The self-directed learning readiness of first year bachelor of nursing students

Smedley, Alison

doi:10.1177/1744987107077532

Cited by 82 publications

(64 citation statements)

References 7 publications

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“…These scales were developed by Guglielmino in 1977 8 and Fisher in 2001 5 and have been used to study self-directed learning in medical, nursing, pharmacy, and non-medical education. [9][10][11][12][13] Fisher established construct validity and internal consistency through a pilot study of undergraduate nursing students. 5,14 Content validity for both scales was determined using Delphi surveys.…”

Section: Introductionmentioning

confidence: 99%

Readiness for Self-directed Learning and Academic Performance in an Abilities Laboratory Course

Deyo

Huynh

Rochester

et al. 2011

American Journal of Pharmaceutical Education

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Objective. To assess the relationship between readiness for self-directed learning, academic performance on self-directed learning activities, and resources used to prepare for an abilities laboratory course. Methods. The Self-directed Learning Readiness Scale (SDLRS) was administered to first-year (P1) doctor of pharmacy (PharmD) candidates at the University of Maryland. Additional data collected included final course grades, quiz scores, resources used to prepare for laboratory activities, and demographics.Results. The mean SDLRS score was 148.6 6 13.8. Sixty-eight students (44%) scored . 150, indicating a high readiness for self-directed learning. These students were more likely to complete assignments before the laboratory, meet in study groups, and report postgraduation plans to enter noncommunity pharmacy. No significant association was found between academic performance and the SDLRS. Conclusions. Readiness for self-directed learning is associated with self-directed learning habits, but may not be necessary for learning foundational knowledge, provided students are given specific instructions on what to study. Whether high readiness for self-directed learning is necessary for more complex learning or for self-identification of learning needs is unknown.

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Section: Introductionmentioning

confidence: 99%

Readiness for Self-directed Learning and Academic Performance in an Abilities Laboratory Course

Deyo

Huynh

Rochester

et al. 2011

American Journal of Pharmaceutical Education

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“…Fisher et al's version of the SDLRS and adaptations of it have been widely used within pre-registration nurse education in Australia (Smedley, 2007;Phillips et al 2015); Italy (Cadorin et al, 2013;Cadorin et al 2015); the UK (Williamson, 2007);and China (Bin Yuan et al, 2012). Smedley's (2007) quantitative study found that first year nursing students have a limited ability to self-manage their learning with some lacking the ability to manage time; selfdiscipline; plan learning; set times for learning; apply methodical and systematic approaches to learning; problem solve; prioritise and seek out information. Smedley recommended that lecturers develop and implement strategies to improve students' skills of self-directedness.…”

Section: Resultsmentioning

confidence: 99%

Study time within pre-registration nurse education: A critical review of the literature

Barker

King

Snowden

et al. 2016

Nurse Education Today

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HIGHLIGHTS• Research on the use of directed study time within pre-registration nurse education is lacking.• Nursing students prefer others to direct their learning.• Many nursing students lack the skills required for self-directed learning.• Further research is needed to explore the use of directed study time within pre-registration nurse education. SUMMARYBackground: Pre-registration nursing students throughout the United Kingdom (UK) are required to complete a minimum number of theory hours within the course. Anecdotal evidence suggests that students are required to attend campus for approximately fifty percent of the theory hours. The remaining theory hours are often labelled as 'study time' in which students are not required to attend campus. There is a general assumption amongst many academics that all students are prepared and motivated to direct their learning and therefore use this time to study. However some students chose to work during this time and many have dependents. Considering the increasing cost of nurse education combined with the government cuts to student bursaries in England it is timely to review the literature to determine how study time is used within pre-registration nurse education.

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“…The coming together of unprepared students in the educational process is a source of student anxiety [6,43] and by extension, an impetus for unsafe clinical practices [4] . Sanctioned unpreparedness may negatively affect self-directed learning and meta-cognitive processes involved in the transition of novice student to nurse [44,45] .…”

Section: Discussionmentioning

confidence: 99%

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

Montgomery

Mossey

Killam

2013

JNEP

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Background: Little is known about novice students' perspectives of safety in clinical learning. This gap prevents a comprehensive understanding of their efforts to demonstrate clinical competence while securing safety for stakeholders in increasing complex practice environments. The purpose of this study was to describe impediments to safe clinical learning as perceived by second year students enrolled in a baccalaureate nursing program.Methods: Q-methodology was used to systematically elicit multiple viewpoints about unsafe clinical learning circumstances. Across two program sites in northern Ontario, Canada, 73 second year students sorted 43 theoretical statement cards identifying unsafe clinical practices and situations. Centroid factor analysis and varimax rotation yielded correlations between participants who held similar and different viewpoints about impediments to safety in clinical learning.Results: Three discrete perspectives and one consensus perspective constituted second year students' description of unsafe clinical circumstances. The discrete viewpoints were unprepared for role enactment, unsupported learning, and breached standards. There was consensus that a failure to demonstrate patient protection compromised clinical safety. The findings characterized unsafe clinical milieus as a combination of student, educator and programmatic accountability issues. Conclusions:The shared perspectives of novice learners call attention to student preparedness, learning support and adherence to disciplinary standards. Educators and clinicians are compelled to address these issues for the development of conscientious novices within a culture of safety.

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The self-directed learning readiness of first year bachelor of nursing students

Cited by 82 publications

References 7 publications

Readiness for Self-directed Learning and Academic Performance in an Abilities Laboratory Course

Readiness for Self-directed Learning and Academic Performance in an Abilities Laboratory Course

Study time within pre-registration nurse education: A critical review of the literature

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

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