them to reflect on themselves, thinking about life and the learning process (Avdal, 2013); also in the context of nursing education, Socratic questioning is the ability to engage students in critical conversations enhancing their thinking and SDL, by investigating the "why" rather than the content or simply searching for the answers (Avdal, 2013).…”

Section: Introductionmentioning

confidence: 99%

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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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“…[17,24,25] Facilitating allocation and organization of the environment together with adequate well designed equipment and motivation are needed to engage students in effective CSL in wound dressing changes. [2] Recently, CSL and SDL have gained importance in nursing education [26,27] because of increasing the numbers of nursing students, [28] time constraints, and limited settings to authenticate clinical skills. [2] Therefore, nursing schools are investing in nursing laboratory centers to facilitate learning resources for nursing students from fundamental to advanced CSL.…”

Section: Discussionmentioning

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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The effect of self-directed learning abilities of student nurses on success in Turkey

Cited by 61 publications

References 15 publications

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

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

Innovation of educational wound models for nursing students

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