Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study.

Area of Science:

• Nursing Education
• Medical Pedagogy
• Healthcare Professional Development

Background:

• Self-directed learning (SDL) is crucial for nursing students, potentially enhanced by guided reflection and critical analysis.
• Limited evidence exists on the impact of different tutorial strategies on nursing students' SDL during their initial clinical experiences.

Purpose of the Study:

• To evaluate the effect of distinct tutorial strategies on the self-directed learning abilities of nursing students during their first clinical experience.

Main Methods:

• A non-equivalent control group design with pre-post intervention was used.
• The treatment group received structured, intensive tutorials (briefing, debriefing, peer support, Socratic questioning).
• The control group received unstructured, non-intensive tutorials. Self-Rating Scale of Self-Directed Learning-Italian Version (SRSSDL_ITA) measured SDL abilities.

Main Results:

• Higher-level, structured tutorial interventions by university tutors positively influenced SDL scores.
• A lower clinical nurse-to-student supervision ratio (1:4) was associated with improved SDL.
• Higher baseline SDL scores predicted post-intervention SDL levels.

Conclusions:

• Intensive, structured tutorial interventions by university tutors, combined with a lower nurse-to-student ratio, appear equivalent to intensive clinical supervision (1:1) with structured tutorials.
• These findings suggest that optimizing tutorial strategies and clinical supervision ratios can effectively enhance nursing students' self-directed learning.