Author: Elizabeth Wright
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 116
Book Description
The Relationship Between Basic Nursing Educational Programs and Readiness for Self Directed Learning
Author: Elizabeth Wright
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 116
Book Description
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 116
Book Description
The Relationship Between Self-directed Learning Readiness and Student Retention in Nursing Education
Author:
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 252
Book Description
Surveyed first-year nursing students in community colleges in Mississippi to determine if there was a correlation between students' self-directed learning readiness and their retention status.
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 252
Book Description
Surveyed first-year nursing students in community colleges in Mississippi to determine if there was a correlation between students' self-directed learning readiness and their retention status.
Self-directed Learning in Nursing
Author: Signe Skott Cooper
Publisher: Aspen Publishers
ISBN:
Category : Medical
Languages : en
Pages : 184
Book Description
Publisher: Aspen Publishers
ISBN:
Category : Medical
Languages : en
Pages : 184
Book Description
Self-directed Learning Readiness of Students and Graduates of an Associate Degree Nursing Program
Readiness for Self-directed Learning of Traditional and Second-degree Nursing Students in an Undergraduate Nursing Program and Faculty Perceptions
Author: Lori Minton
Publisher:
ISBN: 9780438875692
Category : Dissertations, Academic
Languages : en
Pages : 97
Book Description
Publisher:
ISBN: 9780438875692
Category : Dissertations, Academic
Languages : en
Pages : 97
Book Description
Does Self-directed Learning Readiness Differ Between Pre-licensure Nursing Students in Associate Degree, Baccalaureate, and Accelerated Programs?
Author: Cynthia L. Arpin
Publisher:
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.
Publisher:
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.
Correlating Self-directed Learning Abilities to Lifelong Learning Orientation in Baccalaureate Nursing Students
Author: Michelle Nanoski Kaulback
Publisher:
ISBN:
Category : Continuing education
Languages : en
Pages : 108
Book Description
Healthcare professionals consider lifelong learning to be an element of professionalism within nursing practice and baccalaureate nursing programs have embodied lifelong learning attributes within program outcomes. The federal government has also called for higher education institutions to build more points of student assessment to evidence that program outcomes are being met throughout student learning experiences (Billings & Halstead, 2016). Careful attention to how program outcomes are measured and achieved is essential for prelicensure baccalaureate nursing programs and for their accrediting bodies. This quantitative, correlational research design examined the relationships between self-directed learning abilities and lifelong learning orientation in the prelicensure baccalaureate nursing student population. Through the use of a survey, lifelong learning orientation and self-directed learning abilities among the four domains of interpersonal communication, planning and implementing, self-monitoring, and learning motivation were examined. Results indicated strong positive correlations between self-directed learning abilities and lifelong learning orientation among prelicensure baccalaureate nursing students. Through the assessment of self-directed learning abilities of baccalaureate nursing students this research informs nurse educators regarding curricular implementation of teaching and learning strategies that may foster lifelong learning to evidence program outcomes. Recommendations for nurse educators regarding the implementation of teaching and learning strategies are provided for each domain within the curriculum to meet lifelong learning program outcomes.
Publisher:
ISBN:
Category : Continuing education
Languages : en
Pages : 108
Book Description
Healthcare professionals consider lifelong learning to be an element of professionalism within nursing practice and baccalaureate nursing programs have embodied lifelong learning attributes within program outcomes. The federal government has also called for higher education institutions to build more points of student assessment to evidence that program outcomes are being met throughout student learning experiences (Billings & Halstead, 2016). Careful attention to how program outcomes are measured and achieved is essential for prelicensure baccalaureate nursing programs and for their accrediting bodies. This quantitative, correlational research design examined the relationships between self-directed learning abilities and lifelong learning orientation in the prelicensure baccalaureate nursing student population. Through the use of a survey, lifelong learning orientation and self-directed learning abilities among the four domains of interpersonal communication, planning and implementing, self-monitoring, and learning motivation were examined. Results indicated strong positive correlations between self-directed learning abilities and lifelong learning orientation among prelicensure baccalaureate nursing students. Through the assessment of self-directed learning abilities of baccalaureate nursing students this research informs nurse educators regarding curricular implementation of teaching and learning strategies that may foster lifelong learning to evidence program outcomes. Recommendations for nurse educators regarding the implementation of teaching and learning strategies are provided for each domain within the curriculum to meet lifelong learning program outcomes.
An Analysis of the Readiness for Self-directed Learning of Associate Degree Nursing Students
Author: Eileen M. Aylesworth
Publisher:
ISBN:
Category : Adult learning
Languages : en
Pages : 124
Book Description
Publisher:
ISBN:
Category : Adult learning
Languages : en
Pages : 124
Book Description
An Exploration of the Relationship Between Experiential Learning and Self-directed Learning Readiness
Author: Beth E. Amey
Publisher:
ISBN:
Category : Adult learning
Languages : en
Pages : 160
Book Description
The purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The research instrument utilized was the Self-Directed Learning Readiness Scale (SDLRS ) constructed by Guglielmino (1978). The SDLRS is a self-report questionnaire with 58 Likert scale items designed to measure the attitudes, values and abilities of learners relating to their readiness to engage in self-directed learning. A pretest, treatment, posttest design was utilized. Demographic data were collected with the pretest administration and level of satisfaction information was collected with the posttest administration. The bachelor's level social work students demonstrated statistically significant differences in the pre and posttest SDLRS scores while the master's level social work students' changes in readiness for self-directed learning were not significant. It is important to note that the master's level social work students spent only half the amount of hours in the field education as the bachelor's level students at the time of the posttest. Correlations between change score from pretest to posttest SDLRS with students' previous exposure to the field of social work, prior experiential learning in a social work program, their satisfaction with the experiential learning component, and demographic factors of gender, age, ethnicity, marital status, number of children, and number of years pursuing degree were not significant. The initial SDLRS scores of the bachelor's level students were found to be consistent with those of nursing students previously scored on the SDLRS . In the ANOVA of all groups, significant differences were not found with the four groups of social work students in their change scores of pretest and posttest SDLRS or their overall level of satisfaction with the field experience and overall level of satisfaction with the quality of the supervisor in the field experience. The internship did not demonstrate particular merit for improving readiness for self-directed learning except for the bachelor's level students. However, students were satisfied with the experience and felt it changed their perceptions of self and others.
Publisher:
ISBN:
Category : Adult learning
Languages : en
Pages : 160
Book Description
The purpose of this study was to explore the relationship between experiential learning and self-directed learning readiness of bachelor's and master's level social work students. A quantitative design was utilized. The study consisted of 115 senior social work students and 70 master's level social work students (separated into three student groups) from a state university. Students participated in a one-semester field education component as part of their social work degree program. The research instrument utilized was the Self-Directed Learning Readiness Scale (SDLRS ) constructed by Guglielmino (1978). The SDLRS is a self-report questionnaire with 58 Likert scale items designed to measure the attitudes, values and abilities of learners relating to their readiness to engage in self-directed learning. A pretest, treatment, posttest design was utilized. Demographic data were collected with the pretest administration and level of satisfaction information was collected with the posttest administration. The bachelor's level social work students demonstrated statistically significant differences in the pre and posttest SDLRS scores while the master's level social work students' changes in readiness for self-directed learning were not significant. It is important to note that the master's level social work students spent only half the amount of hours in the field education as the bachelor's level students at the time of the posttest. Correlations between change score from pretest to posttest SDLRS with students' previous exposure to the field of social work, prior experiential learning in a social work program, their satisfaction with the experiential learning component, and demographic factors of gender, age, ethnicity, marital status, number of children, and number of years pursuing degree were not significant. The initial SDLRS scores of the bachelor's level students were found to be consistent with those of nursing students previously scored on the SDLRS . In the ANOVA of all groups, significant differences were not found with the four groups of social work students in their change scores of pretest and posttest SDLRS or their overall level of satisfaction with the field experience and overall level of satisfaction with the quality of the supervisor in the field experience. The internship did not demonstrate particular merit for improving readiness for self-directed learning except for the bachelor's level students. However, students were satisfied with the experience and felt it changed their perceptions of self and others.
Method and Truth in MÄ Dhyamika
Author: David A. I. Zulak
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Abstract The study was undertaken to identify what motivates registered nurses to participate in continuing education activities. The primary questions were whether basic nursing education, employment status, clinical area, and position, as well as readiness for selfdirected learning influenced Canadian nurses' motivational orientations when deciding to participate in continuing education activities. Other individual differences (e.g., age) were also examined. The sample included 142 registered nurses employed at an urban community hospital. Three instruments were used for data collection: the Education Participation Scale, the Self-Directed Learning Readiness Scale, and a nursing survey consisting of demographic questions. Basic nursing education and employment status did not effect motivational orientation or self-directed learning readiness. Clinical area and level of position significantly influenced nurses' decisions to participate in continuing education activities. Motivational orientation had a significant relationship with selfdirected learning readiness. Implications for practice as a result of this study involves program planning and delivery. The identification of the motivational orientations of participants may assist in the development and delivery of continuing education programs that are beneficial, relevant, and address the identified learning needs of participants. Implications for future research also exist in relation to studying different groups of nurses, for example, registered nursing assistants, and investigating related issues, for example, what are the deterrents to participation in continuing education?
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Abstract The study was undertaken to identify what motivates registered nurses to participate in continuing education activities. The primary questions were whether basic nursing education, employment status, clinical area, and position, as well as readiness for selfdirected learning influenced Canadian nurses' motivational orientations when deciding to participate in continuing education activities. Other individual differences (e.g., age) were also examined. The sample included 142 registered nurses employed at an urban community hospital. Three instruments were used for data collection: the Education Participation Scale, the Self-Directed Learning Readiness Scale, and a nursing survey consisting of demographic questions. Basic nursing education and employment status did not effect motivational orientation or self-directed learning readiness. Clinical area and level of position significantly influenced nurses' decisions to participate in continuing education activities. Motivational orientation had a significant relationship with selfdirected learning readiness. Implications for practice as a result of this study involves program planning and delivery. The identification of the motivational orientations of participants may assist in the development and delivery of continuing education programs that are beneficial, relevant, and address the identified learning needs of participants. Implications for future research also exist in relation to studying different groups of nurses, for example, registered nursing assistants, and investigating related issues, for example, what are the deterrents to participation in continuing education?