Michelle K Kaulback1. 1. Author Affiliation: Assistant Professor, Department of Nursing, West Chester University of Pennsylvania, Exton.
Abstract
BACKGROUND: Lifelong learning is an important part of professionalism as nurses need to maintain competency and current knowledge for practice. PURPOSE: The purpose of this study was to examine the relationship between baccalaureate nursing students' self-directed learning (SDL) abilities and lifelong learning orientation. METHODS: A quantitative, correlational research design was used. Students (n = 124) completed the Self-Directed Learning Inventory (SDLI) and the Jefferson Scale of Lifelong Learning-Health Professions Students (JeffSLL-HPS). RESULTS: There was a significant, positive correlation between the SDLI total scores and the JeffSLL-HPS total scores (r = 0.64, P < .0001). There also were positive correlations between the JeffSLL-HPS total scores and 4 SDL domains: interpersonal communication (r = 0.39, P < .0001), planning and implementing (r = 0.52, P < .0001), self-monitoring (r = 0.48, P < .0001), and learning motivation (r = 0. 63, P < .0001). CONCLUSION: Nursing faculty should implement teaching and learning strategies that foster SDL abilities to increase lifelong learning orientation in nursing students.
BACKGROUND: Lifelong learning is an important part of professionalism as nurses need to maintain competency and current knowledge for practice. PURPOSE: The purpose of this study was to examine the relationship between baccalaureate nursing students' self-directed learning (SDL) abilities and lifelong learning orientation. METHODS: A quantitative, correlational research design was used. Students (n = 124) completed the Self-Directed Learning Inventory (SDLI) and the Jefferson Scale of Lifelong Learning-Health Professions Students (JeffSLL-HPS). RESULTS: There was a significant, positive correlation between the SDLI total scores and the JeffSLL-HPS total scores (r = 0.64, P < .0001). There also were positive correlations between the JeffSLL-HPS total scores and 4 SDL domains: interpersonal communication (r = 0.39, P < .0001), planning and implementing (r = 0.52, P < .0001), self-monitoring (r = 0.48, P < .0001), and learning motivation (r = 0. 63, P < .0001). CONCLUSION: Nursing faculty should implement teaching and learning strategies that foster SDL abilities to increase lifelong learning orientation in nursing students.
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