Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study

Rascón-Hernán, Carolina; Noell, Judit Fullana; Fuentes-Pumarola, Concepció; Romero-Collado, Àngel; Vila-Vidal, Dalmau; Ferrando, David Ballester

doi:10.1016/j.nedt.2019.08.019

Cited by 23 publications

(22 citation statements)

References 34 publications

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“…It showed that nursing undergraduates had highest SDL readiness compared to other speciality students. [19] Physical therapy practice requires selfdetermined, professional clinical decision making and critical thinking process. [20] Physical therapy students need to acquire skills such as confidence, autonomy, motivation and preparation for lifelong learning.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Self-Directed Learning Readiness among Undergraduate Students in an Indian Physical Therapy Institute

Walankar¹,

Panhale²

2021

Int J Sci Healthcare Res

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Self-directed learning (SDL) is an essential element in medical education to foster lifelong learning. Self-directed learning readiness is the extent to which an individual has the attitude, ability, skill and personality characteristics essential for SDL. This study aimed to analyze self-directed learning readiness among physiotherapy students. A cross-sectional study was conducted among 288 undergraduate physiotherapy students using Self-Rating Scale of Self-Directed Learning (SRSSDL) to assess self-directed learning readiness. Data were analyzed using the Statistical Package for the Social Sciences software version 21. Statistical significance was set at P<0.05. A total 288 participants, 143(49.65%) were in preclinical phase and 145 (50.35%) in clinical phase. Out of 288 physiotherapy students, 60.76% students had moderate level, followed by 37.5% with high level and 1.74% with low level of SDL readiness. The total SRSSDL score was higher in clinical students as compared to preclinical students using independent t test (p=0.000). Also, subscale scores of SRSSDL, awareness (p=0.000), learning strategies (p=0.000), learning activities (p=0.000), evaluation (p=0.000) and interpersonal skills (p=0.04) were higher in clinical students as compared to preclinical students using independent t test. The study showed that physiotherapy students had moderate level of SDL readiness. The SDL readiness was found to be higher in clinical students as compared to preclinical. It will assist the medical educators to incorporate more active learning strategies to enhance SDL skills and help in curriculum development. Keywords: Self-directed learning, physical therapists, medical education, students.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Self-Directed Learning Readiness among Undergraduate Students in an Indian Physical Therapy Institute

Walankar¹,

Panhale²

2021

Int J Sci Healthcare Res

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“…Thus, these respondents demonstrated a clearer grasp of their obligation in examining themselves, as they pursue meaningful learning experiences (Brockett, 2002;Yang & Tu, 2020). The results suggest that generally the students who participated in the study are able to take the initiative to identify their learning needs, develop their learning goals, choose and implement appropriate learning strategies, and evaluate learning outcomes (Knowles, 1975;Premkumar et al, 2018;Rascón-Hernán et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Significance of Self-directed Learning Readiness, Academic Self-efficacy, and Problem-solving Ability Among Filipino Nursing Students

Yao

2021

IJLTER

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A professional skill that permits nursing students to carry out nursing interventions in the workplace is the ability to solve health care problems. This is essential if they want to become professional nurses. Educators have been attempting to establish effective instructional techniques to improve nursing students’ problem-solving abilities. This study examined the relationship between problem-solving ability, academic self-efficacy, and self-directed learning readiness (SDLR) among nursing students. This study utilized a descriptive correlational study and recruited 170 nursing students in a private higher education institution in the Philippines. Standardized questionnaires were distributed, and data were analyzed using descriptive and inferential statistics. Results show that there is a significant indirect association between problem-solving ability and SDLR (r = -0.525, p < 0.001). Secondly, there is a significant direct association between SDLR and academic self-efficacy (r = 0.549, p < 0.001). Lastly, there is a significant indirect association between academic self-efficacy and problem-solving ability (r = -0.505, p < 0.001). The findings substantiate the assumptions of the study that academic self-efficacy, SDLR, and problem-solving ability of students have relationships with each other. Thus, students who are self-directed learners and are confident with their abilities of success in school tasks are able to solve complex problems or issues. Future research may be explored using longitudinal designs to be able to ascertain the causal link and directionality of the variables related to the present study.

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“…Tại Tây Ban Nha, Rascon-Hernan (2019) thực hiện đánh giá mức độ sẵn sàng học tập theo định hướng của sinh viên đại học ngành khoa học sức khỏe tại Đại học Girona năm 2019 [25]. Khảo sát tìm hiểu mối liên hệ về mức độ sẵn sàng học tập tự định hướng trong việc lập kế hoạch học tập, mong muốn học tập, sự tự tin, tự quản lý và tự đánh giá.…”

Section: Tổng Quan Nghiên Cứu Về đáNh Giá Mức độ Sẵn Sàng Học Tập Tự địNh Hướng Trên Thế Giớiunclassified

“…Trên cơ sở kết quả khảo sát, tác giả khuyến nghị sự cần thiết phải rèn luyện các kỹ năng học tập tự định hướng của sinh viên trong quá trình dạy và học. học tập tự định hướng cần được phát triển trong các trường đại học nhằm phát huy tính tự chủ trong học tập, thúc đẩy học tập suốt đời và chuẩn bị năng lực chuyên môn cho các chuyên gia trong tương lai [25].…”

Section: Tổng Quan Nghiên Cứu Về đáNh Giá Mức độ Sẵn Sàng Học Tập Tự địNh Hướng Trên Thế Giớiunclassified

“…Bên cạnh đó, thông qua học tập tự định hướng cũng có thể dự đoán kết quả học tập của sinh viên. Do đó, cần phải xem xét về các kỹ năng học tập tự định hướng của sinh viên và các biện pháp xây dựng và thúc đẩy các kỹ năng học tập tự định hướng của sinh viên [17][18][19][20][21][22][23][24][25][26][27][28][29].…”

Section: đốI Với Các Cơ Sở Giáo Dục đạI Họcunclassified

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Review of Self-directed Learning Readiness Assessments Among Undergraduate Students in the World and Lessons Learnt for Vietnam

Thuy¹,

Thuy²,

Minh³

2021

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This article aims to provide the selected findings of self-directed learning readiness assessment to undergraduate students in various countries. It also offers relevant recommendations for promoting self-directed learning to Vietnamese higher education institutions. Through desk study by analyzing articles and studies of self-directed study readiness assessment, the result shows that the level of self-direct learning readiness among undergraduate students is different due to the influence of mental, social and demographic variables. Some practical recommendations for higher education institutions, students, teachers and researchers are proposed to promote self-directed learning. It is expected that this study will partly contribute to promote the students’ initiative and creativity in learning associated with lifelong learning.

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Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study

Cited by 23 publications

References 34 publications

Evaluation of Self-Directed Learning Readiness among Undergraduate Students in an Indian Physical Therapy Institute

Evaluation of Self-Directed Learning Readiness among Undergraduate Students in an Indian Physical Therapy Institute

The Significance of Self-directed Learning Readiness, Academic Self-efficacy, and Problem-solving Ability Among Filipino Nursing Students

Review of Self-directed Learning Readiness Assessments Among Undergraduate Students in the World and Lessons Learnt for Vietnam

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