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[Self-directed learning in nursing students with different background factors]
Yu-Hsiu Kao1, Chu-Wei Yu, Shu-Yi Kuo
1Department of Nursing, Mackay Medicine, Nursing and Management College, Taiwan, ROC. s321@eip.mkc.edu.tw.
Hu Li Za Zhi the Journal of Nursing
|August 8, 2013
Summary
Self-directed learning in nursing students is higher in older students and those in 2-year programs. Stronger association with the nursing profession also boosts self-directed learning skills.
Area of Science:
- Nursing Education
- Pedagogy
- Healthcare Professions Education
Context:
- Fostering self-directed learning (SDL) is crucial for nursing students' professional development.
- Understanding factors influencing SDL is key to improving nursing education quality.
Purpose:
- To assess the current level of self-directed learning behavior among nursing students.
- To investigate the impact of background factors on nursing students' self-directed learning.
Summary:
- A cross-sectional survey of 537 nursing students in Taiwan revealed significant differences in SDL based on age, program length, and professional identification.
- Older students (20-21) and those in 2-year programs demonstrated higher SDL and self-management skills compared to younger students and those in 4-year or extension programs.
- Students with a stronger association with the nursing profession exhibited the highest overall SDL scores.
Impact:
- Findings suggest targeted interventions to enhance SDL in nursing students.
- Educators should consider age, program structure, and professional identity when developing curricula to foster self-directed learning skills in nursing.
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