Carolina Rascón-Hernán1, Judit Fullana-Noell2, Concepció Fuentes-Pumarola3, Angel Romero-Collado4, Dalmau Vila-Vidal5, David Ballester-Ferrando6. 1. Faculty of Nursing, University of Girona, Emili Grahit, 77.17071 Girona, Spain. Electronic address: carolina.rascon@udg.edu. 2. Pedagogy Department, Educational Research Institute, Spain. Electronic address: judit.fullana@udg.edu. 3. Faculty of Nursing, University of Girona, Emili Grahit, 77.17071 Girona, Spain. Electronic address: concepcio.fuentes@udg.edu. 4. Faculty of Nursing, University of Girona, Emili Grahit, 77.17071 Girona, Spain. Electronic address: angel.romero@udg.edu. 5. Faculty of Nursing, University of Girona, Emili Grahit, 77.17071 Girona, Spain. Electronic address: dalmau.vila@udg.edu. 6. Faculty of Nursing, University of Girona, Emili Grahit, 77.17071 Girona, Spain. Electronic address: david.ballester@udg.edu.
Abstract
BACKGROUND: The European Higher Education Area places students at the centre of the teacher-guided learning process and requires them to participate more in their education and to be responsible for acquiring the professional competences relevant to their career. Self-directed learning is a key means for developing the skills necessary for professional careers. OBJECTIVE: To measure self-directed learning readiness in health science undergraduates. METHOD: Observational descriptive cross-sectional study of a convenience sample drawn from the total health science (medicine, nursing, physiotherapy and psychology) undergraduate population (n = 1699) at the University of Girona (Spain). The data collection instrument was a self-directed learning readiness scale with 38 items administered to the 1134 undergraduates who agreed to participate. RESULTS: Just over three quarters of the sample (n = 865; 76.27%) completed the full questionnaire. Self-directed learning readiness was indicated by an overall mean (standard deviation) score of 143.65 (11.76) points. Nursing undergraduates obtained the highest mean (SD) score - 145.08 (14.13) - in the overall scale. Associations were observed between degree course and self-directed learning readiness in the learning planning, desire for learning, self-confidence, self-management and self-evaluation subscales. Women scored better than men (p < 0.13) and scores progressively improved with each additional academic year. CONCLUSION: The sampled students exhibited good self-directed learning readiness. Training students in self-directed learning skills is a necessary part of the teaching-learning process. This kind of training in universities needs to be reinforced to develop learning autonomy, promote lifelong learning and prepare competent future health professionals.
BACKGROUND: The European Higher Education Area places students at the centre of the teacher-guided learning process and requires them to participate more in their education and to be responsible for acquiring the professional competences relevant to their career. Self-directed learning is a key means for developing the skills necessary for professional careers. OBJECTIVE: To measure self-directed learning readiness in health science undergraduates. METHOD: Observational descriptive cross-sectional study of a convenience sample drawn from the total health science (medicine, nursing, physiotherapy and psychology) undergraduate population (n = 1699) at the University of Girona (Spain). The data collection instrument was a self-directed learning readiness scale with 38 items administered to the 1134 undergraduates who agreed to participate. RESULTS: Just over three quarters of the sample (n = 865; 76.27%) completed the full questionnaire. Self-directed learning readiness was indicated by an overall mean (standard deviation) score of 143.65 (11.76) points. Nursing undergraduates obtained the highest mean (SD) score - 145.08 (14.13) - in the overall scale. Associations were observed between degree course and self-directed learning readiness in the learning planning, desire for learning, self-confidence, self-management and self-evaluation subscales. Women scored better than men (p < 0.13) and scores progressively improved with each additional academic year. CONCLUSION: The sampled students exhibited good self-directed learning readiness. Training students in self-directed learning skills is a necessary part of the teaching-learning process. This kind of training in universities needs to be reinforced to develop learning autonomy, promote lifelong learning and prepare competent future health professionals.
Authors: Cherry Ann C Ballad; Leodoro Jabien Labrague; Arcalyd Rose R Cayaban; Oscar M Turingan; Siham Mahmoud Al Balushi Journal: Nurs Forum Date: 2021-10-21
Authors: Archana Prabu Kumar; Abirami Omprakash; Prabu Kumar Chokkalingam Mani; Narasimman Swaminathan; K Maheshkumar; K N Maruthy; B W C Sathiyasekaran; P V Vijayaraghavan; R Padmavathi Journal: BMC Med Educ Date: 2021-12-11 Impact factor: 2.463
Authors: Laura Visiers-Jiménez; Alvisa Palese; Anna Brugnolli; Lucia Cadorin; Leena Salminen; Helena Leino-Kilpi; Eliisa Löyttyniemi; Jana Nemcová; Célia Simão de Oliveira; Marília Rua; Renáta Zeleníková; Satu Kajander-Unkuri Journal: Nurs Open Date: 2022-02-13