The impact of an educational intervention on self-directed learning readiness and behaviors in undergraduate nursing students
Elizabeth Barnes Daniels, Capella University, United States
Capella University . Awarded
This study compared the SDL readiness and behaviors of two homogeneous groups of junior level undergraduate nursing students (n=33) as measured by Guglielmino’s SDLRS. One group was exposed to an educational module that addressed the purpose and process of SDL and the other was not exposed to the educational module An experimental, pretest-posttest design, with a small qualitative component, was used for data collection. The analyses revealed a statistically significant increase in SDLRS scores for the treatment group after the intervention in comparison to the control group. Most of the participants scored in the average or above average categories on the SDLRS pretest, yet observations by faculty identified many behaviors that were inconsistent with SDL within the cohort. Students reported that they had received no formal information about the purpose and process of SDL, and were unfamiliar with means to increase self-directedness in learning. Likewise, faculty were unsure of teaching methods that facilitated progression towards greater SDL. Study recommendations for the facilitation of SDL behaviors in students include the use of an online didactic SDL module and the incorporation of educational theory and methods as part of structured orientation in professional schools.
Daniels, E.B. The impact of an educational intervention on self-directed learning readiness and behaviors in undergraduate nursing students. Ph.D. thesis, Capella University. Retrieved March 21, 2019 from https://www.learntechlib.org/p/121014/.
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