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Teachers' and students' views on self-directed learning
1Distance Learning Centre, South Bank University, London. jcdeht@yahoo.co.uk
Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|October 4, 2002
Summary
Teachers and students found defining self-directed learning challenging. They believe it is valuable but best integrated with traditional teacher-led instruction in nursing education.
Area of Science:
- Nursing Education
- Pediatric Intensive Care
Background:
- Self-directed learning (SDL) is a key educational philosophy.
- Understanding its application in specialized fields like pediatric intensive care nursing is crucial.
Purpose of the Study:
- To explore educators' and students' comprehension of self-directed learning.
- To assess the perceived value of self-directed learning in pediatric intensive care nurse education.
Main Methods:
- Qualitative case study approach.
- Data collection via field diary, document analysis, interviews, and student learning diaries.
- Observations were also conducted.
Main Results:
- Both teachers and students reported difficulties in defining self-directed learning.
- Self-directed learning was considered valuable when combined with teacher-led methods.
- A clear, shared definition of self-directed learning was not established.
Conclusions:
- Implementing self-directed learning without clear understanding can cause confusion.
- Alignment between educational philosophy and the practical realities of a course is essential.
- Focus should be on pedagogical congruence rather than solely on tools or methods.