Students' Readiness for Self Directed Learning and its Relation to their Perception of Learning Context in Alexandria and Damanhour Nursing Faculties | ||
| Alexandria Scientific Nursing Journal | ||
| Volume 16, Issue 2, December 2014, Pages 73-88 PDF (221.65 K) | ||
| Document Type: Research articles | ||
| DOI: 10.21608/asalexu.2014.208801 | ||
| Authors | ||
| Abeer Abd El Fattah Abou Shousha* 1; Hanan Hosni El Sherbini2 | ||
| 1Nursing Education, Faculty of Nursing, Damanhour University | ||
| 2Community Health Nursing, Faculty of Nursing, Alexandria University | ||
| Abstract | ||
| Self-directed learning (SDL) has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. Objective: The aim of the present study was to assess community health nursing students' readiness for selfdirected learning and identify its relation to their perception of the learning context in Alexandria and Damanhour Nursing Faculties. Setting: The study was conducted at two Faculties of Nursing, Alexandria & Damanhour. Subjects: Using the equal allocation method, a convenient sample of 100 undergraduate nursing students registered at the Community Health Nursing Course during the second semester of the academic year 2013- 2014 were selected from each of the previously mentioned settings(n=200). Tools: Three tools were used for data collection. The first tool was students’ basic data structured questionnaire to identify the students’ personal and academic data. The second was Selfdirected Learning Readiness Scale (SDLRS) for nurses to assess the students' readiness for self-directed learning. However, the third tool was Course Experience Questionnaire (CEQ) to assess the students' perception of the learning context. Results: Readiness for self-directed learning among students in Alexandria Faculty of Nursing was significantly higher than those in Damanhour Nursing Faculty and that students' readiness for self-directed learning is significantly affected by their perception of the learning context in both Faculties. Conclusion: Students' readiness for self-direction in learning was significantly affected by their academic performance and studying hours in both faculties. Students’ perception of the learning context had a significant positive correlation with their self-directed learning abilities. Recommendations: Assessing nursing students' readiness for self-directed learning and incorporating independent learning strategies in the nursing curricula. | ||
| Keywords | ||
| self-directed learning; learning context; readiness; nursing students | ||
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