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Motivating students towards self-directed learning
1Chester College of Higher Education, School of Nursing and Midwifery, Chester College of Higher Education, Parkgate Road, Chester CH1 4BJ, UK. j.regan@chester.ac.uk
Nurse Education Today
|October 14, 2003
Summary
Students are motivated towards self-directed learning (SDL) by various factors, including lectures and specific guidance. This challenges traditional adult learning theories but offers practical insights for nurse education.
Area of Science:
- Nursing Education
- Adult Learning Theory
Background:
- Self-directed learning (SDL) is increasingly important in nurse education.
- Understanding student and tutor perceptions of SDL is crucial for effective implementation.
Purpose of the Study:
- To examine motivational factors influencing students towards self-directed learning (SDL).
- To explore the perceptions of pre-registration nursing students and their tutors regarding SDL.
Main Methods:
- A two-phase study involving focus groups with students and tutors.
- A subsequent questionnaire distributed to a wider audience of students and tutors to validate focus group findings.
Main Results:
- A broad spectrum of motivational factors for SDL was identified, with significant agreement between students and tutors.
- Lectures were highlighted as a key motivator for SDL, a finding not commonly recognized in adult learning literature.
- Students indicated a need for specific guidance and feedback to foster SDL, potentially creating inconsistencies in its facilitation.
Conclusions:
- Motivational factors for SDL are diverse and include teacher-led activities, challenging conventional adult learning principles.
- The need for structured guidance in SDL suggests a practical approach to implementation in nursing education.
- Further research is needed to reconcile the philosophical underpinnings of SDL with practical facilitation strategies.