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

Shen, Weixiao; Chen, Hong‐Lin; Hu, Yan

doi:10.1186/1472-6920-14-108

Cited by 70 publications

(92 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Este apren-dizaje tiene una gran importancia en el desarrollo profesional, debido a que permitirá ampliar los conocimientos y, en consecuencia, mejorar la calidad de la práctica profesional (Shen, Chen y Hu, 2014).…”

Section: Decisiones Sobre Qué Y Cómo Aprenderunclassified

Ecologías de aprendizaje en la Era Digital: desafíos para la Educación Superior

et al. 2018

View full text Add to dashboard Cite

La inmersión de la sociedad en la era digital ha influido de manera decisiva en las formas de comportarse de las personas, en el ámbito del trabajo, de la economía, del entretenimiento y de la enseñanza. La educación superior está sufriendo una gran transformación debido al desarrollo tecnológico en el que estamos sumergidos, y esos continuos cambios han evidenciado la necesidad de mantenernos actualizados de forma permanente, adoptando así la idea de aprendizaje a lo largo de la vida. Cada persona tiene un abanico de posibilidades, amplio y diverso para formarse y para aprender, lo que exige a los individuos tomar cada vez más el control de su propio proceso de aprendizaje. El concepto de ecologías de aprendizaje proporciona un marco de análisis para saber cómo aprendemos, y qué contextos y/o elementos empleamos para formarnos, con el fin de proporcionarnos nuevas oportunidades de aprendizaje. Ser conscientes de los elementos y/o contextos que configuran nuestras ecologías de aprendizaje puede ser una estrategia muy útil que nos ayude a actualizarnos de forma autodirigida y efectiva. Esto nos ha llevado a realizar un estudio bibliográfico dirigido a identificar algunos de los aspectos que caracterizan las nuevas formas en que aprendemos, lo cual nos permitirá comprender el papel que debe jugar la universidad en la sociedad actual.

show abstract

Section: Decisiones Sobre Qué Y Cómo Aprenderunclassified

Ecologías de aprendizaje en la Era Digital: desafíos para la Educación Superior

et al. 2018

View full text Add to dashboard Cite

show abstract

“…[9] Since some of the items approached or exceeded [1] and since the variances of the scores were slighly different between items, we performed CFA using a robust estimator that appropriately corrects the standard errors of parameters (Maximum Likelihood Mean-and-Variance adjusted, MLMV), using listwise deletion to handle missing data for that very small percentage within the dataset. [21] Overall goodness of fit of the tested model was evaluated using the following criteria:…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…[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%

See 1 more Smart Citation

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

Cadorin

Ghezzi²,

Camillo³

et al. 2016

JNEP

View full text Add to dashboard Cite

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.

show abstract

“…As a result they will be able to provide evidence-based care by maintaining knowledge and competence. Shen et al [21] report that SDL is of great importance to the professional development of nursing students. This enables them to expand the knowledge and skills further and to gain confidence when working in practice.…”

Section: Journal Of Healthcare Communications Issn 2472-1654mentioning

confidence: 99%