A Longitudinal Analysis of the Self-Directed Learning Readiness Level of Nursing Students Enrolled in a Problem-Based Curriculum
JOURNAL OF NURSING EDUCATION, cilt.48, sa.5, ss.286-290, 2009 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 48 Sayı: 5
- Basım Tarihi: 2009
- Doi Numarası: 10.3928/01484834-20090416-09
- Dergi Adı: JOURNAL OF NURSING EDUCATION
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.286-290
- Dokuz Eylül Üniversitesi Adresli: Evet
Özet
Self-directed learning is an important outcome of nursing education. Although problem-based learning is believed to facilitate self-directed learning, previous studies have reported conflicting results. This longitudinal survey explored the perceived changes in self-directed learning for 4 years in a baccalaureate nursing education program with an integrated problem-based learning curriculum. Fifty of 59 students (response rate, 85%) completed the Self-Directed Learning Readiness Scale at five different time points: at the beginning of each academic year and at program completion. Scores were significantly lower during the first academic year compared with other years, and fourth-year scores were significantly higher than in previous years. Scores on the three subscales (i.e., self-management, desire for learning, and self-control) increased significantly during the 4 years of the program. These findings support self-directed learning as a maturational process. Implications for nursing faculty and curriculum development are discussed.