The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting
The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction...
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Veröffentlicht in: | Medical journal of the Islamic Republic of Iran 2017, Vol.31 (1), p.72-418 |
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creator | Sajadi, Mahboobeh Fayazi, Neda Fournier, Andrew Abedi, Ahmad Reza |
description | The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students.
A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS.
There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant.
This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators. |
doi_str_mv | 10.14196/MJIRI.31.72 |
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A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS.
There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant.
This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators.</description><identifier>ISSN: 1016-1430</identifier><identifier>EISSN: 2251-6840</identifier><identifier>DOI: 10.14196/MJIRI.31.72</identifier><identifier>PMID: 29445701</identifier><language>eng</language><publisher>Iran: Iran University of Medical Sciences</publisher><subject>Original</subject><ispartof>Medical journal of the Islamic Republic of Iran, 2017, Vol.31 (1), p.72-418</ispartof><rights>2017 Iran University of Medical Sciences 2017</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2992-1b872320bad9935e64b2d4f2f9ea0d78792c149991afdcf0bb8f9b6de5d662e83</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5804469/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5804469/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,885,4024,27923,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29445701$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Sajadi, Mahboobeh</creatorcontrib><creatorcontrib>Fayazi, Neda</creatorcontrib><creatorcontrib>Fournier, Andrew</creatorcontrib><creatorcontrib>Abedi, Ahmad Reza</creatorcontrib><title>The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting</title><title>Medical journal of the Islamic Republic of Iran</title><addtitle>Med J Islam Repub Iran</addtitle><description>The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students.
A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS.
There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant.
This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators.</description><subject>Original</subject><issn>1016-1430</issn><issn>2251-6840</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><recordid>eNpVkc1P3DAQxa2qqCzb3jijHHsgi7_ixBckhAosWoRU0bPl2ONdo8TZ2k4F_z1ZPrbtaTTzfnozT4PQMcELwokUZ3e3y5_LBSOLmn5CM0orUoqG489oRjARJeEMH6KjlB4x5kw07As6pJLzqsZkhp4eNlD4fqtNLgZX5KnrQMfgw7owQ8jxVQhFgs6V1kcwGexfRAdbJJ19chPnJ86HIowx7bSURwshp91MF6bzwRvdTU45T_JXdOB0l-Dbe52jX1c_Hi5vytX99fLyYlUaKiUtSdvUlFHcaislq0DwllruqJOgsa2bWlJDuJSSaGeNw23bONkKC5UVgkLD5uj8zXc7tj1YA7tMndpG3-v4rAbt1f9K8Bu1Hv6oqsGcCzkZfH83iMPvEVJWvU8Guk4HGMakKMaUNxhXYkJP31ATh5QiuP0agtXrs1T_6KNXjKgp1Ryd_HvaHv74DnsBPhyTng</recordid><startdate>2017</startdate><enddate>2017</enddate><creator>Sajadi, Mahboobeh</creator><creator>Fayazi, Neda</creator><creator>Fournier, Andrew</creator><creator>Abedi, Ahmad Reza</creator><general>Iran University of Medical Sciences</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>2017</creationdate><title>The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting</title><author>Sajadi, Mahboobeh ; Fayazi, Neda ; Fournier, Andrew ; Abedi, Ahmad Reza</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2992-1b872320bad9935e64b2d4f2f9ea0d78792c149991afdcf0bb8f9b6de5d662e83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Original</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sajadi, Mahboobeh</creatorcontrib><creatorcontrib>Fayazi, Neda</creatorcontrib><creatorcontrib>Fournier, Andrew</creatorcontrib><creatorcontrib>Abedi, Ahmad Reza</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Medical journal of the Islamic Republic of Iran</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sajadi, Mahboobeh</au><au>Fayazi, Neda</au><au>Fournier, Andrew</au><au>Abedi, Ahmad Reza</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting</atitle><jtitle>Medical journal of the Islamic Republic of Iran</jtitle><addtitle>Med J Islam Repub Iran</addtitle><date>2017</date><risdate>2017</risdate><volume>31</volume><issue>1</issue><spage>72</spage><epage>418</epage><pages>72-418</pages><issn>1016-1430</issn><eissn>2251-6840</eissn><abstract>The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students.
A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS.
There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant.
This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators.</abstract><cop>Iran</cop><pub>Iran University of Medical Sciences</pub><pmid>29445701</pmid><doi>10.14196/MJIRI.31.72</doi><tpages>5</tpages><oa>free_for_read</oa></addata></record> |
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source | PubMed Central Open Access; Bioline International; EZB-FREE-00999 freely available EZB journals; PubMed Central |
subjects | Original |
title | The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting |
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