Self-directed learning readiness and learning styles among Saudi undergraduate nursing students.

College of Medicine, Mansoura University, Egypt.
Nurse education today (Impact Factor: 0.91). 05/2012; DOI: 10.1016/j.nedt.2012.05.003
Source: PubMed

ABSTRACT BACKGROUND: Self-directed learning has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. On the other hand, the Kolb's learning style could identify student's preference for perceiving and processing information. OBJECTIVES: This study was performed to determine Saudi nursing students' readiness for self-directed learning; to identify their learning styles and to find out the relation between these two concepts. DESIGN: Cross-sectional descriptive study. SETTINGS: Nursing department of faculty of Applied Medical Sciences, Al-Jouf University, Saudi Arabia. PARTICIPANTS: Two hundred and seventy-five undergraduate Saudi nursing students. METHODS: Data was collected using self-administered questionnaires covering the demographic features of students, Fisher's self-directed learning readiness (SDLR) scale, and the Kolb's learning styles inventory. RESULTS: The mean scores of self-management, desire for learning, self-control and the overall SDLR were 51.3±5.9, 48.4±5.5, 59.9±6.7, and 159.6±13.8; respectively. About 77% (211) of students have high level of SDLR. The percentages of converger, diverger, assimilator and accommodator learning styles are 35.6%, 25.8%, 25.55% and 13.1%; respectively. The mean score of self-management, desire for learning, self-control and overall SDLR scale did not vary with any of the studied variables. There is no association between the level of SDLR and the learning styles. CONCLUSIONS: The high level of SDLR and the dominant converger learning style among undergraduate nursing students will have a positive implication for their education and post-employment continuing nursing education.

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    ABSTRACT: BACKGROUND: The development of self-directed learning (SDL) is a growing priority among nurses and other health care workers: they need to be prepared in order for their university education to be effective and relevant to their lifelong learning. To learn in a self-directed manner, it is necessary to develop an awareness of one's ability to self-learn and then to implement appropriate and effective strategies; progress must be assessed using validated measurement tools. OBJECTIVES: The aim of this study was to examine the factor structure of the Italian version of the Self-Rating Scale of Self-directed Learning (SRSSDLIta), and to provide evidence of its validity. DESIGN: A cross-sectional design was undertaken. PARTICIPANTS: Given that the instrument is composed of 60 items, a total of 600 to 900 participants were targeted. In addition, according to the theoretical assumption that self-directed learning - as a crucial component of lifelong learning - is a measurable skill that is developed across the individual's professional life, a maximum variation sample was examined. Therefore, 847 participants were involved, including 453 nurses, 141 radiology technicians, 182 nursing students and 68 radiology technician students. METHODS: Principal component analysis and factor analysis were performed. RESULTS: The Italian version of the SRSSDL Scale consists of 40 items composed of eight factors: Awareness (α=0.805), Attitudes (α=0.778), Motivation (α=0.789), Learning Strategies (α=0.789), Learning Methods (α=0.781), Learning Activities (α=0.676), Interpersonal Skills (α=0.684), and Constructing Knowledge (α=0.732). CONCLUSIONS: The SRSSDLIta consists of 40 items across eight factors. The shorter Italian version might reduce the time needed to complete, thereby making the tool faster and easier to use.
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    ABSTRACT: Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Systematic review. Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies identical learning styles were found to be positively or negatively related to critical thinking. However comparative findings across studies revealed that all learning styles might be positive determinants toward critical thinking evolution, suggesting that there is a relationship between learning styles and critical thinking. Certain links between learning styles and critical thinking were supported in given settings and given nursing student populations. Further field exploration is required.
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    ABSTRACT: Purpose: The purpose of this study was to identify the mediating effect of confidence for drug calculation in the relationship between interest in medication and drug calculation competency using learning style. Methods: Participants in this study were 421 nursing students from Busan and Kyungnam province. The scales of learning style, interest in medication, importance of perception, confidence for drug calculation, and drug calculation competency for nursing students were used in this study. Descriptive statistics, -test, t-test, Pearson correlation coefficient, and stepwise multiple regression were used for data analysis. Results: Learning styles of the participants were diverger 19.0%, accommodator 30.9%, converger 21.1%, and assimilator 29.0%. The drug dose calculation competency of participants was relatively low with a mean score 66.73. There were significant positive correlations among drug dose calculation competency, interest in medication (r=.31, p
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May 16, 2014