A longitudinal analysis of the self-directed learning readiness level of nursing students enrolled in a problem-based curriculum.
Self-directed learning is an important outcome of nursing education. Although problem-based learning is believed to facilitate self-directed learning, previous studies have reported conflicting results. This longitudinal survey explored the perceived changes in self-directed learning for 4 years in a baccalaureate nursing education program with an integrated problem-based learning curriculum. Fifty of 59 students (response rate, 85%) completed the Self-Directed Learning Readiness Scale at five different time points: at the beginning of each academic year and at program completion. Scores were significantly lower during the first academic year compared with other years, and fourth-year scores were significantly higher than in previous years. Scores on the three subscales (i.e., self-management, desire for learning, and self-control) increased significantly during the 4 years of the program. These findings support self-directed learning as a maturational process. Implications for nursing faculty and curriculum development are discussed.
Kocaman
Gülseren
G
Dokuz Eylül Universitesi School of Nursing, Isparta, Turkey. gulseren.kocaman@deu.edu.tr
Dicle
Aklime
A
Ugur
Aysen
A
D004508:Education, Nursing, Baccalaureate; D006801:Humans; D007858:Learning; D008137:Longitudinal Studies; D018794:Problem-Based Learning; D015397:Program Evaluation; D020377:Self Efficacy; D013338:Students, Nursing / Q000523:psychology*; D014421:Turkey