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Nurse Educ Today. 2004 May;24(4):277-85.

Self direction in a problem based learning program.

Author information

1
Faculty of Nursing, 3rd Floor Clinical Sciences Building, University of Alberta, USA. beverly.williams@ualberta.ca

Abstract

Baccalaureate nursing graduates must enter their professional careers with the understanding and ability to engage in continuing learning in order to ensure competence in professional practice. The graduate's ability to be self directed in learning is an important indication of the ability to pursue continuing learning as a practitioner. It has been surmised that Problem Based Learning nursing programs facilitate the development of abilities to become self directed in learning. A quasi-experimental design using the self directed learning readiness scale (SDLRS) was used to examine the self directed learning (SDL) of students at the beginning and end of one year in a problem based learning (PBL) program. In order to complement the quantitative data, year end focus group interviews were held with students to explore their experiences with SDL. Students demonstrated average self directed learning readiness scores at the beginning and end of the first year in the PBL program. Although students did not demonstrate any increase in SDLRS at the end of one year in a PBL program, they were able to describe themselves as having developed many of the documented characteristics associated with self directed learners.

PMID:
15110437
DOI:
10.1016/j.nedt.2004.01.008
[Indexed for MEDLINE]

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