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Are first year undergraduate student nurses prepared for self directed learning?
1School of Health and Well Being, University of Wolverhampton.
Nursing Times
|January 1, 2011
Summary
First-year nursing students often lack understanding of self-directed learning (SDL) and their role within it. Implementing SDL effectively requires clear curriculum direction and a shift towards facilitation in nurse education.
Area of Science:
- Nursing Education
- Pedagogy
- Higher Education
Background:
- Undergraduate nursing education faces evolving workforce demands.
- Nurse educators aim to integrate self-directed learning (SDL) to foster proactive student engagement.
- Student nurses need to be prepared for independent learning approaches.
Purpose of the Study:
- To explore first-year nursing students' experiences and perceptions of self-directed learning (SDL).
- To assess student readiness and preparedness for engaging in SDL within their curriculum.
- To identify challenges and facilitators for successful SDL implementation in nursing programs.
Main Methods:
- A questionnaire was administered to first-year pre-registration student nurses.
- The study analyzed student expectations and learning preferences.
- A literature review examined existing research on SDL in nursing education.
Main Results:
- Most students had heard of SDL but lacked a clear understanding of its principles and their role.
- Participants expressed uncertainty regarding their responsibilities as self-directed learners.
- A need for clearer curriculum guidance and structure for SDL was identified.
Conclusions:
- Self-directed learning (SDL) can complement teacher-led methods in nursing education.
- Transitioning to SDL necessitates a pedagogical shift from teaching to facilitation.
- A systematic strategy and further exploration of nurse educators' roles are crucial for effective SDL integration.
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