SELF-DIRECTED LEARNING READINESS AND PROBLEM-BASED LEARNING APPROACH AS PERCEIVED BY NURSING STUDENTS | ||
| Port Said Scientific Journal of Nursing | ||
| Article 9, Volume 7, Issue 3, December 2020, Pages 158-179 PDF (543.53 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/pssjn.2020.32521.1032 | ||
| Authors | ||
| Shaymaa Abdelhafez* 1; Fatma Ahmed Abed Aly2; Hind Abdullah Mohamed1 | ||
| 1Department of Nursing Administration, Faculty of Nursing, Port Said University, Port Said City, Egypt | ||
| 2Department of Nursing Administration, Faculty of Nursing, Cairo University, Cairo, Egypt | ||
| Abstract | ||
| Self-directed learning has proven to be advantageous for the students to conduct lifelong, satisfactory and independent learning while, problem-based learning is a constructive learning approach by enabling students to find solutions for the complex real-world problems. Aim of the study: The current study aimed to determine the relation between self-directed learning readiness and problem-based learning approach as perceived by nursing students. Design: A descriptive correlational research design was utilized. Sample: All target of nursing students (371) included in the studying in the second semester at all levels in the academic year 2017-2018 was recruited from the faculty of nursing in port-said university. Tools of data collection: Self-administered questionnaires \ scales were used to assess self-directed learning readiness and the problem-based learning approach as perceived by nursing students. Results: Students had moderate level of self-rating skills of self-directed learning, self-directed learning readiness, and low level of self-regulation responses (57.1%, 60.6%, 56.4% respectively) While, (50.4%) of students obtained low perception of problem-based learning approach. Conclusion: There was a positive statistically significant correlation (P≤0.001) between self-directed learning readiness and problem-based learning approach. Recommendations: Educational institutions in various fields must adopt the problem-based learning approach as a learning strategy and develop strategies to overcome obstacles that hinder application. | ||
| Keywords | ||
| Nursing students; Problem-based learning approach; Self-directed learning readiness | ||
| References | ||
|
Abd-Elmoghith, N., G., A. (2018): Self-Directed Learning Readiness: It’s Effect on Nursing Students Critical Thinking Abilities. International Journal of Nursing Didactics, 8(03): 16-20.
Aldayel, A., A., Alali, A., O., Altuwaim, A., A., Alhussain, H., A., Aljasser, K., A., Abdulrahman, K., A., B., and Almutairi, T., A. (2019): Problem-Based Learning: Medical Students’ Perception toward Their Educational Environment at Al-imam Mohammad Ibn Saud Islamic University. Advances in Medical Education and Practice, 10(1): 95-104.
Al-Dress, A., A., Khalil, M., S., Irshad, M., and Abdulghani, H., M. (2015): Students’ perception towards the problem-based learning tutorial session in a system-based hybrid curriculum. Saudi Medical Journal, 36(3): 341-348.
Brown, G., and Harris, L., R. (2014): The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. Frontline Learning Research, 3(1): 22-30.
Bruce, J., C., Lack, M., Bomvana, N., M., and Qamata-Mtshali, N. (2018): Problem-Based Learning: Nursing Students’ Attitude, Self-Reported Competence, Tutorial Performance and Self-Directed Learning Readiness. Journal of Nursing Education and Practice, 8(10): 11-19.
Brundiers, K., and Wiek, A. (2013): Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability. Sustainability, 5(4): 1725-1746.
Cazan, A., M., and Stan, M., M. (2015): Self-Directed Learning and Academic Adjustment at Romanian Students. Romanian Journal of Experimental Applied Psychology, 6(1): 10-20.
El-askary, H., E. (2013): Effect of Problem-Based Learning on Self-Directed Learning Readiness among Students in Nursing Administration. Published Doctorate disertation, Mansoura University, Egypt: 52-54
Friesen, S., and Scott, D. (2013): Inquiry-Based Learning: A Review of the Research Literature. Alberta Ministry of Education, 32(1): 1-32.
Galand, B., Frenay, M., and Raucent, B. (2012): Effectiveness of Problem-Based Learning in Engineering Education: A Comparative Study on Three Levels of Knowledge Structure. International Journal of Engineering Education, 28(4): 939-947.
Henschke, J., A. (2016): Self-directed learning (SDL) and Andragogy: Take on their Contrasting and Complementary Relationship. IACE Hall of Fame Repository: 1-18.
Hj Ramli, N., Alavi, M., Mehrinezhad, S., and Ahmadi, A. (2018): Academic Stress and Self-Regulation among University Students in Malaysia: Mediator role of mindfulness. Behavioral Sciences, 8(1): 12-21.
Keshk, L., I., Qalawa, S., A., A., and El-Azim, S., A. (2016): Efficiency of Problem-Based Learning Course at College of Nursing in Egypt and KSA: Comparative Study. American Journal of Educational Research, 4(6): 450-458.
Kitsantas, A. (2013): Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2): 128-150.
Klunklin, A., Viseskul, N., Sripusanapan, A., and Turale, S. (2010): Readiness for Self‐Directed Learning among Nursing Students in Thailand. Nursing & Health Sciences, 12(2): 177-181.
Lavasani, M., G., Mirhosseini, F., S., Hejazi, E., and Davoodi, M. (2011): The Effect of Self-Regulation Learning Strategies Training on the Academic Motivation and Self-Efficacy. Procedia-Social and Behavioral Sciences, 29(1): 627-632.
Leatemia, L., D., Susilo, A., P., and Van Berkel, H. (2016): Self-Directed Learning Readiness of Asian Students: Students’ Perspective on a Hybrid Problem-Based Learning Curriculum. International Journal of Medical Education, 7(1): 385-392.
Lestari, E., and Widajkusumah, D. (2009): Students' Self-Directed Learning Readiness, Perception toward Student-Centered Learning and Predisposition towards Student-Centered Behavior. South East Asian Journal of Medical Education, 3(1): 52-56.
Loyens, S., M., Maged, J., and Rikers, R. M. (2008): Self-Directed Learning in Problem-Based Learning and Its Relationships with Self-Regulated Learning. Educational Psychology Review, 20(4): 411-427.
Malan, S. B., and Ndlovu, M. (2014): Introducing Problem-Based Learning (PBL) into a Foundation Program to Develop Self-Directed Learning Skills. South African Journal of Education, 34(1): 1-16.
Maxwell, N., L., Bellisimo, J., and Kentfield, C., A. (2010): The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics. California, USA: Human Investment Research and Education (HIRE) Center: 107-138.
Mclean, S., F. (2016): Case-Based Learning and Its Application in Medical and Health-Care Fields: A Review of Worldwide Literature. Journal of Medical Education and Curricular Development, 3(1): 39-49.
Mitrovic, A., and Martin, B. (2007): Evaluating the Effect of Open Student Models on Self-Assessment. International Journal of Artificial Intelligence in Education, 17(2): 121-144.
Murad, M., H., Coto, Y., glesias, F., Varkey, P., Prokop, L., J., and Murad, A., L. (2018): The Effectiveness of Self‐Directed Learning in Health Professions Education: A systematic review. Medical Education, 44(11): 1057-1068.
Othman, S. Y., and Shalaby, S., A. (2014): Students’ Perception and Acceptance of Problem-Based Learning Approach in Critical Care Nursing Practice. In Scientific Cooperation International Workshops on Medical Topics: 8-10.
Owens, T. L. (2017). Higher education in the sustainable development goals framework. European Journal of Education, 52(4), 414-420.
Ozan, C., Gundogdu, K., Bay, E., and Celkan, H., Y. (2012):A study on the University Students’ Self-Regulated Learning Strategies Skills and Self-Efficacy Perceptions in Terms of Different Variables. Procedia-Social and Behavioral Sciences, 46(1): 1806-1811.
Peng, C. (2012). Self-regulated learning behavior of college students of science and their academic achievement. Physics procedia, 33, 1446-1450.
Prabjanee, D., and Inthachot, M. (2013): Self-directed learning readiness of college students in Thailand. Journal of Educational Research and Innovation, 2(1): 1-11.
Prozesky, D., R. (2000): Communication and Effective Teaching. Community Eye Health, 13(35): 44-45.
Sahoo, S. (2016). Finding self-directed learning readiness and fostering self-directed learning through weekly assessment of self-directed learning topics during undergraduate clinical training in ophthalmology. International Journal of Applied and Basic Medical Research, 6(3), 166.
Saks, K., and Leijen, Ä. (2014): Distinguishing Self-Directed and Self-Regulated Learning and Measuring them in the E-Learning Context. Procedia-Social and Behavioral Sciences, 112(7): 190-198.
Schutt, M. (2009). Examination of academic self-regulation variances in nursing students. Published Doctorte dissertation.
Schwab, K. (2017). The Fourth Industrial Revolution. Geneva, Switzerland: Currency: 121-135.
Temel, S. (2013): The Effects of Problem-Based Learning on Self-Regulated Learning Skills and the Variables Predictive of These Skills. Mediterranean Journal of Social Sciences, 4(14): 297- 302.
Weinberg, S. L., & Abramowitz, S. K. (2008). Statistics using SPSS: An integrative approach. Cambridge University Press
Williamson, S., N. (2007): Development of a Self-Rating Scale of Self-Directed Learning. Nurse Researcher, 14(2): 66-83.
Yang, G., F., and Jiang, X., Y. (2014): Self-Directed Learning Readiness and Nursing Competency among Undergraduate Nursing Students in Fujian Province of China. International Journal of Nursing Sciences, 1(3): 255-259.
Yew, E., H., and Goh, K. (2016): Problem-Based Learning: An Overview of Its Process and Impact on Learning. Health Professions Education, 2(2): 75-79. | ||
|
Statistics Article View: 473 PDF Download: 729 |
||
