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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Veröffentlicht in:Nurse education today 2019-12, Vol.83, p.104201-104201, Article 104201
Hauptverfasser: Rascón-Hernán, Carolina, Fullana-Noell, Judit, Fuentes-Pumarola, Concepció, Romero-Collado, Angel, Vila-Vidal, Dalmau, Ballester-Ferrando, David
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container_end_page 104201
container_issue
container_start_page 104201
container_title Nurse education today
container_volume 83
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
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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 &lt; 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. 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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 &lt; 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 ; 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source MEDLINE; Elsevier ScienceDirect Journals Complete; Applied Social Sciences Index & Abstracts (ASSIA)
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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