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Professor Obeagu Assignment

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18 views8 pages

Professor Obeagu Assignment

assigmnt

Uploaded by

peninahkamomo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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KAMPALA INTERNATIONAL UNIVERSITY-WESTERN CAMPUS

NAME:TAYEBWA NOBERT

QUALIFICATION: NURSING OFFICER

REGISTRATION NUMBER:2024-08-26782

A SEMINAR SUBMITED IN PARTIAL FULFILLMENT FOR THE AWARD OF A MASTERS DEGREE IN


NURSING SCIENCE
FACTORS ASSOCIATED WITH SELF-DIRECTED LEARNING AMONG UNDERGRADUATE NURSES

LECTURER: DR.EMMANUEL OBEAGU

COURSE UNIT:RESEARCH METHODS


TABLE OF CONTENTS
ABSTRACT.

Background:

Methods: A descriptive cross sectional study was conducted among the


students studying Bachelor of Science in Nursing program

Results:

Conclusions:

Recommendations
CHAPTER ONE

Introduction

The focus on self‐directed learning ( SDL) is always very topical even though it is a widely
investigated aspect of learning in healthcare education globally (Cadorin et al., 2017).
Specifically, SDL has been documented to foster nurses’ professional development by
permitting them to enlarge their theory base and increase the quality of the clinical nursing
(Shen et al., 2014).

Self directed learning is a method of instruction used in pedagogy education, mainly in tertiary
institutions. It is the amount of responsibility one accepts for their learning. During the Covid-19
pandemic, with the shift to online teaching and learning ,the importance of self-directed learning
became more significant.

Self directed learning (SDL) is a critical component of adult education in which students ought to take
st
charge of their education, and is really a necessary skill for a 21 -century student. Indeed, with
SDL ,where innovation and creativity are emphasized ,the teachers become facilitators of students’
learning and create an suitable classroom environment that enables learners to develop skills like
critical thinking, become creative and get innovative thoughts.

Self directed learning boosts motivation, self assurance and autonomy in nursing education.
Furthermore, it is claimed that SDL boosts assertiveness, independence as well as adequate
information utilisation. The switch to E-learning necessitates more discipline in self- directed learning
readiness, students have less time for traditional classroom learning and are therefore called upon to
embrace independent learning.

E-learning is becoming mandatory and the way to go for most students regardless of user-
friendliness, accessibility of gadgets or even the inherent students’ motivation to embrace or prefer
online classes. Therefore this study aims to find out the SDL readiness among undergraduate students.
CHAPTER TWO

Literature review

History of self -directed learning:

Cultures learned through the transmission of relevant information and practices. Children
played, explored, and mimicked the adults of their society. Adults allowed children to jump
in on tasks, even though this often causes the ‘simple task’ to take longer. Learning occurred
through the dance of modeling, observing, attempting, and trial and error.

Self directed learning may appear to be a new concept for many of us.The truth, however, is
that SDL is as old as our species,in our earliest forms of community and culture.Although the
construct and process of SDL have been around for centuries, the term SDL was not
popularised in the academic literature until the 1960s and 1970s (Hiemstra Citation1994;
Morris Citation2019). Subsequently, SDL became a core theoretical framework in adult
education and research (Garrison Citation1992).Hiemstra (Citation1994) identified that it was
Cyril Houle who laid the foundation for a growing number of studies on SDL through his
1961 small-scale study with 22 adult learners.

Background factors:

Age

Country of origin

Previous academic qualification

Institutional factors:
CHAPTER THREE:

Conclusion

Different studies have produced new knowledge concerning nurses’ self directed learning
abilities.In nursing education,it is particularly important to support the progress of SDL
abilities of nursing students.Assessment of awareness, attitudes and motivation, components
of self directed learning abilities were associated with students’ ability to embrace self-
directed learning. Based on the findings, it can be concluded that there is high
level of readiness in majority of the students of Bachelor of Science in
Nursing for SDL.A significant association was found only between academic
years of students with the level of readiness for SDL which shows that
depending upon the academic year seniors are more ready toward self-
directed learning than junior nursing students.

The review concluded that qualified nurses have a unique self directed learning abilities
therefore, a personalized self directed programme should be prescribed based on personality
traits so as to achieve better self directed learning outcomes.Future research should address
the facilitating factors for SDL, barriers to SDL and strategies to improve self directed
learning readiness among undergraduate nurses .

Recommendations

Based on the findings and limitations of most research studies, the


following recommendations are offered:
1. Replicate this study using larger samples and sub-samples of the population.
2.Conduct research to include more than one univesity in order to generalize the findings to the entire
population of the nursing students
3. Access to internet connectivity and self-directed learning mentorship are vital institutional factors
that influence self-directed learning readiness among nursing students.This study recommends
strengthening mentorship strategies for self-directed learning and providing reliable internet
connectivity to students at all times to enhance their readiness to learn.
REFERENCES

Al Moteri, M. O. (2019). Self‐directed and lifelong learning: A framework for


improving nursing students’ learning skills in the clinical context. International
Journal of Nursing Education Scholarship, 16(1). 10.1515/ijnes-2018-0079

Avdal, E. U. (2013). The effect of self‐directed learning abilities of student nurses


on success in Turkey. Nurse Education Today, 33(8), 838–841.
10.1016/j.nedt.2012.02.006

Cadorin, L. , Bortoluzzi, G. , & Palese, A. (2013). The self‐rating scale of self‐


directed learning (SRSSDL): A factor analysis of the Italian version. Nurse
Education Today, 33(12), 1511–1516. 10.1016/j.nedt.2013.04.010#

Cadorin, L. , Rei, A. , Dante, A. , Bulfone, T. , Viera, G. , & Palese, A.


(2015). Enhancing self‐directed learning among Italian nursing students: A pre‐
and post‐ intervention study. Nurse Education Today, 35(6), 746–753.
10.1016/j.nedt.2015.02.004
Emine, S., & Hulya, K. (2014). Effect of self-directed learning readiness of
nursing Students of the web based learning. Procedia-Social and Behavioral
Sciences, 152.386-392.Doi: 10.1016/j.sbspro.2014.09.217.
Hiemstra, R. (1994). Self-directed learning. The International Encyclopedia
of Education. Retrieved from
http://home.twcny.rr.com/hiemstra/sdlhdbk.html.

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