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      Dynamics of self-directed learning in M.Sc. nursing students: A qualitative research

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          Abstract

          Introduction:

          Working in the complex and ever changing healthcare settings forces the nurses and nursing students to be equipped with lifelong learning skills. One of the lifelong learning skills is self-directed learning. This study aimed to explore the M.Sc. nursing students’ self-directed learning activities.

          Methods:

          A qualitative design using conventional content analysis approach was used in this study. Semi-structured interviews were conducted with twelve Iranian M.Sc. nursing students who were selected using purposive sampling.

          Results:

          Data analysis indicated that the M.Sc. nursing students performed different activities in their self-directed learning. These activities were categorized into four main themes and ten subthemes. The main themes were “sensory perceptions”, “knowledge construction”, “problem-centered orientation”, and “interaction with others”.

          Conclusion:

          According to the findings, the M.Sc. nursing students performed different intellectual and experiential self-directed activities for promoting their learning. Besides, the students’ perseverance and inquisitiveness played an important role in their self-directed learning in the challenging clinical environments.

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          Most cited references44

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          Development of a self-directed learning readiness scale for nursing education.

          Self-directed learning is a method of instruction used increasingly in adult education. A scale was developed in response to a need for a valid and reliable instrument to measure self-directed learning readiness. Such a scale will allow nurse educators to diagnose students' attitudes, abilities and personality characteristics, necessary for self-directed learning. This study was undertaken in two stages. In the first, the Delphi technique utilizing a panel of 11 nurse educator experts was used to assess the content and construct validity of a number of items perceived to reflect self-directed learning readiness. Each panel member was asked to independently rate the relevance of each item on a Likert scale. The second stage involved the administration of the questionnaire to a convenience sample of 201 undergraduate nursing students. The questionnaire was analysed using principal components factor analysis with varimax rotation, Chronbach's coefficient alpha, and item-to-total correlations to measure the scale's construct validity, internal consistency (reliability), and unidimensionality, respectively.The resulting self-directed learning readiness scale appears homogeneous and valid. The scale will assist nurse educators in the diagnosis of student learning needs, in order for the educator to implement teaching strategies that will best suit the students. Furthermore the development of this scale will provide valuable data for curriculum development. Copyright 2001 Harcourt Publishers Ltd.
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            Cross-comparison of MRCGP & MRCP(UK) in a database linkage study of 2,284 candidates taking both examinations: assessment of validity and differential performance by ethnicity

            Background MRCGP and MRCP(UK) are the main entry qualifications for UK doctors entering general [family] practice or hospital [internal] medicine. The performance of MRCP(UK) candidates who subsequently take MRCGP allows validation of each assessment. In the UK, underperformance of ethnic minority doctors taking MRCGP has had a high political profile, with a Judicial Review in the High Court in April 2014 for alleged racial discrimination. Although the legal challenge was dismissed, substantial performance differences between white and BME (Black and Minority Ethnic) doctors undoubtedly exist. Understanding ethnic differences can be helped by comparing the performance of doctors who take both MRCGP and MRCP(UK). Methods We identified 2,284 candidates who had taken one or more parts of both assessments, MRCP(UK) typically being taken 3.7 years before MRCGP. We analyzed performance on knowledge-based MCQs (MRCP(UK) Parts 1 and 2 and MRCGP Applied Knowledge Test (AKT)) and clinical examinations (MRCGP Clinical Skills Assessment (CSA) and MRCP(UK) Practical Assessment of Clinical Skills (PACES)). Results Correlations between MRCGP and MRCP(UK) were high, disattenuated correlations for MRCGP AKT with MRCP(UK) Parts 1 and 2 being 0.748 and 0.698, and for CSA and PACES being 0.636. BME candidates performed less well on all five assessments (P < .001). Correlations disaggregated by ethnicity were complex, MRCGP AKT showing similar correlations with Part1/Part2/PACES in White and BME candidates, but CSA showing stronger correlations with Part1/Part2/PACES in BME candidates than in White candidates. CSA changed its scoring method during the study; multiple regression showed the newer CSA was better predicted by PACES than the previous CSA. Conclusions High correlations between MRCGP and MRCP(UK) support the validity of each, suggesting they assess knowledge cognate to both assessments. Detailed analyses by candidate ethnicity show that although White candidates out-perform BME candidates, the differences are largely mirrored across the two examinations. Whilst the reason for the differential performance is unclear, the similarity of the effects in independent knowledge and clinical examinations suggests the differences are unlikely to result from specific features of either assessment and most likely represent true differences in ability.
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              Self-directed learning in nurse education: a review of the literature.

              Self-directed learning is essential in assisting nurses to meet the challenges presented in today's health care environment. Nurse educators have an important role to play in assisting nurses to acquire the skills for self-directed learning, and to do this they need to understand the concept of self-directed learning. The aim of this review is to explore the concept of self-directed learning and its use in nurse education. A review of the literature was conducted using CINAHL, Medline and other databases and the keywords 'self-directed learning', 'student nurses', 'classroom', 'nursing education' and 'adult education'. The concept of self-directed learning is based on the principles of adult education and can take many different formats. Self-directed learning has many benefits. However, acquiring the necessary skills is dependent on a students' preference and readiness for self-directed learning and nurse educators' implementation of the concept. In implementing self-directed learning, nurse educators become facilitators of learning and require ongoing staff development. Not all students are self-directed and a variety of teaching methods should be used in curricula. A consensus definition of the concept of lifelong learning does not exist, and students and teachers may have different perspectives on it. Mature students may be more self-directing than school-leavers, and learning styles and readiness to learn need to be assessed when judging the appropriateness of using self-directed learning approaches. However, there are many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning.
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                Author and article information

                Journal
                J Adv Med Educ Prof
                J Adv Med Educ Prof
                Journal of Advances in Medical Education & Professionalism
                Journal of Advances in Medical Education & Professionalism (Iran )
                2322-2220
                2322-3561
                January 2017
                : 5
                : 1
                : 33-41
                Affiliations
                [1 ] Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran;
                [2 ] Community Based Psychiatric Care Research Center, Department of Mental Health and Psychiatric Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran;
                [3 ] Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran;
                [4 ] Department of Foundations of Education, College of Education and Psychology, Shiraz University, Shiraz, Iran
                Author notes
                *Corresponding author:Farkhondeh Sharif, School of Nursing and Midwifery, Namazi Square, Shiraz, Iran, Tel:+98-71-36474254-8, Fax:+98-71-36474252
                Article
                JAMP-5-1
                5238494
                28124019
                7fa5d85e-2406-4051-8005-318639740f2e
                Copyright: © Journal of Advances in Medical Education & Professionalism

                This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 31 July 2016
                : 15 May 2016
                Categories
                Original Article

                self-directed learning , qualitative study , nursing student

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