Author: Lori MintonPublisher:
ISBN: 9780438875692
Category : Dissertations, Academic
Languages : en
Pages : 97
Book Description
Readiness for Self-directed Learning of Traditional and Second-degree Nursing Students in an Undergraduate Nursing Program and Faculty Perceptions
Author: Lori MintonPublisher:
ISBN: 9780438875692
Category : Dissertations, Academic
Languages : en
Pages : 97
Book Description
Understanding Faculty and Non-traditional Student Perceptions of Self-directed Learning in a Practical Nursing Program
Author: Carmen Marie RogersPublisher:
ISBN: 9781303563751
Category : Nursing
Languages : en
Pages : 278
Book Description
This study was designed to identify and investigate nursing faculty and student perspectives of self-directed learning in a practical nursing program. It also explored the degree to which student's perceptions of self-directed learning exhibited factors consistent with that of critical thinking. This study is important because self-directed learning and its critical thinking elements are essential in providing safe, competent, effective, and efficient nursing care within practice and education. Using an explanatory case study design the practice of self-directed learning within a practical nursing program was examined through the use of: classroom observations, interviews with nursing faculty, nursing students, and document analysis. Data analysis within this study provided insight into the perceptions that exist between instructors and students and it demonstrated the differences between adult students that understand the role self-direction plays within nursing education and those that do not. It can be argued that changes in the classroom interactions between instructors and students within early courses should focus more directly on enhancing learning experiences by providing deeper instruction on core elements of learning how to learn within a classroom setting. In finding that nursing students need better designed and managed opportunities to learn how to think about and care for patients, the study concludes with recommendations for future research in the field of self-directed learning within adult education.
The Self-directed Learning Readiness of Baccalaureate Nursing Students and Faculty After One Year in a Problem Based Undergraduate Nursing Program
Author: Beverly WilliamsPublisher:
ISBN:
Category : Nursing
Languages : en
Pages : 400
Book Description
An Analysis of the Readiness for Self-directed Learning of Associate Degree Nursing Students
Author: Eileen M. AylesworthPublisher:
ISBN:
Category : Adult learning
Languages : en
Pages : 124
Book Description
Self-directed Learning Readiness of Students and Graduates of an Associate Degree Nursing Program
Author: Barbara Jean BoxDoes Self-directed Learning Readiness Differ Between Pre-licensure Nursing Students in Associate Degree, Baccalaureate, and Accelerated Programs?
Author: Cynthia L. ArpinPublisher:
ISBN:
Category : Nursing
Languages : en
Pages : 242
Book Description
The purpose of this quantitative nonexperimental survey design study was to determine if differences in self-directed learning readiness (SDLR) existed between three distinct cohorts of pre-licensure nursing students. A secondary purpose was to determine if specific demographics influence a student’s SDLR.
Perceptions of an Accelerated Second-degree Bachelor of Science in Nursing Program
Author: Jessica HuberPublisher:
ISBN:
Category : Adult students
Languages : en
Pages : 242
Book Description
The purpose of this study was to explore if faculty perceptions of the accelerated students' expectations and the students' expectations of the program were the same, similar, or not the same as the findings from the D' Antonio et al.
The Intervention of Active Learning Strategies to Increase Nursing Student Self-directed Learning
Author: Jannelle L. PattersonPublisher:
ISBN:
Category : Active learning
Languages : en
Pages : 101
Book Description
Undergraduate nursing students at a Midwestern community college struggled to understand and retain content presented in long lecture format courses. The Population, Intervention, Comparison, and Outcomes (PICO) for the program are as follows: P—Nursing students at a Midwestern community college in terms 1, 2, 4, and 5 of the LPN and ADN program; I—Use of guided practice as an active learning teaching strategy in the lab setting to enhance nursing student self-directed learning readiness in terms 1 and 4; C— Nursing students in term 2 and term 5 at a Midwestern community college who did not have a lab course that used guided practice; O— Increased student results on a self-directed learning readiness post-test questionnaire compared to the pre-test results. The PICO question was: "In Midwestern community college nursing students enrolled in current lab courses, does using guided practice as an active learning strategy during lab, develop better self-directed learning skills?
Assessing Readiness for Self-directed Learning
Author: M. ElliottPublisher:
ISBN:
Category : Cognition styles
Languages : en
Pages : 110
Book Description
Author: