Self-Regulated Learning Strategies for Nursing Students: A Pilot Randomized Controlled Trial

An, Jiwon; Oh, Joa Sub

doi:10.3390/ijerph19159058

Cited by 14 publications

(12 citation statements)

References 47 publications

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“…The results of our study showed that students used various self-centered strategies to facilitate their e-learning. In fact, due to the teacher’s physical absence in the e-learning environment, students have more independence in the learning process, and in order to be able to learn and succeed in this type of education, it is necessary to have self-regulation learning skills [ 13 ]. In fact, studies related to e-learning have also found a positive relationship between self-directed learning strategies, academic success, and the e-learning acceptance [ 14 , 15 ].…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ learning strategies for e-learning during the Covid-19 pandemic in Iran: a qualitative study

et al. 2023

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Background In response to the emergency brought about by the Covid-19 pandemic, many universities around the world had to change their teaching methods from in-person classes to e-learning. The purpose of this study was to identify the learning strategies of nursing students in e-learning during the pandemic. Methods This study had a qualitative design and used content analysis approach to collect and analyze the data. Sixteen semi-structured interviews were conducted with 12 Iranian undergraduate nursing students who were selected using purposive sampling method. Results Most nursing students in this study generally used two different strategies for e-learning, namely self-centered learning strategies and collaborative learning strategies. Some students, on the other hand, adopted a passive approach in which they did not take any effective action to contribute to their learning. Conclusion In e-learning during the pandemic, students adopted different learning strategies. Therefore, designing teaching strategies tailored to the students’ strategies can promote their learning and academic achievement. Also, knowledge of these strategies helps policy makers and nursing educators to take necessary measures in order to optimize and facilitate student learning in an e-learning environment.

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Section: Discussionmentioning

confidence: 99%

Nursing students’ learning strategies for e-learning during the Covid-19 pandemic in Iran: a qualitative study

et al. 2023

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“…How nursing staff can improve their PI knowledge and enhance the quality of care through effective learning methods without affecting their personal time is currently an important issue in clinical nursing [ 29 ]. E-book apps allow them to self-regulate their learning, manage their time, seek assistance, and perform self-evaluations [ 30 ]. Innovative education strategies offer a promising alternative for PI prevention and care for nurses.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of an E-Book App on the Knowledge, Attitudes and Confidence of Nurses to Prevent and Care for Pressure Injury

Chuang

Liao²,

et al. 2022

IJERPH

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Aims: This study evaluates the effectiveness of an interactive E-book app training program in improving nurses’ knowledge, attitudes, and confidence to prevent and care for pressure injury. Design: Randomized experimental study. Methods: Participants were recruited from a teaching hospital in Taiwan. The study was carried out between 20 March 2014 to 1 April 2016. In total, 164 participants were randomly assigned to a pressure injury E-book app training program (n = 86) or a conventional education program (n = 78) with a one-month follow-up. Outcome variables were levels of pressure injury knowledge, attitudes, and confidence of pressure injury care. Results: Participants answered 51.96% of the pressure injury knowledge questions correctly before the intervention and 75.5% after the intervention. The pressure injury attitude score was slightly positive, with moderate confidence in pressure injury care. The knowledge, attitudes, and confidence of pressure injury care of the two groups in the pretest and posttest groups increased significantly. Analysis of covariance indicated that nurses in the pressure injury E-book app group had significantly greater improvement in knowledge, attitudes, and pressure injury care confidence as compared with the control group. Conclusion: The pressure injury E-book app interactive training program was effective in improving nurses’ knowledge and attitudes toward pressure injury care and in enhancing their confidence in pressure injury care; therefore, this program has potential for nurses’ in-service education in both Taiwan and worldwide. Impact: E-book apps allow individuals to control the time and place of learning. Direct observation of procedural skills can provide feedback to trainees on techniques to ensure learning effectiveness and pressure injury care quality.

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“…The results of our study showed that students used various self-centered strategies to facilitate their elearning. In fact, due to the teacher's physical absence in e-learning environment, students have more independence in the learning process, and in order to be able to learn and succeed in this type of education, it is necessary to have self-regulation learning skills (15). One of the self-centered strategies used by some students was exploration.…”

Section: Self-directed Learning Strategiesmentioning

confidence: 99%

Nursing students’ learning strategies for e-learning during the Covid-19 pandemic: A qualitative study

Cheraghbeigi

Molavynejad

Rokhafroz

et al. 2023

Preprint

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Background: In response to the emergency brought about by the Covid-19 pandemic, many universities around the world had to change their teaching methods from in-person classes to e-learning. The purpose of this study was to identify the learning strategies of nursing students in e-learning during the pandemic. Methods: This study had a qualitative design and used content analysis approach to collect and analyze the data. Sixteen semi-structured interviews were conducted with 12 Iranian undergraduate nursing students who were selected using purposive sampling method. Results: The results of the study showed that nursing students generally used two different strategies for e-learning, namely self-centered learning strategies and collaborative learning strategies. Some students, on the other hand, adopted a passive approach in their learning. Conclusion: In e-learning during the pandemic, students adopted different learning strategies. Therefore, designing teaching strategies tailored to the students’ strategies can promote their learning and academic achievement. Also, knowledge of these strategies helps policy makers and nursing educators to take necessary measures in order to optimize and facilitate student learning in an e-learning environment.

show abstract

Self-Regulated Learning Strategies for Nursing Students: A Pilot Randomized Controlled Trial

Cited by 14 publications

References 47 publications

Nursing students’ learning strategies for e-learning during the Covid-19 pandemic in Iran: a qualitative study

Nursing students’ learning strategies for e-learning during the Covid-19 pandemic in Iran: a qualitative study

Effectiveness of an E-Book App on the Knowledge, Attitudes and Confidence of Nurses to Prevent and Care for Pressure Injury

Nursing students’ learning strategies for e-learning during the Covid-19 pandemic: A qualitative study

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