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Self-directed Learning Readiness Is Independent of Teaching and Learning Approach in Undergraduate Nursing Education
Nomawethu Qamata-Mtshali1, Judith C Bruce
1Author affiliations: Former lecturer (Ms Qamata-Mtshali), Department of Nursing Education, and Professor (Dr Bruce), School of Therapeutic Sciences, University of the Witwatersrand, Johannesburg, South Africa.
Abstract:
Selecting appropriate teaching and learning strategies within an overarching teaching philosophy is 1 way of influencing nursing students' self-directedness. We conducted research to compare the self-directed learning readiness and learning attributes in different years of study of undergraduate nursing students who are exposed to traditional, lecture-based learning and problem-based learning strategies. We found that readiness for self-directed learning is not dependent on the dominant teaching-learning strategy used in the nursing program.
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