Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study
The European Higher Education Area places students at the centre of the teacher-guided learning process and requires them to participate more in their education and to be responsible for acquiring the professional competences relevant to their career. Self-directed learning is a key means for develo...
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creator | Rascón-Hernán, Carolina Fullana-Noell, Judit Fuentes-Pumarola, Concepció Romero-Collado, Angel Vila-Vidal, Dalmau Ballester-Ferrando, David |
description | The European Higher Education Area places students at the centre of the teacher-guided learning process and requires them to participate more in their education and to be responsible for acquiring the professional competences relevant to their career. Self-directed learning is a key means for developing the skills necessary for professional careers.
To measure self-directed learning readiness in health science undergraduates.
Observational descriptive cross-sectional study of a convenience sample drawn from the total health science (medicine, nursing, physiotherapy and psychology) undergraduate population (n = 1699) at the University of Girona (Spain). The data collection instrument was a self-directed learning readiness scale with 38 items administered to the 1134 undergraduates who agreed to participate.
Just over three quarters of the sample (n = 865; 76.27%) completed the full questionnaire. Self-directed learning readiness was indicated by an overall mean (standard deviation) score of 143.65 (11.76) points. Nursing undergraduates obtained the highest mean (SD) score – 145.08 (14.13) – in the overall scale. Associations were observed between degree course and self-directed learning readiness in the learning planning, desire for learning, self-confidence, self-management and self-evaluation subscales. Women scored better than men (p |
doi_str_mv | 10.1016/j.nedt.2019.08.019 |
format | Article |
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To measure self-directed learning readiness in health science undergraduates.
Observational descriptive cross-sectional study of a convenience sample drawn from the total health science (medicine, nursing, physiotherapy and psychology) undergraduate population (n = 1699) at the University of Girona (Spain). The data collection instrument was a self-directed learning readiness scale with 38 items administered to the 1134 undergraduates who agreed to participate.
Just over three quarters of the sample (n = 865; 76.27%) completed the full questionnaire. Self-directed learning readiness was indicated by an overall mean (standard deviation) score of 143.65 (11.76) points. Nursing undergraduates obtained the highest mean (SD) score – 145.08 (14.13) – in the overall scale. Associations were observed between degree course and self-directed learning readiness in the learning planning, desire for learning, self-confidence, self-management and self-evaluation subscales. Women scored better than men (p < 0.13) and scores progressively improved with each additional academic year.
The sampled students exhibited good self-directed learning readiness. Training students in self-directed learning skills is a necessary part of the teaching-learning process. This kind of training in universities needs to be reinforced to develop learning autonomy, promote lifelong learning and prepare competent future health professionals.
•Reflective practice helps students develop self-directed learning.•The role of the nurse mentor/instructor is key to student learning.•Good communication and relationships between campus and practicum sites is essential.•Feedback from nurse mentors/instructors and professors</description><identifier>ISSN: 0260-6917</identifier><identifier>EISSN: 1532-2793</identifier><identifier>DOI: 10.1016/j.nedt.2019.08.019</identifier><identifier>PMID: 31493619</identifier><language>eng</language><publisher>Scotland: Elsevier Ltd</publisher><subject>Academic readiness ; Adolescent ; Adult ; Autonomy ; College students ; Competence ; Confidence ; Cross-Sectional Studies ; Deviation ; Education, Nursing, Baccalaureate ; Female ; Health science degrees ; Health Sciences ; Higher education ; Humans ; Independent study ; Learning ; Learning Processes ; Learning Readiness ; Lifelong Learning ; Male ; Medical personnel ; Medicine degree ; Nursing ; Nursing degree ; Nursing education ; Physiotherapy ; Physiotherapy degree ; Psychology ; Psychology degree ; Questionnaires ; Readiness ; Self evaluation ; Self-Assessment ; Self-directed learning ; Selfdirected learning ; Selfmanagement ; Students, Nursing - psychology ; Surveys and Questionnaires ; Teachers ; Teaching ; Undergraduate students ; Young Adult</subject><ispartof>Nurse education today, 2019-12, Vol.83, p.104201-104201, Article 104201</ispartof><rights>2019 Elsevier Ltd</rights><rights>Copyright © 2019 Elsevier Ltd. All rights reserved.</rights><rights>Copyright Elsevier Science Ltd. Dec 2019</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c450t-a58108628dae02640d78e5ecb1a4f0560a5e30934658762c77b6040761bdbe273</citedby><cites>FETCH-LOGICAL-c450t-a58108628dae02640d78e5ecb1a4f0560a5e30934658762c77b6040761bdbe273</cites><orcidid>0000-0001-9486-7016 ; 0000-0003-3215-4795 ; 0000-0003-4356-4482</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.nedt.2019.08.019$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>315,781,785,3551,27926,27927,31001,45997</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31493619$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Rascón-Hernán, Carolina</creatorcontrib><creatorcontrib>Fullana-Noell, Judit</creatorcontrib><creatorcontrib>Fuentes-Pumarola, Concepció</creatorcontrib><creatorcontrib>Romero-Collado, Angel</creatorcontrib><creatorcontrib>Vila-Vidal, Dalmau</creatorcontrib><creatorcontrib>Ballester-Ferrando, David</creatorcontrib><title>Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study</title><title>Nurse education today</title><addtitle>Nurse Educ Today</addtitle><description>The European Higher Education Area places students at the centre of the teacher-guided learning process and requires them to participate more in their education and to be responsible for acquiring the professional competences relevant to their career. Self-directed learning is a key means for developing the skills necessary for professional careers.
To measure self-directed learning readiness in health science undergraduates.
Observational descriptive cross-sectional study of a convenience sample drawn from the total health science (medicine, nursing, physiotherapy and psychology) undergraduate population (n = 1699) at the University of Girona (Spain). The data collection instrument was a self-directed learning readiness scale with 38 items administered to the 1134 undergraduates who agreed to participate.
Just over three quarters of the sample (n = 865; 76.27%) completed the full questionnaire. Self-directed learning readiness was indicated by an overall mean (standard deviation) score of 143.65 (11.76) points. Nursing undergraduates obtained the highest mean (SD) score – 145.08 (14.13) – in the overall scale. Associations were observed between degree course and self-directed learning readiness in the learning planning, desire for learning, self-confidence, self-management and self-evaluation subscales. Women scored better than men (p < 0.13) and scores progressively improved with each additional academic year.
The sampled students exhibited good self-directed learning readiness. Training students in self-directed learning skills is a necessary part of the teaching-learning process. This kind of training in universities needs to be reinforced to develop learning autonomy, promote lifelong learning and prepare competent future health professionals.
•Reflective practice helps students develop self-directed learning.•The role of the nurse mentor/instructor is key to student learning.•Good communication and relationships between campus and practicum sites is essential.•Feedback from nurse mentors/instructors and professors</description><subject>Academic readiness</subject><subject>Adolescent</subject><subject>Adult</subject><subject>Autonomy</subject><subject>College students</subject><subject>Competence</subject><subject>Confidence</subject><subject>Cross-Sectional Studies</subject><subject>Deviation</subject><subject>Education, Nursing, Baccalaureate</subject><subject>Female</subject><subject>Health science degrees</subject><subject>Health Sciences</subject><subject>Higher education</subject><subject>Humans</subject><subject>Independent study</subject><subject>Learning</subject><subject>Learning Processes</subject><subject>Learning Readiness</subject><subject>Lifelong Learning</subject><subject>Male</subject><subject>Medical personnel</subject><subject>Medicine degree</subject><subject>Nursing</subject><subject>Nursing degree</subject><subject>Nursing education</subject><subject>Physiotherapy</subject><subject>Physiotherapy degree</subject><subject>Psychology</subject><subject>Psychology degree</subject><subject>Questionnaires</subject><subject>Readiness</subject><subject>Self evaluation</subject><subject>Self-Assessment</subject><subject>Self-directed learning</subject><subject>Selfdirected learning</subject><subject>Selfmanagement</subject><subject>Students, Nursing - psychology</subject><subject>Surveys and Questionnaires</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Undergraduate students</subject><subject>Young Adult</subject><issn>0260-6917</issn><issn>1532-2793</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kU9P3DAQxa0KVBbaL9ADssSFS8LYjv-k6gUhaJEW9dKeLSeeBa-yDrUTpP32eNmlhx56etLoN08z7xHyhUHNgKmrdR3RTzUH1tZg6iIfyIJJwSuuW3FEFsAVVKpl-oSc5rwGAKO5-EhOBGtaoVi7IP4BXZ5TiI8047CqfEjYT-jpgC7F3Tih8yFizjRE-oRumJ5o7gPGHukcPabH5PzsJsxf6TXt05hzlYtHGKMbaJ5mv_1EjlduyPj5oGfk993tr5sf1fLn9_ub62XVNxKmyknDwChuvMNyegNeG5TYd8w1K5AKnEQBrWiUNFrxXutOQQNasc53yLU4I5d73-c0_pkxT3YTco_D4CKOc7acm5IGF40s6MU_6HqcU7m4UEKaxhhuTKH4nnp7K-HKPqewcWlrGdhdB3Ztdx3YXQcWjC1Sls4P1nO3Qf935T30AnzbA1iyeAmY7CHPffjWj-F__q-CB5eY</recordid><startdate>201912</startdate><enddate>201912</enddate><creator>Rascón-Hernán, Carolina</creator><creator>Fullana-Noell, Judit</creator><creator>Fuentes-Pumarola, Concepció</creator><creator>Romero-Collado, Angel</creator><creator>Vila-Vidal, Dalmau</creator><creator>Ballester-Ferrando, David</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0001-9486-7016</orcidid><orcidid>https://orcid.org/0000-0003-3215-4795</orcidid><orcidid>https://orcid.org/0000-0003-4356-4482</orcidid></search><sort><creationdate>201912</creationdate><title>Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study</title><author>Rascón-Hernán, Carolina ; Fullana-Noell, Judit ; Fuentes-Pumarola, Concepció ; Romero-Collado, Angel ; Vila-Vidal, Dalmau ; Ballester-Ferrando, David</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c450t-a58108628dae02640d78e5ecb1a4f0560a5e30934658762c77b6040761bdbe273</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Academic readiness</topic><topic>Adolescent</topic><topic>Adult</topic><topic>Autonomy</topic><topic>College students</topic><topic>Competence</topic><topic>Confidence</topic><topic>Cross-Sectional Studies</topic><topic>Deviation</topic><topic>Education, Nursing, Baccalaureate</topic><topic>Female</topic><topic>Health science degrees</topic><topic>Health Sciences</topic><topic>Higher education</topic><topic>Humans</topic><topic>Independent study</topic><topic>Learning</topic><topic>Learning Processes</topic><topic>Learning Readiness</topic><topic>Lifelong Learning</topic><topic>Male</topic><topic>Medical personnel</topic><topic>Medicine degree</topic><topic>Nursing</topic><topic>Nursing degree</topic><topic>Nursing education</topic><topic>Physiotherapy</topic><topic>Physiotherapy degree</topic><topic>Psychology</topic><topic>Psychology degree</topic><topic>Questionnaires</topic><topic>Readiness</topic><topic>Self evaluation</topic><topic>Self-Assessment</topic><topic>Self-directed learning</topic><topic>Selfdirected learning</topic><topic>Selfmanagement</topic><topic>Students, Nursing - psychology</topic><topic>Surveys and Questionnaires</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Undergraduate students</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rascón-Hernán, Carolina</creatorcontrib><creatorcontrib>Fullana-Noell, Judit</creatorcontrib><creatorcontrib>Fuentes-Pumarola, Concepció</creatorcontrib><creatorcontrib>Romero-Collado, Angel</creatorcontrib><creatorcontrib>Vila-Vidal, Dalmau</creatorcontrib><creatorcontrib>Ballester-Ferrando, David</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Nurse education today</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rascón-Hernán, Carolina</au><au>Fullana-Noell, Judit</au><au>Fuentes-Pumarola, Concepció</au><au>Romero-Collado, Angel</au><au>Vila-Vidal, Dalmau</au><au>Ballester-Ferrando, David</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study</atitle><jtitle>Nurse education today</jtitle><addtitle>Nurse Educ Today</addtitle><date>2019-12</date><risdate>2019</risdate><volume>83</volume><spage>104201</spage><epage>104201</epage><pages>104201-104201</pages><artnum>104201</artnum><issn>0260-6917</issn><eissn>1532-2793</eissn><abstract>The European Higher Education Area places students at the centre of the teacher-guided learning process and requires them to participate more in their education and to be responsible for acquiring the professional competences relevant to their career. Self-directed learning is a key means for developing the skills necessary for professional careers.
To measure self-directed learning readiness in health science undergraduates.
Observational descriptive cross-sectional study of a convenience sample drawn from the total health science (medicine, nursing, physiotherapy and psychology) undergraduate population (n = 1699) at the University of Girona (Spain). The data collection instrument was a self-directed learning readiness scale with 38 items administered to the 1134 undergraduates who agreed to participate.
Just over three quarters of the sample (n = 865; 76.27%) completed the full questionnaire. Self-directed learning readiness was indicated by an overall mean (standard deviation) score of 143.65 (11.76) points. Nursing undergraduates obtained the highest mean (SD) score – 145.08 (14.13) – in the overall scale. Associations were observed between degree course and self-directed learning readiness in the learning planning, desire for learning, self-confidence, self-management and self-evaluation subscales. Women scored better than men (p < 0.13) and scores progressively improved with each additional academic year.
The sampled students exhibited good self-directed learning readiness. Training students in self-directed learning skills is a necessary part of the teaching-learning process. This kind of training in universities needs to be reinforced to develop learning autonomy, promote lifelong learning and prepare competent future health professionals.
•Reflective practice helps students develop self-directed learning.•The role of the nurse mentor/instructor is key to student learning.•Good communication and relationships between campus and practicum sites is essential.•Feedback from nurse mentors/instructors and professors</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>31493619</pmid><doi>10.1016/j.nedt.2019.08.019</doi><tpages>1</tpages><orcidid>https://orcid.org/0000-0001-9486-7016</orcidid><orcidid>https://orcid.org/0000-0003-3215-4795</orcidid><orcidid>https://orcid.org/0000-0003-4356-4482</orcidid></addata></record> |
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subjects | Academic readiness Adolescent Adult Autonomy College students Competence Confidence Cross-Sectional Studies Deviation Education, Nursing, Baccalaureate Female Health science degrees Health Sciences Higher education Humans Independent study Learning Learning Processes Learning Readiness Lifelong Learning Male Medical personnel Medicine degree Nursing Nursing degree Nursing education Physiotherapy Physiotherapy degree Psychology Psychology degree Questionnaires Readiness Self evaluation Self-Assessment Self-directed learning Selfdirected learning Selfmanagement Students, Nursing - psychology Surveys and Questionnaires Teachers Teaching Undergraduate students Young Adult |
title | Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study |
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