WITHDRAWN: The relationship between self-directed learning readiness and problem solving in Chinese baccalaureate nursing students

2012 ◽  
Author(s):  
Hao Bin Yuan ◽  
Beverly A. Williams ◽  
Jin Bo Fang ◽  
Dong Pang
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Relationship

scholarly journals Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

2018 ◽  
Vol 5 (1) ◽  
pp. 75-81 ◽  
Author(s):  
Xiao-Hong Zhang ◽  
Li-Na Meng ◽  
Hui-Hui Liu ◽  
Ru-Zhen Luo ◽  
Chun-Mei Zhang ◽  
...  
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Positive Impact ◽  
Mediating Effect ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Relationship ◽  
Academic Self Efficacy

Abstract Objective Problem-solving should be a fundamental component of nursing education because it is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problem-solving ability, and academic self-efficacy among undergraduate nursing students. Methods From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China, using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and self-designed demographics. The response rate was 85.8%. Results For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level, while problem-solving abilities were at a low level. There were significant positive correlations among the students’ self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students’ self-directed learning readiness and problem-solving ability. Conclusions To enhance students’ problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students’ education.

Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students

2017 ◽  
Vol 23 (2) ◽  
pp. 102-111 ◽  
Author(s):  
Susan Montenery
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Problem Based Learning ◽  
Baccalaureate Nursing Students ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Content Mastery ◽  
Course Content ◽  
Directed Learning ◽  
Traditional Pedagogy

Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students’ perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students’ perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students’ narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.

scholarly journals The Significance of Self-directed Learning Readiness, Academic Self-efficacy, and Problem-solving Ability Among Filipino Nursing Students

2021 ◽  
Vol 20 (10) ◽  
pp. 83-94
Author(s):  
Johnny J. Yao
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
The Philippines ◽  
Future Research ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Indirect Association ◽  
Academic Self Efficacy

A professional skill that permits nursing students to carry out nursing interventions in the workplace is the ability to solve health care problems. This is essential if they want to become professional nurses. Educators have been attempting to establish effective instructional techniques to improve nursing students’ problem-solving abilities. This study examined the relationship between problem-solving ability, academic self-efficacy, and self-directed learning readiness (SDLR) among nursing students. This study utilized a descriptive correlational study and recruited 170 nursing students in a private higher education institution in the Philippines. Standardized questionnaires were distributed, and data were analyzed using descriptive and inferential statistics. Results show that there is a significant indirect association between problem-solving ability and SDLR (r = -0.525, p < 0.001). Secondly, there is a significant direct association between SDLR and academic self-efficacy (r = 0.549, p < 0.001). Lastly, there is a significant indirect association between academic self-efficacy and problem-solving ability (r = -0.505, p < 0.001). The findings substantiate the assumptions of the study that academic self-efficacy, SDLR, and problem-solving ability of students have relationships with each other. Thus, students who are self-directed learners and are confident with their abilities of success in school tasks are able to solve complex problems or issues. Future research may be explored using longitudinal designs to be able to ascertain the causal link and directionality of the variables related to the present study.

scholarly journals Impact of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students

2019 ◽  
Vol 6 (2) ◽  
pp. 143-150
Author(s):  
Ru-Zhen Luo ◽  
Xiao-Hong Zhang ◽  
Chun-Mei Zhang ◽  
Yan-Hui Liu
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Social Problem Solving ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Undergraduate Nursing Students ◽  
Proper Actions ◽  
Undergraduate Nursing ◽  
Learning Attitude ◽  
Directed Learning

Abstract Objective To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.

Medication Mathematics Competency and Confidence in Nursing Students

2020 ◽  
Vol 47 (1) ◽  
pp. 48-59
Author(s):  
NADINE WODWASKI ◽  
JAIME SINUTKO
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Nursing Profession ◽  
Mathematical Education ◽  
Self Directed Learning ◽  
Face To Face ◽  
Course Grades ◽  
Directed Learning

ABSTRACT Confidence and competency with medication mathematics is imperative yet challenging for many in higher education with regard to the nursing profession. The researchers seek to understand if there is there a difference between the course grades of baccalaureate nursing students based upon the instructional methods of fully face-to-face as compared to fully online self-directed mathematic instruction. Grounded in a self-efficacy theoretical framework, self-directed learning (SDL) techniques were explored in this research piece as well as valuable faculty feedback as it relates to the SDL module. The results indicated that students were more successful with SDL or online mathematic instruction, in addition faculty scored the students as more confident in post mathematical education.

Chinese baccalaureate nursing students' readiness for self-directed learning

2012 ◽  
Vol 32 (4) ◽  
pp. 427-431 ◽  
Author(s):  
Hao Bin Yuan ◽  
Beverly A. Williams ◽  
Jin Bo Fang ◽  
Dong Pang
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals The Relationship between Self-Directed Learning and Problem-Solving Ability: The Mediating Role of Academic Self-Efficacy and Self-Regulated Learning among Nursing Students

2021 ◽  
Vol 18 (4) ◽  
pp. 1738
Author(s):  
Younghui Hwang ◽  
Jihyun Oh
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Multiple Mediation ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning ◽  
The Relationship ◽  
Academic Self Efficacy

Problem-solving ability is necessary for the clinical reasoning and decision-making of nurses to solve patients’ health problems. This study aims to investigate the association between self-directed learning and problem-solving ability using the multiple mediation model to identify strategies to enhance problem-solving ability in nursing students. This is a descriptive survey study of 193 nursing students from two universities in South Korea. Data about self-directed learning, self-regulated learning, academic self-efficacy, and problem-solving ability were collected using structured questionnaires between 5 March and 17 June 2018, and were analyzed using serial multiple mediation analysis. The direct effect of self-directed learning on problem-solving ability was statistically significant. The serial multiple mediation technique predicting problem-solving ability from self-directed learning, academic self-efficacy, and self-regulated learning was significant, explaining 40% of the variance in problem-solving ability. The relationship between self-directed learning and problem-solving ability was partially mediated by academic self-efficacy and self-regulated learning. This study suggests the suitability of considering academic self-efficacy and self-regulated learning together when conducting self-directed learning to improve nursing students’ problem-solving ability.

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