Self‐directed learning in nurse education: a review of the literature

Abstract

A consensus definition of the concept of lifelong learning does not exist, and students and teachers may have different perspectives on it. Mature students may be more self-directing than school-leavers, and learning styles and readiness to learn need to be assessed when judging the appropriateness of using self-directed learning approaches. However, there are many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning.

The Impact of Problem-based Learning on Students' Perceptions of Preparedness for Advanced Pharmacy Practice Experiences

“…2 Problem-based learning should provide the students with the skills necessary to seek and analyze information and then utilize it effectively. 5 Consistent features of problem-based learning include the presentation of a problem without providing the information necessary to solve it, students work in small groups, and students are given guidance and provided with feedback by a facilitator (tutor). 6 Currently, the University of Mississippi School of Pharmacy utilizes problem-based learning as the sole teaching method during the third-professional year; therefore, all academic disciplines are included.…”

Assessing physicians’ orientation toward lifelong learning

“…..'' 13 Despite the emphasis placed on physicians' lifelong learning, no universally accepted definition has been proposed. 14 Lifelong learning is a complex and multidimensional concept, 15,16 as reflected in the definition suggested by the European Lifelong Learning Initiative: ''Lifelong learning is the development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills, and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances and environments'' 16 (p. 592). Facets of this broad definition, such as ''human potential,'' ''supportive process,'' ''creativity,'' and ''enjoyment'' impede empirical research because they defy measurement.…”

Re-Thinking the Value of Learning Theories to Develop Self-Directedness in Open-Distance Students

“…Andragogics as a philosophy about adult learning do not place enough emphasis on critical reflection, social interaction of learners and political, social and economic transformation in education. O'Shea (2003), Merriam (2001), andCretchely andCastle (2001) noted, that adult learning theorists put too much focus on the importance of experience to learn and do not to keep in mind that the quantity of experience is not necessarily equal to the depth, richness and intensity of experience. Individuals can, for example, have many experiences some of which may not necessarily be good and relevant to knowledge and skills (Brookfield, 1995).…”