Towards a theory of student-centred nurse education: overcoming the constraints of a professional curriculum

253

125

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.

“…2001). The exact degree of self‐directed learning will depend on the individual's learning style, and preference and readiness for self‐directed learning (Rolfe 1993).…”

Section: Nature Of Self‐directed Learningmentioning

confidence: 99%

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

O'Shea¹

2003

253

125

“…Teachers tended to view their own judgement as more reliable than students’. Potential problems for teachers in releasing students from control were also highlighted, supporting the views of Darbyshire (1993), Katz (1995) and Rolfe (1993). This may add to the difficulty that students experience in SDL, and may be exacerbated when it is used occasionally in an otherwise teacher‐led course.…”

Section: Discussionmentioning

confidence: 60%

“…(1994) found that some students are concerned about the adequacy of the knowledge that they acquire using SDL. From the teacher’s perspective, Darbyshire (1993), Katz and Alavi (1995), and Rolfe (1993) suggest that teachers may find relinquishing control over the learning experience problematic.…”

Section: Introductionmentioning

confidence: 99%

Self‐directed learning: views of teachers and students

Hewitt‐Taylor

2001

The evidence from this study suggests that SDL has elusive qualities which defy precise definition. It appears that attempting such a definition and reducing SDL to an observable form may detract from its perceived value. It can be inferred from this study that in order to implement SDL issues of control and autonomy within the learning environment merit further exploration, rather than simply focusing on observable teaching and learning tools or methods.

“…Carl Rogers (1983) a pioneer of experiential or participatory methods of learning observed that some student groups found the transition from formal methods of teaching to participatory learning less difficult than others. Accordingly Rolfe (1983) suggests that the problems associated with willingness to embrace an experiential approach might be overcome through a gradual transition from directed to participatory learning. Abercrombie (1979) proposes the use of discussion and project groups as a method through which a blend of formal lecture methods and participatory learning would be possible.…”

Section: Rationalmentioning

confidence: 99%

Getting going with clinical supervision: an introductory seminar

Jones

1998

Clinical supervision is an emerging force in nursing practice in the United Kingdom. However, much of the nursing literature suggests uncertainty with regards to what clinical supervision is and the resources needed for safe professional practice. This paper explores a method of introducing clinical supervision to nurses in such a way as to model the skills and competencies required for developing productive working relationships. The main recommendation of this paper is that procedures for introducing clinical supervision mirror qualities required for developing effective nursing relationships.