Chinese baccalaureate nursing students' readiness for self-directed learning

Yuan, Hao Bin; Williams, Beverly; Fang, Jin Bo; Pang, Dong

doi:10.1016/j.nedt.2011.03.005

Cited by 79 publications

(75 citation statements)

References 11 publications

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“…With regard to SDLR, the current findings showed that selfcontrol was a highly reported subscale for examining the readiness level for self-directed learning among nursing students at KSU. This finding is similar to the findings of many previous studies conducted in Saudi Arabia (El-Gilany & Abusaad 2013), China (Yuan et al 2012), and Australia (Fisher et al 2001, p. 56), which showed that the self-control subscale was reflected by the readiness for SDL. In contrast, the results of the current study indicate that the subscales of self-management, desire for learning, and self-control, as well as the overall score of SDLR, were slightly lower than those reported in a previous study conducted at Aljouf University in Saudi Arabia (El-Gilany & Abusaad 2013).…”

Section: Discussionsupporting

confidence: 91%

“…Regarding the levels of SDLR, most of the participants had low levels of SDLR (score ≤ 150). In (Yuan et al 2012), and the US (Linares 1999), where nursing students were found to have high levels of readiness for SDL. In line with previous findings, the current study found that the levels of readiness for SDL of nursing students at KSU were low, which affected their learning process.…”

Section: Discussionmentioning

confidence: 99%

“…Such factors could affect their readiness for SDL as well as their dominant styles of learning (Felder and Brent, 2005;Kim & McLean 2014). Similarly, according to Yuan et al (2012) the increased level of SDLR might indicate increased emphasis on self-responsibility and relative independence in clinical practice, thereby helping students to rehearse adult roles and prepare them for the beginning of their nursing careers. The increased level of SDLR might indicate the sense of responsibility among students and the relative independence in the clinical practice of the students, thereby helping them to rehearse adult roles and prepare for the beginning of their nursing careers.…”

Section: Discussionmentioning

confidence: 99%

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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: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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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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“…Finally, volition is a part of motivation, determining learners' ability to activate intentional efforts and diligence that may influence persistence in learning. [5,14,29] The following factors included in the instrument -"Learning strategies," "Learning methods," "Learning activities" and "Interpersonal skills" -were also confirmed in their validity. The "Learning strategies" factor is composed of five items, aimed at assessing individual skills to be engaged effectively, by using the necessary strategies to achieve established learning objectives.…”

Section: Discussionmentioning

confidence: 73%

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

Cadorin

Ghezzi²,

Camillo³

et al. 2016

JNEP

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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.

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“…Oliveira ve Simoes'in (2006) üniversite öğrencilerini kullanarak yaptığı çalışmada cinsiyetin KKÖ'yü etkilemediğini bulmuştur. Alanyazında cinsiyete göre KKÖ düzeyinin anlamlı farklılık göstermediği bulgusuna ulaşan başka çalışmalar da mevcuttur ( Hung, Chou, Chen ve Own, 2010;Litzinger, Wise, Lee ve Bjorklund, 2003;Yuan, Williams, Fang ve Pang, 2012). Anlaşılacağı gibi alan yazında ÇTKKÖ seviyelerinin cinsiyete göre değiştirmediği konusunda bir uzlaşı söz konusudur.…”

Section: Discussionunclassified

Examination of the Relationship between Students’ Attitudes towards Computer and Self-Directed Learning with Technology

Demir

Yaşar

Sert

et al. 2014

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Chinese baccalaureate nursing students' readiness for self-directed learning

Cited by 79 publications

References 11 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

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

Examination of the Relationship between Students’ Attitudes towards Computer and Self-Directed Learning with Technology

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