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Sadeghi N, Janatolamakn M, Rezaeian S, Rashi M, Khatony A. Exploring self-directed learning readiness and related factors: the role of time management skills in nursing students. BMC MEDICAL EDUCATION 2024; 24:1088. [PMID: 39363354 PMCID: PMC11450985 DOI: 10.1186/s12909-024-06083-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2024] [Accepted: 09/25/2024] [Indexed: 10/05/2024]
Abstract
BACKGROUND Previous studies have reported varying levels of self-directed learning readiness and time management skills among nursing students, and the relationship between these two skills has not been extensively explored. Consequently, this study aimed to assess self-directed learning readiness and its influencing factors, with a specific emphasis on the role of time management skills among nursing students. METHODS This cross-sectional study involved the participation of 110 undergraduate nursing students who were conveniently recruited for the research. The data collection tools included a demographic information form, Fisher's Self-Directed Learning Readiness questionnaire, and the Time Management Inventory developed by Britton and Tesser. The collected data were analyzed using STATA-14 statistical software. RESULTS The findings revealed that 96.4% of the nursing students demonstrated readiness for self-directed learning. The mean overall score for self-directed learning readiness was 162.3 ± 6.1 out of 200, indicating a relatively high level of readiness. The mean score for time management skills was 98.1 ± 5.0 out of 135, suggesting satisfactory proficiency in this area. In terms of the relationship between self-directed learning readiness and its associated factors, time management skills, academic probation history, grade point average, place of residence, and level of interest in the field of study collectively accounted for 9.2% of the variance in self-directed learning readiness. Among these factors, academic probation history, grade point average, and place of residence emerged as statistically significant predictors (P < 0.05). CONCLUSIONS The study findings indicate that the level of self-directed learning readiness and time management skills among the nursing students were considered acceptable. Academic probation history, grade point average, and place of residence emerged as significant predictors of self-directed learning readiness. These results highlight the importance of considering students' academic background and living conditions to effectively enhance their level of self-directed learning readiness. Further research is recommended to explore additional factors that may influence self-directed learning readiness among nursing students.
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Affiliation(s)
- Narges Sadeghi
- Student Research Committee, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Maryam Janatolamakn
- Social Development and Health Promotion Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
- Nursing and Midwifery Care Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Shahab Rezaeian
- Infectious Diseases Research Centre, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Milad Rashi
- Student Research Committee, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Alireza Khatony
- Social Development and Health Promotion Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran.
- Infectious Diseases Research Centre, Kermanshah University of Medical Sciences, Kermanshah, Iran.
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Wang Y, Chung LH, Cheng CY, Wang WJ, Chang LC, Huang YM, Tso SY, Chen YL, Wu CY. Predictors of Academic and Fieldwork Performance in Occupational Therapy Students: A Systematic Review. Occup Ther Int 2023; 2023:7281505. [PMID: 38046620 PMCID: PMC10693469 DOI: 10.1155/2023/7281505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Revised: 07/07/2023] [Accepted: 11/04/2023] [Indexed: 12/05/2023] Open
Abstract
Introduction Occupational therapy (OT) educational programs are aimed at enrolling a diverse student population that is likely to succeed in the academic and fieldwork components of the program. Comprehending the array of factors that influence students' learning and academic and fieldwork success is important for university educators. This study investigated the existing literature on predictors of academic and fieldwork performance in OT students. Methods The search process used in this review included screening, eligibility, and study quality. We searched the PubMed and Cochrane Library databases for literature published in the past 10 years (1 January 2012 to 30 March 2022). As a comprehensive search, the following keywords were used for abstract, title, and keywords sections: occupational therapy student, predictors, fieldwork, academic, academic success, academic performance, fieldwork success, and fieldwork performance. The Medical Education Research Study Quality Instrument was used to assess the quality of studies. Results The systematic review retrieved 14 articles that met inclusion criteria. Most were cross-sectional studies, followed by cohort, retrospective analysis of secondary data, and exploratory studies. Four articles focused on academic success, eight focused on fieldwork success, and two explored both aspects. Promising predictors of academic performance included the admission grade point average and the student's approach to studying. Predictors of fieldwork performance included a graduate record examination score, emotional intelligence, and interpersonal relationships. Conclusion This systematic review explores predictors of academic and fieldwork success in OT students, which provide opportunities to identify early the learning difficulties of students and assist educators to target modifiable predictors so they can provide high-quality education.
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Affiliation(s)
- Yun Wang
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Lai-Ha Chung
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Chao-Yi Cheng
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Wei-Jiun Wang
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Li-Chin Chang
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Yu-Ming Huang
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Sheng-Yuan Tso
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Yu-Lin Chen
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Ching-Yi Wu
- Department of Occupational Therapy and Healthy Aging Research Center, Chang Gung University, Taoyuan, Taiwan
- Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan
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Velarde-García JF, Álvarez-Embarba B, Moro-Tejedor MN, Rodríguez-Leal L, Arrogante O, Alvarado-Zambrano MG, Pérez-Corrales J, Palacios-Ceña D. Barriers and Facilitators to the Learning and Acquisition of Research Competencies among Nursing Students through Active Methodologies: A Qualitative Study Using Reflective Writing. Healthcare (Basel) 2023; 11:healthcare11081078. [PMID: 37107912 PMCID: PMC10137807 DOI: 10.3390/healthcare11081078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 04/01/2023] [Accepted: 04/06/2023] [Indexed: 04/29/2023] Open
Abstract
BACKGROUND The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. METHODS A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. RESULTS The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students' organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. CONCLUSIONS Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.
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Affiliation(s)
- Juan Francisco Velarde-García
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
| | - Beatriz Álvarez-Embarba
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - María Nieves Moro-Tejedor
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
| | - Leyre Rodríguez-Leal
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - Oscar Arrogante
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM), Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain
- Faculty of Nursing, Physiotherapy and Podology, Complutense University of Madrid, Plaza de Ramón y Cajal, 3, 28040 Madrid, Spain
| | | | - Jorge Pérez-Corrales
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
| | - Domingo Palacios-Ceña
- Research Group of Humanities and Qualitative Research in Health Science (Hum & QRinHS), Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Universidad Rey Juan Carlos, Avenida Atenas s/n, 28922 Alcorcón, Spain
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Si J. Medical students' self-directed learning skills during online learning amid the COVID-19 pandemic in a Korean medical school. KOREAN JOURNAL OF MEDICAL EDUCATION 2022; 34:145-154. [PMID: 35676881 PMCID: PMC9178260 DOI: 10.3946/kjme.2022.226] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 03/17/2022] [Accepted: 05/07/2022] [Indexed: 05/24/2023]
Abstract
PURPOSE This study examined medical students' self-directed learning skills in online learning contexts, and whether there were any differences among the student groups (from pre-medical program year 1 to medical program year 2) amid the coronavirus disease 2019 (COVID-19) pandemic. It also explored the components of self-directed learning skills influencing their perceived learnring performance and satisfaction in online learning contexts. METHODS This study used a cross-sectional survey design and convenience sampling. It was conducted in a Korean medical school, which delivered all courses online because of the COVID-19 pandemic. The self-directed learning skill survey, which included student satisfaction and perceived learning performance items, was disseminated over two weeks through email to the participants. The collected data were analyzed through descriptive statistics, analysis of variance, and multiple regressions. RESULTS The survey response rate was 70% (140/200). The overall mean of self-directed learning skills was 3.85. Students in medical year 2 showed the highest score (4.15), while students in medical year 1 showed the lowest score (3.69). The learning plan category score (3.74) was the lowest among the three categories. The pre-medical program year 1 students showed the lowest score in the perceived learning performance (3.16), and only the learning plan category impacted student satisfaction (t=2.605, p=0.041) and perceived learning performance (t=3.022, p=0.003). CONCLUSION When designing online learning environments, it is imperative to provide features to help students set learning goals and search diverse online learning resources. In addition, it is an effective strategy to provide the students in medical program year 1 with self-directed learning skills training or support for successful online learning.
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Affiliation(s)
- Jihyun Si
- Department of Medical Education, Dong-A University College of Medicine, Busan, Korea
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Visiers‐Jiménez L, Palese A, Brugnolli A, Cadorin L, Salminen L, Leino‐Kilpi H, Löyttyniemi E, Nemcová J, Simão de Oliveira C, Rua M, Zeleníková R, Kajander‐Unkuri S. Nursing students' self-directed learning abilities and related factors at graduation: A multi-country cross-sectional study. Nurs Open 2022; 9:1688-1699. [PMID: 35156324 PMCID: PMC8994957 DOI: 10.1002/nop2.1193] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 01/11/2022] [Accepted: 01/30/2022] [Indexed: 11/06/2022] Open
Abstract
AIM To describe nursing students' level of self-directed learning abilities and identify possible factors related to it at graduation in six European countries. DESIGN A cross-sectional comparative design across the countries. METHODS The study was conducted from February 2018 to September 2019. Nursing students (N = 4,135) from the Czech Republic, Finland, Italy, Portugal, Slovakia and Spain were invited to respond to the research instruments (the Self-Rating Scale of Self-Directed Learning and the Nurse Competence Scale) at graduation. The data were analysed using the chi-square test, Pearson correlation coefficient and the linear model. RESULTS The nursing students' (N = 1,746) overall self-directed learning abilities were at high level in all countries. Statistically significant differences occurred between countries. Spanish nursing students reported the highest level of self-directed learning abilities while students from the Czech Republic reported the lowest. Higher level of self-directed learning abilities was related to several factors, particularly with the self-assessed level of competence and country.
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Affiliation(s)
- Laura Visiers‐Jiménez
- Department of Nursing ScienceFundación San Juan de DiosCentro de Ciencias de la Salud San RafaelUniversidad Antonio de NebrijaMadridSpain
| | - Alvisa Palese
- Department of Medical SciencesUniversity of UdineUdineItaly
| | - Anna Brugnolli
- Department of Public HealthAzienda Provinciale per i Servizi SanitariTrentoItaly
| | - Lucia Cadorin
- Department of Medical SciencesUniversity of UdineUdineItaly
| | - Leena Salminen
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
- Turku University HospitalUniversity of TurkuTurkuFinland
| | - Helena Leino‐Kilpi
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
- Turku University HospitalUniversity of TurkuTurkuFinland
| | | | - Jana Nemcová
- Department of Nursing ScienceJessenius Faculty of Medicine in MartinComenius University in BratislavaMartinSlovakia
| | | | - Marília Rua
- School of Health SciencesUniversity of AveiroAveiroPortugal
| | - Renáta Zeleníková
- Department of Nursing and MidwiferyFaculty of MedicineUniversity of OstravaOstravaCzech Republic
| | - Satu Kajander‐Unkuri
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
- Diaconia University of Applied SciencesHelsinkiFinland
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Kurt E, Eskimez Z. Examining self-regulated learning of nursing students in clinical practice: A descriptive and cross-sectional study. NURSE EDUCATION TODAY 2022; 109:105242. [PMID: 34922139 DOI: 10.1016/j.nedt.2021.105242] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Revised: 11/23/2021] [Accepted: 12/01/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND How and how much learning occurs during the clinical practice process is connected with the concept of self-regulated learning. As a life-long learner, the nurse can explore learning strategies when he/she is a student, the first step in the nursing profession, by arranging and organizing his/her own learning. This contributes to the development of professional skills and competencies. OBJECTIVES This study aims to examine self-regulated learning towards clinical practice and the influencing factors in nursing students. DESIGN Descriptive cross-sectional design. SETTINGS AND PARTICIPANTS The research sample comprised 614 students in the nursing department in the 2019-2020 academic year. METHODS Data concerning the students' demographic characteristics and self-regulated learning were collected using the "Individual Information Form" and the "Self-Regulated Learning Scale for Clinical Nursing Practices". Personal characteristics were analyzed with numeric and percentage calculations, and some mean scores pertaining to the scale with ANOVA, Independent T and Logistic Regression Tests. RESULTS The mean total scale score of the students was 61.0 ± 10.7. The motivation and learning strategy scores of the first year students were reported to be significantly higher than the other students (p < 0.05). The mean scale score of females (61.7 ± 10.1) was significantly higher than that of males (58.5 ± 12.3) (p < 0.05). Moreover, it was found that fourth year students felt competent 3.8 times more than first year students (p < 0.05) (95% CI (OR) = 0.17-0.40). CONCLUSIONS Self-regulated learning was reported to be higher in females, first year students, those who had an interest in nursing, and those who see academicians as role models. Moreover, it was reported that fourth year students felt more competent than first year students. Considering that self-regulated learning will increase success in following constantly developing health technologies and changing scientific knowledge and adapting to the working environment, it is recommended to identify the factors affecting self-regulation and support students in this direction.
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Affiliation(s)
- Ece Kurt
- Çukurova University Faculty of Health Sciences Nursing Department, Adana, Turkey.
| | - Zehra Eskimez
- Çukurova University Faculty of Health Sciences Nursing Department, Adana, Turkey
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Kumar AP, Omprakash A, Mani PKC, Swaminathan N, Maheshkumar K, Maruthy KN, Sathiyasekaran BWC, Vijayaraghavan PV, Padmavathi R. Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach. BMC MEDICAL EDUCATION 2021; 21:614. [PMID: 34895214 PMCID: PMC8666083 DOI: 10.1186/s12909-021-03035-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Accepted: 11/24/2021] [Indexed: 05/14/2023]
Abstract
BACKGROUND The Self-Directed Learning Readiness Scale (SDLRS) is a tool that helps in the assessment of the readiness of the students to pursue Self-Directed Learning (SDL). There are no documented studies on the validation of internal structure of the SDLRS among Indian medical students. Hence, the objective of this study is to validate the internal structure of SDLRS among Indian medical students using factor analysis and the Structural Equation Modelling (SEM) approach. METHODS We administered Fisher's 40-item SDLRS to 750 students after receiving the ethics clearance and the author's permission and taking written informed consent from all the study participants (response rate: 92%). The exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Cronbach's alpha were performed using SPSS version 25 and the Lavaan package of R version 3.1.2. RESULTS The values of the comparative fit index (CFI), standardised root-mean-square residual (SRMR), and root mean square error of approximation (RMSEA) were ≥ 0.9, ≤ 0.08, and ≤ 0.08, respectively, for a model fit to be acceptable. EFA showed that except for Q2 (loading score: 0.210), Q12 (loading score: 0.384), Q13 (loading score: 0.362), and Q25 (loading score: -0.219), all the items loaded well. After the exclusion of the aforementioned items, the factor loading scores for the items in the self-management, desire for learning, and self-control factors ranged from 0.405 to 0.753 (Cronbach α: 0.775), 0.396 to 0.616 (Cronbach α: 0.730), and 0.427 to 0.556 (Cronbach α: 0.799), respectively. The updated model was used for CFA, which displayed a good model fit. CONCLUSIONS The resultant model consisting of 36 items is shown to have internal structure validity for Indian version of SDLRS, which can be used to assess medical students.
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Affiliation(s)
- Archana Prabu Kumar
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abirami Omprakash
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - Prabu Kumar Chokkalingam Mani
- Department of Biochemistry, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - Narasimman Swaminathan
- Faculty of Allied Health sciences, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - K. Maheshkumar
- Department of Physiology, Government Yoga and Naturopathy Medical College and Hospital, Tamil Nadu Chennai, India
| | - K. N. Maruthy
- Department of Physiology, Narayana Medical College, Nellore, India
| | - B. W. C. Sathiyasekaran
- Department of Community Medicine, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - P. V. Vijayaraghavan
- Department of Orthopaedics, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
| | - R Padmavathi
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu India
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Chen SL, Liu CC. Development and evaluation of a physical examination and health assessment course. NURSE EDUCATION TODAY 2021; 107:105116. [PMID: 34481313 DOI: 10.1016/j.nedt.2021.105116] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Revised: 08/09/2021] [Accepted: 08/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Physical examination and health assessment skills are essential components of nursing practice, and the critical elements to be taught merit further investigation. OBJECTIVES To develop and evaluate a physical examination and health assessment course based on a self-directed learning framework. DESIGN An action research design was employed. SETTINGS A baccalaureate nursing program of the university of science and technology in central Taiwan. PARTICIPANTS A convenience sample comprising 23 teaching faculty members and 41 enrolled second-year students was recruited. METHODS Structured questionnaires were developed for data collection. A paired t-test and the Kruskal-Wallis test were used for data analysis. RESULTS The course consisted of four parts: health history taking from a holistic perspective, examination skills in diverse systems, case exercise and discussion, and final objective structured clinical examination. Statistical significance was found in the areas of physical examination skills, critical thinking, and case analysis. Participants with mid-to high-level self-directed learning had significantly higher scores than those with low-level self-directed learning on physical examination skills and problem assessment. Internal and discriminant validity were supported. CONCLUSION The study results provide evidence supporting the use of self-directed learning framework in curriculum design. The course integrated necessary knowledge and skills enabled students to practice physical examination, and assessment skills may enhance student confidence in approaching patients in clinical encounters. However, the study was a descriptive design. The generalization of the results needs to be further validated by an experimental study.
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Affiliation(s)
- Shiah-Lian Chen
- Department of Nursing, National Taichung University of Science and Technology, Room 415-4, 193, Sec. 1, Sanmin Rd., Taichung 403, Taiwan.
| | - Chien-Chi Liu
- Department of Nursing, National Taichung University of Science and Technology, Room 415-4, 193, Sec. 1, Sanmin Rd., Taichung 403, Taiwan.
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Ballad CAC, Labrague LJ, Cayaban ARR, Turingan OM, Al Balushi SM. Self-directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID-19 pandemic. Nurs Forum 2021; 57:94-103. [PMID: 34676552 PMCID: PMC8662169 DOI: 10.1111/nuf.12664] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 09/25/2021] [Accepted: 10/11/2021] [Indexed: 11/30/2022]
Abstract
OBJECTIVE The emergence of the COVID-19 pandemic compelled many academic institutions to resort to distance learning and online education, requiring a higher degree of student self-direction and motivation to learn. This study explored self-directed learning (SDL) readiness among nursing students in Oman, their learning styles (LS), and the association of demographic variables and LS with SDL. METHODS The study, which followed a descriptive, cross-sectional design, surveyed 236 Omani nursing students via an online questionnaire containing two standardized scales: the Self-Directed Learning Readiness Scale for Nursing Education and the Learning Style Scales. RESULTS Nursing students were identified as having a low level of SDL (mean = 149.58). Probation status (β = -0.165; p = 0.021) was negatively associated with SDL. In terms of LS, solitary (β = 0.217; p = 0.001), competitive (β = 0.201; p = 0.005), imaginative (β = 0.19; p = 0.012), and perceptive LS (β = 0.437; p = 0.0) were positively associated with SDL. An analytical LS was negatively associated with SDL (β = -0.155; p = 0.022). CONCLUSION Academic probation status and an analytical LS both yielded lower SDL scores. Perceptive, solitary, competitive, or imaginative learners tended to have higher SDL scores. Deliberate planning and strategies are necessary to help probation students cope with academic demands, especially with the advent of intensified digital education. Because no single learning environment can fulfill the needs of every LS, nurse educators must implement SDL-aimed teaching and learning strategies that appeal to a variety of learners.
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Affiliation(s)
- Cherry Ann C Ballad
- Department of Fundamentals and Administration, College of Nursing, Sultan Qaboos University, Muscat, Oman
| | - Leodoro Jabien Labrague
- Department of Fundamentals and Administration, College of Nursing, Sultan Qaboos University, Muscat, Oman
| | - Arcalyd Rose R Cayaban
- Department of Fundamentals and Administration, College of Nursing, Sultan Qaboos University, Muscat, Oman
| | - Oscar M Turingan
- School of Nursing, College of Pharmacy and Nursing, University of Nizwa, Nizwa, Oman
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