The Relation Between Readiness for Self-learning and Learning Style Preferences Among Nursing Students | ||
| Port Said Scientific Journal of Nursing | ||
| Article 7, Volume 6, Issue 2, December 2019, Pages 78-93 PDF (433.09 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/pssjn.2019.19801.1004 | ||
| Authors | ||
| ahmed mohamed megahed* 1; Samia Adam2; Marwa Mohamed Abdel Aleem3 | ||
| 1adminstration,nursing collage,port said universty | ||
| 2nursing administration faculty of nursing -Ain shams university | ||
| 3lecture of nursing administration faculty of nursing- port said university | ||
| Abstract | ||
| ABSTRACT Introduction: Self-directed learning is a needful skill for students t0 remain lifel0ng learners. As they gain knowledge and succeed academically in their chosen disciplines. Therefore, awareness of learning styles should be promoted. Aim: the study aimed to study the relation between readiness f0r self-learning and learning style preferences am0ng nursing students. Subjects and method: the study was conducted at faculty of nursing/Port-Said University using a descriptive correlational research design; 174 students from the four undergraduate academic years were enclosed in the study. Two tools were used namely; Self-Directed Learning Readiness Scale (SDLRS) and Learning Styles Self-Assessment Questionnaire. Results 27% of studied nursing students had average score for self-directed learning readiness while 41.4% were blew average and 31.6% were above average. Moreover, the most preferred learning style among student was kinesthetic (44.8%), then visual (28.2%) and auditory (27%). Conclusion: The study findings concluded that there was no statistically significant relation between self-directed learning readiness and learning style. Recommendations: Students needs to be supported to move from conventional education to more active and autonomous education, depend on self-directed learning. | ||
| Keywords | ||
| Key words: self-learning; learning Style; Nursing students | ||
| References | ||
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